Collaborative video blended learning for exercising higher order thinking evaluation using community of inquiry framework
This paper presents findings from an examination of different learning experiences in students engaged in intercultural learning activities in a collaborative blended learning environment using video sharing, within a university foreign language course. Learning experience in the video collaborative blended learning environment was evaluated using community of inquiry framework, focusing on cognitive presence in students with different cultural backgrounds. It was hypothesised that multicultural experience would enhance cognitive presence, as profound life experience could fuel higher order thinking. The results of an in depth analysis of diaries kept by six students (two international students, two local students with Asian background, and two local students with a relatively monocultural background) indicated that while prior intercultural experience of individual students plays a key role, both teaching presence and social presence also affect the exercise of higher order thinking.
Int. J. Soc. Media Interact. Learn. Environ.