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University Students' Knowledge Creation Practices in Face-to-Face and Hybrid Blended Learning: Development of Epistemic Views and Perceptions of the Community of Inquiry.

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Titel: University Students' Knowledge Creation Practices in Face-to-Face and Hybrid Blended Learning: Development of Epistemic Views and Perceptions of the Community of Inquiry.
Autoren: Oshima, Jun1 (AUTHOR) joshima@inf.shizuoka.ac.jp, Oshima, Ritsuko1 (AUTHOR), Kayagi, Toru2 (AUTHOR)
Quelle: Journal of Science Education & Technology. Oct2025, Vol. 34 Issue 5, p1193-1212. 20p.
Schlagwörter: *BLENDED learning, *COMMUNITY of inquiry, *MENTAL work, *COLLABORATIVE learning, *SOCIAL interaction, *COLLEGE students, *THEORY of knowledge
Abstract: This design-based research investigated the differences in knowledge-creation practices among university students across two blended learning formats—traditional and hybrid—over multiple years, guided by knowledge-building principles. Each year, 74 first-year students participated in the course to develop new happiness indices through small-group activities. They used a Computer-Supported Collaborative Learning (CSCL) system to share weekly reflection notes and plan future activities in addition to face-to-face interactions. In the hybrid blended learning format, students had to manage communication with remote group members. The students' reflection notes in CSCL were analyzed to evaluate the development of their epistemic views and perceptions of the community of inquiry (CoI). Clustering analysis revealed that in the traditional blended learning year, 57% of successful students developed their epistemic views over the modules, while 43% were only partially successful. In the hybrid blended learning year, only 36% of students were partially successful, and 64% were not successful. Furthermore, epistemic network analysis (ENA) indicated that students in the traditional blended learning year emphasized cognitive presence, whereas those in the hybrid blended learning year focused more on social presence. These findings suggest that hybrid blended learning should incorporate multimodal communication to reduce cognitive load and enhance epistemic engagement. [ABSTRACT FROM AUTHOR]
Datenbank: Academic Search Index
Beschreibung
Abstract:This design-based research investigated the differences in knowledge-creation practices among university students across two blended learning formats—traditional and hybrid—over multiple years, guided by knowledge-building principles. Each year, 74 first-year students participated in the course to develop new happiness indices through small-group activities. They used a Computer-Supported Collaborative Learning (CSCL) system to share weekly reflection notes and plan future activities in addition to face-to-face interactions. In the hybrid blended learning format, students had to manage communication with remote group members. The students' reflection notes in CSCL were analyzed to evaluate the development of their epistemic views and perceptions of the community of inquiry (CoI). Clustering analysis revealed that in the traditional blended learning year, 57% of successful students developed their epistemic views over the modules, while 43% were only partially successful. In the hybrid blended learning year, only 36% of students were partially successful, and 64% were not successful. Furthermore, epistemic network analysis (ENA) indicated that students in the traditional blended learning year emphasized cognitive presence, whereas those in the hybrid blended learning year focused more on social presence. These findings suggest that hybrid blended learning should incorporate multimodal communication to reduce cognitive load and enhance epistemic engagement. [ABSTRACT FROM AUTHOR]
ISSN:10590145
DOI:10.1007/s10956-024-10191-z