Choosing the best from blended and online e-learning

Abstract

Blended learning should incorporate the best of contact and online learning, allowing flexibility while retaining connectedness. Therefore, designing effective instruction requires research-informed choices. The Community of Inquiry (CoI) survey is a wellvalidated instrument measuring social-, teaching- and cognitive presences in e-learning that reflect the quality of e-learning courses (Garrison, Anderson and Archer 2000). We compared the CoI results of two blended postgraduate courses: one predominantly online and the other mostly in contact mode, taught by the same lecturer. The endof- course deliverable for both courses in research methodology was a research proposal. Both courses utilised the learning management system (LMS), while students with insufficient Internet access communicated via email or telephone. Both courses included the two-tiered double-blind electronic peer review of assignments. One group had weekly contact sessions, and the other only an initial welcoming session. We discuss using peer review for formative feedback as a particularly beneficial strategy to facilitate teaching effectively in such large classes, and the limitations thereof. The CoI survey showed the strengths of the online environment, with very strong teaching presences due to good organisation, comprehensive online supportive documentation, and automated feedback. High cognitive presence was due to peer review; strong constructive alignment between objectives, activities and assessment; and in the online class due to the constructivist teaching practice of fostering student ownership of outcomes. In both classes social presence was the weakest, although the contact class scored significantly higher on this presence. Low social presence did not compromise course completion in any group.