Emerging technologies and innovative instructional methods have revolutionized education, making blended learning the new standard in the artificial intelligence era. However, poor integration of online and face-to-face learning has led to challenges such as superficial student engagement. This study developed a Community of Inquiry-based blended learning model and evaluated its effectiveness with 92 college students using a quasi-experimental approach. Over 16 weeks, the experimental group (n = 48) adopted the blended learning model, while the control group (n = 44) used traditional learning conditions. Learning effectiveness and deep learning perceptions were evaluated, revealing the blended learning group demonstrated superior learning effectiveness (d = 0.83) and reported higher deep learning perceptions (η2 = .05–.072) compared to the traditional learning group. These results provide valuable insights for educators aiming to design blended learning models that foster deep learning and improve overall learning effectiveness.
Relation:
The International Review of Research in Open and Distributed Learning 26(4), p.38-60
