Web-based technologies such as Moodle (modular object-oriented dynamic learning environment) are regularly used in classrooms and present an effective way to reinforce blended learning of different curricula. Nontraditional learning methodologies such as the i2Flex model provide teachers with a range of options with regards to how to employ a constructivism-based instructional design and facilitate their shift from traditional instructors to effective learning facilitators. Consequently, students become inquirers and discover knowledge in a positive environment where flexibility and blendedness of learning styles optimize the learning outcome. The chapter discusses implementations of Moodle features and the support types with regards to the authors engagement in i2Flex methodology in order to update their practices in relation to enhancing the Community of Inquiry (CoI) Framework presences in Middle School and Academy Classes of Science, Physics, and Modern Language Arts.
TopTheoretical Framework
The i2Flex instructional methodology is a student-centered methodology, firmly grounded on constructivism, and blends independent and inquiry-based learning that is guided by face-to-face and flexible technology-supported learning (Avgerinou & Gialamas, 2016). “In an i2Flex context, such learning experiences are dependent on instructional design decisions that consider specific criteria (e.g. student degree of readiness, nature of content, learning goals, other class logistics), and are conducted under the close monitoring of faculty face-to-face, and/or online” (Avgerinou & Gialamas, 2016, p. 139). Other unique elements of i2Flex are the notion of Blendedness, as well as that of educational technology and media. The goal of the i2Flex methodology is to keep students at the center of learning both in and out of the classroom. The school mission statement clearly states that “ACS Athens challenges all students to realize their unique potential: academically, intellectually, socially and ethically — to thrive as responsible global citizens” (School Website). These personalized learning opportunities reach out to all students and learning styles and technology is present to aid in the process (Avgerinou, Gialamas, & Tsoukia, 2014). The i2Flex methodology is thus manifested in all areas, resources and designs used in the instruction and is not limited to technological integration. It is evident in the instructional design of the physical classroom, the delivery of the lesson, the process of investigation and discovery in the learning process, the developed printed material to name a few of the parameters (Avgerinou & Gialamas, 2016).
In summary, the learner-centered i2Flex instructional methodology, grounded on social constructivism, and reflecting a more inclusive conceptualization of the K-12 blended learning landscape, facilitates and promotes instructional blends with the purpose of independent, inquiry-based learning, and is defined by a dynamic, thus constantly evolving interaction among such elements as time, pace, place, and mode within a flexible learning design framework (Avgerinou & Gialamas, 2016, p. 140).