期刊名称：Canadian Journal for the Scholarship of Teaching and Learning
电子版ISSN：1918-2902
出版年度：2020
卷号：11
期号：3
页码：1-17
DOI：10.5206/cjsotl-rcacea.2020.3.8288
出版社：Society for Teaching and Learning in Higher Education
摘要：This instrumental case study explored some preliminary impacts of a 7-year blended learning initiative (BLI) at a medium sized Canadian university on student learning. Building on the Community of Inquiry (CoI) framework, two research questions directed the investigation: (1) What are the preliminary impacts of a BLI on student learning? (2) What are the actual lived experiences of students, professors, and administrators in a university-wide BLI? Preliminary impacts reveal that student retention appears to be greater in blended courses as opposed to traditional ones, and no significant differences were observed for student grades in the campus-wide roster of courses. Both students and instructors shared that an intentional synergy of in-class instructional practices and online activities added value to a course and had a positive impact on student learning. The viewpoints of the three key stakeholders were very different concerning themes such as motivating factors and mechanisms for support; these themes need to be taken into account and weighted carefully.
其他关键词：blended learning, community of inquiry framework, impacts, blended learning pedagogy; apprentissage hybride, cadre des enquêtes communautaires, effets, pédagogie de l’apprentissage hybride
