Behaviourist-Constructivist Pedagogical Design Possibilities Within the Community of Inquiry Framework
The discourse on blended learning must not take away focus on learning by concentrating explicitly on technologies. When learner-centred discussions are incorporated, these may be confined to constructivist pedagogies, as evident through the well-established community of inquiry (CoI) framework. Wh...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
The Canadian Network for Innovation in Education (CNIE)
2025-01-01
|
| Series: | Canadian Journal of Learning and Technology |
| Subjects: | |
| Online Access: | https://cjlt.ca/index.php/cjlt/article/view/28673 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1841544101891145728 |
|---|---|
| author | Sheriya Sareen Sayantan Mandal |
| author_facet | Sheriya Sareen Sayantan Mandal |
| author_sort | Sheriya Sareen |
| collection | DOAJ |
| description |
The discourse on blended learning must not take away focus on learning by concentrating explicitly on technologies. When learner-centred discussions are incorporated, these may be confined to constructivist pedagogies, as evident through the well-established community of inquiry (CoI) framework. While a few early advances argue for behaviourist pedagogies to underpin the CoI framework in particular, and a plethora of literature supports behaviourist-constructivist interplay for blended learning in general, this study pioneers the proposal of these interactions within the CoI framework for blended learning. It also challenges the prevailing stand-alone socio-constructivist pedagogical design of the CoI framework to deal with the complexities of higher education by adopting a decolonial positionality. In this light, we explain the impact of missing out on behaviourist designs on the CoI framework through the problem of epistemological untenability and that of assumed learning. Having provided the rationale for including behaviourist designs, we then emphasize the behaviourist-constructivist interactions within the framework. This discussion paper contributes to the ongoing dynamic scholarship of the CoI and encourages the research community to empirically explore the positioning of such a pedagogical design within this framework.
|
| format | Article |
| id | doaj-art-f5b5cfde9473418bacc37195da648454 |
| institution | Kabale University |
| issn | 1499-6677 1499-6685 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | The Canadian Network for Innovation in Education (CNIE) |
| record_format | Article |
| series | Canadian Journal of Learning and Technology |
| spelling | doaj-art-f5b5cfde9473418bacc37195da6484542025-01-12T20:13:05ZengThe Canadian Network for Innovation in Education (CNIE)Canadian Journal of Learning and Technology1499-66771499-66852025-01-0150210.21432/cjlt28673Behaviourist-Constructivist Pedagogical Design Possibilities Within the Community of Inquiry FrameworkSheriya Sareen0Sayantan Mandal1Indian Institute of Technology JammuIndian Institute of Technology Jammu The discourse on blended learning must not take away focus on learning by concentrating explicitly on technologies. When learner-centred discussions are incorporated, these may be confined to constructivist pedagogies, as evident through the well-established community of inquiry (CoI) framework. While a few early advances argue for behaviourist pedagogies to underpin the CoI framework in particular, and a plethora of literature supports behaviourist-constructivist interplay for blended learning in general, this study pioneers the proposal of these interactions within the CoI framework for blended learning. It also challenges the prevailing stand-alone socio-constructivist pedagogical design of the CoI framework to deal with the complexities of higher education by adopting a decolonial positionality. In this light, we explain the impact of missing out on behaviourist designs on the CoI framework through the problem of epistemological untenability and that of assumed learning. Having provided the rationale for including behaviourist designs, we then emphasize the behaviourist-constructivist interactions within the framework. This discussion paper contributes to the ongoing dynamic scholarship of the CoI and encourages the research community to empirically explore the positioning of such a pedagogical design within this framework. https://cjlt.ca/index.php/cjlt/article/view/28673behaviourismblended learningcommunity of inquiry frameworkconstructivismhigher educationsocio-constructivism |
| spellingShingle | Sheriya Sareen Sayantan Mandal Behaviourist-Constructivist Pedagogical Design Possibilities Within the Community of Inquiry Framework Canadian Journal of Learning and Technology behaviourism blended learning community of inquiry framework constructivism higher education socio-constructivism |
| title | Behaviourist-Constructivist Pedagogical Design Possibilities Within the Community of Inquiry Framework |
| title_full | Behaviourist-Constructivist Pedagogical Design Possibilities Within the Community of Inquiry Framework |
| title_fullStr | Behaviourist-Constructivist Pedagogical Design Possibilities Within the Community of Inquiry Framework |
| title_full_unstemmed | Behaviourist-Constructivist Pedagogical Design Possibilities Within the Community of Inquiry Framework |
| title_short | Behaviourist-Constructivist Pedagogical Design Possibilities Within the Community of Inquiry Framework |
| title_sort | behaviourist constructivist pedagogical design possibilities within the community of inquiry framework |
| topic | behaviourism blended learning community of inquiry framework constructivism higher education socio-constructivism |
| url | https://cjlt.ca/index.php/cjlt/article/view/28673 |
| work_keys_str_mv | AT sheriyasareen behaviouristconstructivistpedagogicaldesignpossibilitieswithinthecommunityofinquiryframework AT sayantanmandal behaviouristconstructivistpedagogicaldesignpossibilitieswithinthecommunityofinquiryframework |