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Establishing a Learning Presence: Cooperative Learning, Blended Learning, and Self-Directed Learning

Establishing a Learning Presence: Cooperative Learning, Blended Learning, and Self-Directed Learning

Chantelle Bosch, Jessica Pool
Copyright: © 2019 |Pages: 24
ISBN13: 9781522559153|ISBN10: 1522559159|ISBN13 Softcover: 9781522587538|EISBN13: 9781522559160
DOI: 10.4018/978-1-5225-5915-3.ch003
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MLA

Bosch, Chantelle, and Jessica Pool. "Establishing a Learning Presence: Cooperative Learning, Blended Learning, and Self-Directed Learning." Technology-Supported Teaching and Research Methods for Educators, edited by Lazarus Ndiku Makewa, et al., IGI Global, 2019, pp. 51-74. https://doi.org/10.4018/978-1-5225-5915-3.ch003

APA

Bosch, C. & Pool, J. (2019). Establishing a Learning Presence: Cooperative Learning, Blended Learning, and Self-Directed Learning. In L. Makewa, B. Ngussa, & J. Kuboja (Eds.), Technology-Supported Teaching and Research Methods for Educators (pp. 51-74). IGI Global. https://doi.org/10.4018/978-1-5225-5915-3.ch003

Chicago

Bosch, Chantelle, and Jessica Pool. "Establishing a Learning Presence: Cooperative Learning, Blended Learning, and Self-Directed Learning." In Technology-Supported Teaching and Research Methods for Educators, edited by Lazarus Ndiku Makewa, Baraka Manjale Ngussa, and Joshua Michael Kuboja, 51-74. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5915-3.ch003

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Abstract

Despite the overwhelming interest in the community of inquiry (CoI) framework, there is a lack of research regarding the role of students' self-directed learning (SDL) skills in a blended learning environment. This student self-regulation, therefore, serves as a basis for a new form of presence within the community of inquiry framework, described as “learning presence.” Although reports have been made on guidelines for the establishment of the initial presences in the community of inquiry framework, there is still a gap in the literature regarding the establishment of a learning presence. The purpose of this chapter is to report on what a learning presence is, and the authors propose a model as a guide to establish a learning presence. The findings of this qualitative study confirm that students can work self-directedly, and therefore, the combined blended learning design model can be used as a design tool to establish a learning presence.

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