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Time well spent: Creating a community of inquiry in blended first-year writing courses
ARTICLE

, , Department of English, United States

Internet and Higher Education Volume 41, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

This study examines whether blended first-year writing courses can function as Communities of Inquiry and analyzes whether the amount of time spent online impacts the extent to which students positively perceive teaching presence, social presence, and cognitive presence. A modified version of the 34-item Community of Inquiry survey instrument was delivered to students enrolled in 22 sections of a FYW course at the same university. Findings indicate students in high blend (50% online) classes perceived greater degrees of teaching presence, social presence, and cognitive presence than students in medium blend (33% online) classes. Analysis of survey results, alongside observations of the assigned online activities, suggest a correlation between online time on task and interactive learning activities that promote collaborative student-student interactions. Implications for blended writing instructors and opportunities for future research are discussed.

Citation

Hilliard, L.P. & Stewart, M.K. (2019). Time well spent: Creating a community of inquiry in blended first-year writing courses. Internet and Higher Education, 41(1), 11-24. Elsevier Ltd. Retrieved September 15, 2019 from .

This record was imported from Internet and Higher Education on March 15, 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.2018.11.002

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