Zhang, R. (2020). Exploring blended learning experiences through the community of inquiry framework. Language Learning & Technology, 24(1), 38–53. https://doi.org/10125/44707
The two research questions for this study are:
- What is the interrelationship among teaching, social and cognitive presences of Community of Inquiry (CoI) in the students’ blended learning experiences?
- How does blended learning impact the students’ learning experiences?
The study looks at a group of graduate students at a Chinese technical university who attended an innovative blended learning course in English for Agriculture and Forestry. The course is based on a Community of Inquiry (CoI) framework. The report provides an introduction to a CoI framework and demonstrates how it can help in the design of effective blended learning processes. It goes on to report on aspects of teaching presence, social presence and cognitive presence in the course. There are examples of student interviews and analysis of activities. Instructor’s participation and facilitation is highlighted as one of the factors influencing social presence and creating and maintaining a community throughout the learning process.
Goria, C., Konstantinidis, A., Kilvinski, B., & Dogan. B. E. (2019). Personal learning environments and personal learning networks for language teachers’ professional development. In C. N. Giannikas, E. Kakoulli Constantinou & S. Papadima-Sophocleous (Eds), Professional development in CALL: a selection of papers(pp. 87-99). Research-publishing.net. https://doi.org/10.14705/rpnet.2019.28.872
This collection of papers looks at the rise in encouragement to use technology tools in language teaching despite a lack of teacher training and support to integrate these tools in this language classroom. This annotation focuses on Chapter 6, Personal learning environments and personal learning networks for language teachers’ professional development. The specific context for the collection is foreign-language training, but is nonetheless relevant to the settlement language context.
The chapter presents background for, and two case studies that illustrate, the Personal Learning Environment (PLE) and Personal Learning Network (PLN). The chapter describes describes the impact of the PLE and PLN on the work of participating teachers, their practice and their students’ learning and autonomy. In the first case study, the teacher seamlessly integrates good language teaching practice with mobile phones and instant messaging in the early stages of the learners’ PLEs. This case study also describes other changes that occurred during the evolution of these activities. Both case studies demonstrate how teachers continued to expand and enhance their learning beyond the teacher training program that introduced the PLE and PLN to them.