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 classroomAbstract
The 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.References
Adi Badiozaman, I. F. binti, Leong, H., and Jikus, O., Investigating student engagement in Malaysian higher
education: A self-determination theory approach, Journal of Further and Higher Education, vol. 44, no. 10, pp.
–1378, 2020.
Al-Amrani, S. N., and Harrington, M., The impact of online social presence on Omani female students' willingness to
communicate in English, Computer-Assisted Language Learning Electronic Journal, vol. 21, no. 2, pp. 220–
, 2020.
Alamri, H. A., Alamri, H., Watson, S. L., and Watson, W. R., Learning Technology Models That Support
Personalization within Blended Learning Environments in Higher Education, Techtrends, vol. 65, no. 1, pp.
–78, 2021.
Antonio, R. L. B., Assessing flipped classroom in flexible learning via Community of Inquiry framework, ETERNAL
(English, Teaching, Learning, and Research Journal), vol. 8, no. 1, pp. 94–107, 2022.
Cakiroglu, U., Community of inquiry in web conferencing: Relationships between cognitive presence and academic
achievements, Open Praxis, vol. 11, no. 3, pp. 243–260, 2019.
Chen, L.-T., and Liu, L., Social presence in multidimensional online discussion: The roles of group size and
requirements for discussions, Computers in the Schools, vol. 37, no. 2, pp. 116–140, 2020.
Chen, R. H., Effects of deliberate practice on blended learning sustainability: A community of inquiry perspective,
Sustainability, vol. 14, no. 3, pp. 1785, 2022.
Chiu, T. K., Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a selfdetermination theory perspective, Interactive Learning Environments, pp. 1–14, 2021.
Chiu, T. K., Sun, J. C.-Y., and Ismailov, M., Investigating the relationship of technology learning support to digital
literacy from the perspective of self-determination theory, Educational Psychology, vol. 42, no. 10, pp. 1263–
, 2022.
Cleveland-Innes, M., The community of inquiry theoretical framework: Designing collaborative online and blended
learning, In Rethinking pedagogy for a digital age (pp. 85–102), Routledge, 2019.
Conklin, S., and Dikkers, A. G., Instructor social presence and connectedness in a quick shift from face-to-face to
online instruction. Online Learning, vol. 25, no. 1, pp. 135–150, 2021.
Conrad, C., Deng, Q., Caron, I., Shkurska, O., Skerrett, P., and Sundararajan, B., How student perceptions about online
learning difficulty influenced their satisfaction during Canada's Covid‐19 response. British Journal of
Educational Technology, vol. 53, no. 3, pp. 534–557, 2022.
Debbağ, M., and Yıldız, S., Effect of the flipped classroom model on academic achievement and motivation in teacher
education. Education and Information Technologies, vol. 26, no. 3, pp. 3057–3076, 2021.
Delello, J. A., McWhorter, R. R., and Lawrence, H., Fostering a community of inquiry in online discussions. Academic
Exchange Quarterly, vol. 23, no. 1, pp. 51–57, 2019.
Dempsey, P. R., and Zhang, J., Re-examining the construct validity and causal relationships of teaching, cognitive,
and social presence in Community of Inquiry framework. Online Learning, vol. 23, no. 1, pp. 62–79, 2019.
Fiock, H. (2020). Designing a community of inquiry in online courses. The International Review of Research in Open
and Distributed Learning, 21(1), 135–153, 2020.
Garrison, D. R., Shared Metacognition in a Community of Inquiry, Online Learning, vol. 26, no. 1, pp. 6–18, 2022.
Goh, L. H., The gathering of the community of inquiry in online learning, International Journal of Information and
Education Technology, vol. 10, no. 7, pp. 494–499, 2020.
Gopalan, C., Butts-Wilmsmeyer, C., and Moran, V. (2021). Virtual flipped teaching during the COVID-19 pandemic.
Advances in Physiology Education, 45(4), 670–678. https://doi.org/10.1152/advan.00061.2021
Granić, A., and Marangunić, N., Technology acceptance model in educational context: A systematic literature review,
British Journal of Educational Technology, vol. 50, no. 5, pp. 2572–2593, 2019.
Guo, C., Shea, P., and Chen, X., Investigation on graduate students' social presence and social knowledge construction
in two online discussion settings, Education and Information Technologies, vol. 27, no. 2, pp. 2751–2769,
Hew, K. F., Jia, C., Gonda, D. E., and Bai, S., Transitioning to the "new normal" of learning in unpredictable times:
Pedagogical practices and learning performance in fully online flipped classrooms, International Journal of
Educational Technology in Higher Education, vol. 17, pp. 1–22, 2020.
