Blended Learning Effectiveness and College Students’ Deep Learning Perceptions: The Community of Inquiry Perspective

doi:10.19173/irrodl.v26i4.8309

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题名:	Blended Learning Effectiveness and College Students’ Deep Learning Perceptions: The Community of Inquiry Perspective
作者:	Shen, Dandan;Chang, Chiung-Sui;Yang, Junjie
关键词:	blended learning;learning effectivenes;deep learning perception;Col;higher education;Community of Inquiry
日期:	2025-11
上传时间:	2026-07-02 12:05:20 (UTC+8)
出版者:	Athabasca University Press
摘要:	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.
關聯:	The International Review of Research in Open and Distributed Learning 26(4), p.38-60
DOI:	10.19173/irrodl.v26i4.8309
显示于类别:	[教育科技學系暨研究所] 期刊論文

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