A Four-Year Longitudinal Analysis of Community of Inquiry in an Interactive Synchronous HyFlex Course

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Abstract

Since the COVID-19 Pandemic, blended learning environments, like HyFlex, have become a new normal in higher education, as students expect to have options and flexibility in how they attend classes. We used a longitudinal quantitative design to examine Community of Inquiry survey data across eight semesters from 2,616 students enrolled in an introductory design thinking course. Results revealed that over time, remote participation in the course has declined along with teaching presence and cognitive presence scores decreasing. However, social presence showed a moderate positive trend with declining remote participation, suggesting that enhanced digital infrastructure designed to serve remote students may also benefit face-to-face learners. Implications are discussed for HyFlex learning design and facilitation.

Authors

• Lakshmy Mohandas, Purdue University

• Adrie A. Koehler, Purdue University

• Nathan Mentzer, Purdue University