Hoffman, E., The centrality of teaching presence: Using multiple modes to facilitate collaborative active engagement
in a synchronous teacher online learning community, Journal of Interactive Learning Research, vol. 30, no. 2,
pp. 107–145, 2019.
Hong, X., Zhang, M., and Liu, Q., Preschool teachers' technology acceptance during the COVID-19: An adapted
technology acceptance model, Frontiers in Psychology, vol. 12, pp. 691492, 2021.
Humrickhouse, E., Flipped classroom pedagogy in an online learning environment: A self-regulated introduction to
information literacy threshold concepts, The Journal of Academic Librarianship, vol. 47, no. 2, pp. 102327,
Islam, M. K., Sarker, M. F. H., and Islam, M. S., Promoting student-centred blended learning in higher education: A
model, E-Learning and Digital Media, vol. 19, no. 1, pp. 36–54, 2022.
Ismail, S. S., and Abdulla, S. A.,Virtual flipped classroom: New teaching model to grant the learners knowledge and
motivation. Journal of Technology and Science Education, vol. 9, no. 2, pp. 168–183, 2019.
Kay, D., and Pasarica, M., Using technology to increase student (and faculty satisfaction with) engagement in medical
education, Advances in Physiology Education, vol. 43, no. 3, pp. 408–413, 2019.
Kennedy, H. R., and Do, K. A., Synchronous videoconferencing: Social presence and the engagement of different
learners in a blended family studies course, Family Science Review, vol. 24, no. 1, pp. 43–65, 2020.
Khan, R. A., Atta, K., Sajjad, M., and Jawaid, M., Twelve tips to enhance student engagement in synchronous online
teaching and learning, Medical Teacher, vol. 44, no. 6, pp. 601–606, 2022
Kilis, S., and Yildirim, Z., Posting patterns of students' social presence, cognitive presence, and teaching presence in
online learning, Online Learning, vol. 23, no. 2, 2019.
Kim, G., and Gurvitch, R., Online education research adopting the community of inquiry framework: A systematic
review, Quest, vol. 72, no. 4, pp. 395–409, 2020.
Kormos, E., Julio, L., and Morgan, A., Preservice Teacher Perceptions of Using Video Discussions to Foster a
Community of Inquiry—Does the Learning Environment Matter?, TechTrends, pp. 1–11, 2023.
Koszalka, T. A., Pavlov, Y., and Wu, Y., The informed use of pre-work activities in collaborative asynchronous online
discussions: The exploration of idea exchange, content focus, and deep learning, Computers and Education,
vol. 161, pp. 104067, 2021.
Lapitan Jr, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., and Diaz, J. M., An effective blended online
teaching and learning strategy during the COVID-19 pandemic, Education for Chemical Engineers, vol. 35,
pp. 116–131, 2021.
Lee, Y.-J., Davis, R., and Li, Y., Implementing Synchronous Online Flipped Learning for Pre-Service Teachers during
COVID-19, European Journal of Educational Research, vol. 11, no. 2, pp. 653–661, 2022.
Marshall, H. W., and Kostka, I., Fostering Teaching Presence through the Synchronous Online Flipped Learning
Approach, Tesl-Ej, vol. 24, no. 2, n2, 2020.
Martin, F., Wu, T., Wan, L., and Xie, K., A Meta-Analysis on the Community of Inquiry Presences and Learning
Outcomes in Online and Blended Learning Environments, Online Learning, vol. 26, no. 1, pp. 325–359, 2022.
Martínez-Jiménez, R., and Ruiz-Jiménez, M. C.,Improving students' satisfaction and learning performance using
flipped classroom, The International Journal of Management Education, vol. 18, no. 3, pp. 100422, 2020.
McWatt, S. C., Responding to Covid‐19: A thematic analysis of students' perspectives on modified learning activities
during an emergency transition to remote human anatomy education, Anatomical Sciences Education, vol. 14,
no. 6, pp. 721–738, 2021.
Moore, R. L., and Miller, C. N., Fostering Cognitive Presence in Online Courses: A Systematic Review (2008-2020),
Online Learning, vol. 26, no. 1, pp. 130–149, 2022.
Nasir, M. K. M., and Ngah, A. H., The Sustainability of a Community of Inquiry in Online Course Satisfaction in
Virtual Learning Environments in Higher Education, Sustainability, vol. 14, no. 15, pp. 9633, 2022.
Nolan-Grant, C. R., The Community of Inquiry framework as learning design model: A case study in postgraduate
online education, Research in Learning Technology, vol. 27, 2019.
Parrish, C. W., Williams, D. S., and Estis, J. M., Integrated online team‐based learning: Using synchronous
engagement and asynchronous flexibility to implement TBL online, New Directions for Teaching and
Learning, vol. 2021, no. 165, pp. 91–105, 2021.
