Objective To analyze the influencing factors of learning outcomes in the blended courses, and its relationship with the learning outcomes through the Community of Inquiry Framework. Methods A convenient sampling method was employed to enroll 3 841 full-time nursing undergraduates from 11 domestic nursing colleges and universities utilizing blended teaching from October to November 2022. The survey collected students′ ratings on various elements of the community of inquiry framework, as well as their perceptions and evaluations of the blended teaching. Data were analyzed using paired t-tests, Pearson correlation analysis, and multiple stepwise regression analysis. Results Among 3 841 students, the total score of inquiry community was (4.14±0.5), and the dimension scores from high to low were teaching presence (4.28±0.63), cognitive presence (4.11±0.62) and social presence (3.97±0.65); the score of amount of homework., course difficulty, learning interest, learning gains, satisfaction with the curriculum and teachers were (2.93±0.75), (3.21±0.76), (3.40±0.78), (3.55±0.80), (4.24±0.71), (4.35±0.67), respectively. The Results of multiple stepwise regression analysis showed that the three presences of community of inquiry were the most important influencing factors of students′ learning outcomes, while students′ feelings of learning, different courses also have a certain impact on the learning outcomes (adjusted R2 respectively were 0.159,0.183,0.569,0.621). Conclusions Blended teaching design is conducive to the formation of the community of inquiry, and students′ perception of the community of inquiry can effectively improve the learning outcomes. The community of inquiry frame provides theoretical support and practical guidance for high-quality blended teaching design, which is worthy of further promotion and exploration.
Sun Yumei
,
Zhou Qiang
,
Ji Xuan
,
Zhao Guodong
. Study on learning outcomes and its influencing factors in the blended courses based on the community of inquiry framework[J]. Chinese Journal of Medical Education, 2025
, 45(6)
: 408
-413
.
DOI: 10.3760/cma.j.cn115259-20240411-00384
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