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Gale Parchoma University of Calgary

Researching blended learning in higher education: Potential Implications and future directions for Design and practice . Gale Parchoma University of Calgary. OCULL - 2013. Where is the blend in blended learning?. Garrison & Kanuka (2004 ). Community of Inquiry.

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Gale Parchoma University of Calgary

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  1. Researching blended learning in higher education: Potential Implications and future directions for Design and practice Gale ParchomaUniversity of Calgary OCULL - 2013

  2. Where is the blend in blended learning? Garrison & Kanuka (2004)

  3. Community of Inquiry Garrison, Archer, and Anderson (2000)

  4. Examples A & B A 0’Keffe& Parchoma (under review) B Shahoumian, Parchoma, Zenios, Hanson, Dickinson, & Pimblett (2012)

  5. Example C – Part 1 Instructor (small ones technical support) Student Parchoma and Brooks (2007)

  6. Example C – Part 2 Week 2 Week 9

  7. Online ‘Presences’ across Blends A. Limited teaching and cognitive presence. No peer-to-peer social presence. B. Limited teaching presence. Back channel (social media) mediation of cognitive and social presence. C. Sustained but contained teaching, cognitive, and social presence.

  8. Implications and Research Opportunities Garrison, Cleveland-Innes , & ShingFung (2010)

  9. References • Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 11(2), 1-14. • Garrison, D. R., Clevedland-Ives, M., & Shing Fung, T. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. Internet and Higher Education, 13, 31-36. • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. • Kim, K.-J., Bonk, C. J., & Teng, Y.-T. (2009). The present state and future trends of blended learning in workplace learning settings across five countries. Asia Pacific Education Review, 10(3), 299-308.

  10. References • O’Keefe, C. & Parchoma, G. (Under review). Performing blended learning as a product and a service. Ninth International Conference on Networked Learning: Edinburgh. • Parchoma, G. & Brooks, C. (2007). Tracking the development of a learning community: A study of pedagogical strategies for supporting students in engaging in content and forming a learning community. CADE: Winnipeg. • Shahoumian, A., Parchoma, G., Zenios, M., Hanson, J., Dickinson, M., & Pimblett, M. (2012). A networked learning-informed investigation of introducing blended simulation based medical education in a UK National Health Service (NHS) context. In V. Hodgson, C. Jones, M. edLatt, D. McConnell, & P. Sloep (Eds.), Proceedings of the 8th International Conference on Networked Learning, Maastricht, The Netherlands.

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