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A blended community of inquiry approach: Linking student engagement and course redesign
ARTICLE

Internet and Higher Education Volume 13, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

The purpose this article is to describe an institutional initiative created to support faculty engaged in blended course redesign. This Inquiry Through Blended Learning (ITBL) program adapted Garrison, Anderson, and Archer's (2000) Community of Inquiry framework in order to provide faculty participants with a guided inquiry process for discussing and reflecting on key redesign questions, exploring blended learning from a student perspective, integrating the new experiences and ideas, and then applying this knowledge through the implementation of a course redesigned for blended learning. An overview of the ITBL program, the methods used to evaluate the redesigned courses, the findings, and conclusions are presented in this article.

Citation

Vaughan, N.D. (2010). A blended community of inquiry approach: Linking student engagement and course redesign. Internet and Higher Education, 13(1), 60-65. Elsevier Ltd. Retrieved October 17, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2009.10.007

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