Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design Research
Students’ learning experience and their engagement in online learning environments are becoming increasingly important as blended learning grows more prevalent in tertiary education. In this study, asynchronous lectures for applied sciences courses, offered to polytechnic students of Applied Chemist...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-02-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/14/3/215 |
| _version_ | 1797241419034787840 |
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| author | Jayden Wei Jie Ang Yin Ni Ng Lynette Hui-Wen Lee Jia Ying Yong |
| author_facet | Jayden Wei Jie Ang Yin Ni Ng Lynette Hui-Wen Lee Jia Ying Yong |
| author_sort | Jayden Wei Jie Ang |
| collection | DOAJ |
| description | Students’ learning experience and their engagement in online learning environments are becoming increasingly important as blended learning grows more prevalent in tertiary education. In this study, asynchronous lectures for applied sciences courses, offered to polytechnic students of Applied Chemistry and Pharmaceutical Science at Nanyang Polytechnic, were designed using the Community of Inquiry framework. Students’ perceptions of their learning experience and cognitive, emotional, and behavioral engagement in asynchronous lectures were determined through a survey study. The results showed that students were engaged and had positive learning experiences. Through an educational design research methodology, this survey study also determined and provided design features important for designing asynchronous lectures. Further research could explore the possibility of expanding the scope of the research to other institutions with students of different cultural backgrounds, learning preferences, and learning abilities. |
| first_indexed | 2024-04-24T18:23:01Z |
| format | Article |
| id | doaj.art-fb9f939423804b0fb5896083d84d0672 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-24T18:23:01Z |
| publishDate | 2024-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-fb9f939423804b0fb5896083d84d06722024-03-27T13:34:14ZengMDPI AGEducation Sciences2227-71022024-02-0114321510.3390/educsci14030215Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design ResearchJayden Wei Jie Ang0Yin Ni Ng1Lynette Hui-Wen Lee2Jia Ying Yong3School of Applied Science, Nanyang Polytechnic, Singapore 569830, SingaporeSchool of Applied Science, Nanyang Polytechnic, Singapore 569830, SingaporeSchool of Applied Science, Nanyang Polytechnic, Singapore 569830, SingaporeSchool of Applied Science, Nanyang Polytechnic, Singapore 569830, SingaporeStudents’ learning experience and their engagement in online learning environments are becoming increasingly important as blended learning grows more prevalent in tertiary education. In this study, asynchronous lectures for applied sciences courses, offered to polytechnic students of Applied Chemistry and Pharmaceutical Science at Nanyang Polytechnic, were designed using the Community of Inquiry framework. Students’ perceptions of their learning experience and cognitive, emotional, and behavioral engagement in asynchronous lectures were determined through a survey study. The results showed that students were engaged and had positive learning experiences. Through an educational design research methodology, this survey study also determined and provided design features important for designing asynchronous lectures. Further research could explore the possibility of expanding the scope of the research to other institutions with students of different cultural backgrounds, learning preferences, and learning abilities.https://www.mdpi.com/2227-7102/14/3/215blended learningasynchronous learningcommunity of inquiryengagementeducational design researchstudent-centred learning |
| spellingShingle | Jayden Wei Jie Ang Yin Ni Ng Lynette Hui-Wen Lee Jia Ying Yong Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design Research Education Sciences blended learning asynchronous learning community of inquiry engagement educational design research student-centred learning |
| title | Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design Research |
| title_full | Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design Research |
| title_fullStr | Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design Research |
| title_full_unstemmed | Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design Research |
| title_short | Exploring Students’ Learning Experience and Engagement in Asynchronous Learning Using the Community of Inquiry Framework through Educational Design Research |
| title_sort | exploring students learning experience and engagement in asynchronous learning using the community of inquiry framework through educational design research |
| topic | blended learning asynchronous learning community of inquiry engagement educational design research student-centred learning |
| url | https://www.mdpi.com/2227-7102/14/3/215 |
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