Patwardhan, V., Rao, S., and Prabhu, N., Community of Inquiry (CoI) framework and course design as predictors of
satisfaction in emergency remote teaching: Perspectives of hospitality management students, Journal of ELearning and Knowledge Society, vol. 16, no. 4, pp. 94–103, 2020.
Phillips, C., and O'Flaherty, J., Evaluating nursing students' engagement in an online course using flipped virtual
classrooms, Student Success, vol. 10, no. 1, pp. 59–72, 2019.
Rehman, R., and Fatima, S. S., An innovation in Flipped Class Room: A teaching model to facilitate synchronous and
asynchronous learning during a pandemic, Pakistan Journal of Medical Sciences, vol. 37, no. 1, pp. 131, 2021.
Salloum, S. A., Alhamad, A. Q. M., Al-Emran, M., Monem, A. A., and Shaalan, K., Exploring students' acceptance
of e-learning through the development of a comprehensive technology acceptance model, IEEE Access, vol.
, pp. 128445–128462, 2019.
Serdyukov, P., Asynchronous/synchronous learning chasm, In Exploring online learning through synchronous and
asynchronous instructional methods (pp. 1–33), IGI Global, 2020.
Shea, P., and Bidjerano, T., Community of inquiry as a theoretical framework to foster "epistemic engagement" and
"cognitive presence" in online education, Computers and Education, vol. 52, no. 3, pp. 543–553, 2009.
Shoepe, T. C., McManus, J. F., August, S. E., Mattos, N. L., Vollucci, T. C., and Sparks, P. R., Instructor prompts and
student engagement in synchronous online nutrition classes, American Journal of Distance Education, vol. 34,
no. 3, pp. 194–210, 2020.
Shrestha, S., Gnawali, L., and Laudari, S., Issues of participant retention in an online course for English as a foreign
language teachers, International Journal of Research in English Education, vol. 7, no. 1, pp. 86–98, 2022.
Singh, J., Singh, L., and Matthees, B., Establishing social, cognitive, and teaching presence in online learning—A
panacea in COVID-19 pandemic, post vaccine and post pandemic times, Journal of Educational Technology
Systems, vol. 51, no. 1, pp. 28–45, 2022.
Swan, K., Chen, C.-C., and Bockmier-Sommers, D. K., Relationships Between Carl Rogers' Person-Centered
Education and the Community of Inquiry Framework: A Preliminary Exploration, Online Learning, vol. 24,
no. 3, pp. 4–18, 2020.
Tao, D., Fu, P., Wang, Y., Zhang, T., and Qu, X., Key characteristics in designing massive open online courses
(MOOCs) for user acceptance: An application of the extended technology acceptance model, Interactive
Learning Environments, vol. 30, no. 5, pp. 882–895, 2022.
Van Wart, M., Ni, A., Rose, L., McWeeney, T., and Worrell, R., A literature review and model of online teaching
effectiveness integrating concerns for learning achievement, student satisfaction, faculty satisfaction, and
institutional results, Pan-Pacific Journal of Business Research, vol. 10, no. 1, pp. 1–22, 2019.
Wang, C. J., Liu, W. C., Kee, Y. H., and Chian, L. K., Competence, autonomy, and relatedness in the classroom:
Understanding students' motivational processes using the self-determination theory, Heliyon, vol. 5, no. 7,
e01983, 2019.
Wang, Y., and Liu, Q., Effects of online teaching presence on students' interactions and collaborative knowledge
construction, Journal of Computer Assisted Learning, vol. 36, no. 3, pp. 370–382, 2020.
Wut, T., and Xu, J., Person-to-person interactions in online classroom settings under the impact of COVID-19: A
social presence theory perspective, Asia Pacific Education Review, vol. 22, no. 3, pp. 371–383, 2021.
Yandra, F. P., Alsolami, B., Sopacua, I. O., and Prajogo, W., The role of community of inquiry and self-efficacy on
accounting students' satisfaction in online learning environment, Jurnal Siasat Bisnis, pp. 1–16, 2021.
Zhang, Y., Tian, Y., Yao, L., Duan, C., Sun, X., and Niu, G., Teaching presence predicts cyberloafing during online
learning: From the perspective of the community of inquiry framework and social learning theory, British
Journal of Educational Psychology, vol. 92, no. 4, pp. 1651–1666, 2022.
Zydney, J. M., Warner, Z., and Angelone, L., Learning through experience: Using design based research to redesign
protocols for blended synchronous learning environments, Computers and Education, vol. 143, pp. 103678,
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
