Principles of Blended Learning Shared Metacognition and Communities of Inquiry

• Main Author: Vaughan, Norman D. (auth)
• Other Authors: Dell, Deborah (auth), Cleveland-Innes, Martha (auth), Garrison, Randy (auth)
• Format: Electronic Book Chapter
• Language: English
• Published: Canada Athabasca University Press 2023
• Series: Issues in Distance Education 1919-4390
• Subjects: Philosophy & theory of education; Blended learning; education theory; neoliberalism education; learning designer; curriculum design; online education theory; digital pedagogy; shared learning book; critical consciousness; digital learning discourse; culturally relevant pedagogy; education pedagogy; higher education theory; post secondary education; post grad education; digital praxis; learning ecologies
• Online Access: DOAB: download the publication; DOAB: description of the publication

The rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. The Community of Inquiry is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.