Desgning and examining blended learning environments within the community of inquiry framework: A mixed methods study

This study aims to examine the effects of a blended learning model based on the Community of Inquiry (CoI) theoretical framework on the academic achievement, critical thinking skills, learning satisfaction, and perceived levels ofteaching, social and cognitive presences of university students in the context of higher education. In this mixed-method study, a blended teaching process based on structured inquiry according to the CoI model was applied to the experimental group, while a traditional blended learning approach was adopted in the control group. Quantitative data were collected through academic achievement tests, critical thinking scale, satisfaction questionnaire and Community of Inquiry scale; qualitative data were collected through student reflection reports and semi-structured interviews. Nice findings revealed that CoI-based instruction made a significant difference on students' learning outcomes. In particular, high level effects were observed in favour of the experimental group in the 'facilitation' and 'direct instruction' stages of instructional availability and in the 'exploration' and 'integration' stages of cognitive availability. Qualitative data show that students developed higher learning motivation, sense of community, self-efficacy and emotional engagement through this model. The results of the research show that the CoI model contributes not only to cognitive but also to affective and social learning processes; it provides deeper and more interactive learning environments by increasing students' perceived levels of presence.