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.
