Fostering A Sense of Community and Engagement in Virtual Flipped Classrooms: The Role of Asynchronous Sessions
Keywords:Asynchronous sessions, Community of Inquiry, Student engagement, Virtual flipped classroom
AbstractThe virtual flipped classroom is an instructional model that utilises both asynchronous and synchronous sessions and has become popular in education. However, the relationship between virtual flipped classrooms and the concept of a community of inquiry is not well understood. This study examines the role of asynchronous sessions in fostering a sense of community and engagement among students in virtual flipped classrooms. The study is based on the Community of Inquiry (CoI) framework, which posits that students' sense of belonging and engagement is critical for developing a community of inquiry. The study reviews the literature on the concept of a community of inquiry and how it applies to virtual flipped classrooms and existing theoretical frameworks related to virtual flipped classrooms. The study analyses how the use of asynchronous sessions in virtual flipped classrooms can impact the development of a community of inquiry and discusses the potential challenges and limitations of asynchronous sessions in virtual flipped classrooms. The study finds that asynchronous sessions can play a crucial role in fostering a sense of community among students and promoting engagement, which are essential elements in the CoI framework but also highlights the challenges of lack of immediate feedback and potential technical difficulties. The study concludes that the design and implementation of asynchronous sessions should be aligned with the CoI framework to optimise the chances of fostering community and engagement among students in virtual flipped classrooms.
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