Optimizing Collaborative Performance in a Blended Learning Environment

DOI

10.2991/978-2-38476-422-8_51How to use a DOI?

Keywords

Blended Learning; Community of Inquiry; Higher Education; Collaborative Learning

Abstract

Given the societal and technological advancements that have significantly impacted student cognition and learning preferences, the shift towards integrating blended learning approaches in higher education has become increasingly imperative. This paper aims to explore strategies that can enhance collaborative performance in a blended learning environment where students and instructors are expected to interact in meaningful ways, leveraging the strengths of both synchronous and asynchronous learning modalities. The strategies, including technology integration, redefining the roles and fostering reflection and metacognition, are all firmly rooted in the principles of social constructivism and the community of inquiry (CoI) framework. The comprehensive business English course examined in this paper exemplifies a realistic scenario that highlights the feasibility of increasing collaborative efficacy through planned technological and pedagogical interventions.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Huaqiang Lu
PY  - 2025
DA  - 2025/06/12
TI  - Optimizing Collaborative Performance in a Blended Learning Environment
BT  - Proceedings of the 2025 4th International Conference on Humanities, Wisdom Education and Service Management (HWESM 2025)
PB  - Atlantis Press
SP  - 423
EP  - 429
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-422-8_51
DO  - 10.2991/978-2-38476-422-8_51
ID  - Lu2025
ER  -