We discuss our reflections on the process and outcomes of a blended online and face-to-face (ftf) post-graduate course in action research. The uniqueness of this course is three-fold: First, it is framed by a typology of teaching and learning that guides the design and implementation of online and ftf class sessions. Three types of teaching and learning are utilized in the course, but the primary type is collaborative teaching and learning. Second, the content is driven by a model-based action research planning process that students and instructor use to develop detailed research proposals that serve as the product of the course. Third, eighty percent of the class sessions are held online and twenty percent are ftf. Evaluations of course offerings over a period of three years showed that the combination of ftf classroom interaction and online interaction made it possible for students and instructor to form a community of inquiry. Our paper focuses on the ways that technology and limited ftf interaction enhanced participants’ ability to form a community of inquiry where they successfully engaged in collaborative learning and two other types of teaching and learning.
|Keywords:||Action Research, Blended Online Learning, Communities of Inquiry|
Professor, Educational Psychology, University of Tennessee, Knoxville, Tennessee, USA
Assistant Professor and Coordinator, Postsecondary and Adult Education Programs, Troy University, Montgomery, Alabama, USA
Graduate Teaching Associate, Modern Foreign Languages and Literatures, University of Tennessee, Knoxville, Knoxville, Tennessee, USA
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