Reflections on Three Types of Teaching and Learning in a Model-based, Blended Online Course

By John Peters, Jonathan Taylor and Megumu Doi.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

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

The International Journal of Learning, Volume 18, Issue 2, pp.357-366. Article: Print (Spiral Bound). Article: Electronic (PDF File; 760.179KB).

Dr. John Peters

Professor, Educational Psychology, University of Tennessee, Knoxville, Tennessee, USA

Dr. Peters is Professor of Educational Psychology at the University of Tennessee, Knoxville, and Coordinator of the Doctoral Program in Collaborative Learning. He is author of several books, articles, and papers in the areas of reflective practice, collaborative learning, action research, and adult education. He has been recognized by his university and professional associations for outstanding teaching and service.

Dr. Jonathan Taylor

Assistant Professor and Coordinator, Postsecondary and Adult Education Programs, Troy University, Montgomery, Alabama, USA

Jonathan E. Taylor, Ph.D., is Assistant Professor and Coordinator, Postsecondary and Adult Education Programs at Troy University, Montgomery. He received his doctorate in Adult Education at the University of Tennessee Knoxville.

Megumu Doi

Graduate Teaching Associate, Modern Foreign Languages and Literatures, University of Tennessee, Knoxville, Knoxville, Tennessee, USA

Megumu M. Doi, M.S., is a doctoral student in Educational Psychology and Research and a Graduate Teaching Associate of Japanese in the Department of Modern Foreign Languages and Literatures at the University of Tennessee, Knoxville.

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