Abstract
Covid-19 has compelled educators to change their landscape for teaching and
learning in higher education. This new landscape combines physical and virtual
environments known as blended or hybrid learning models. The revised Community
of Inquiry (RCoI) framework is a useful model for analyzing and improving the
blended learning environments. This paper has used the Revised Community of
Inquiry (RCoI) framework which involves Learner, Teaching, Social and Cognitive
presence. This research tested the impact of RCoI on students learning with the
moderating role of Technology. The data was collected from 462 students from 6
different universities in Karachi, Pakistan out of which, 150 were female and 312
were male students. Results indicated that Learner (Std β =0.096; p value<0.1),
Teaching (Std β =0.128; p-value <0.05), Social (Std β =0.116; p-value <0.1),
and Cognitive presence (Std β =0.378; p-value <0.01) have a positive impact on
Students Learning. Technology increases Students Learning with Std β =0.184 and
p-value <0.01. Further, technology moderates the relationship between Cognitive
Presence and Students Learning with Std β = -0.129, p-value = 0.043. It was found
that Technology reduces the cognitive presence of students and their learning. They
are lesser involved in critical thinking and problem-solving. Universities must
train teachers about the software tools and key pedagogical concepts to increase
cognitive thinking for effective learning
Sania Usmani. (2021) COVID-19 Pandemic and Blended Learning: A Quantitative Assessment of Revised Community of Inquiry (RCoI) Framework, Journal of Education and Educational Development, Volume 8, Issue 2.
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