Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom

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7 Citations (Scopus)

Abstract

Previous research suggested that bring your own device (BYOD) initiatives can potentially promote student engagement in learning and lead to improvements in learning achievement. However, there has been limited studies looking at how to design and implement BYOD to realise its full potential, especially in blended classroom settings. The present study was designed to fill this gap by adapting the community of inquiry (CoI) framework to support and analyse the implementation of BYOD for blended English as Foreign Language (EFL) learning in a Hong Kong university. Findings from lesson videos, course assessments, focus group interviews and student reflection are reported and discussed. This study can contribute to understanding how BYOD could benefit student learning through affording different types of presence in the CoI framework. It can also provide insights into possible ways of using BYOD to promote meaningful learning in the blended classroom. Copyright © 2022 Elsevier Inc. All rights reserved.
Original languageEnglish
Article number100854
JournalThe Internet and Higher Education
Volume54
Early online date25 Mar 2022
DOIs
Publication statusPublished - Jun 2022

Citation

Cheng, G. (2022). Using the community of inquiry framework to support and analyse BYOD implementation in the blended EFL classroom. The Internet and Higher Education, 54. Retrieved from https://doi.org/10.1016/j.iheduc.2022.100854

Keywords

  • Bring your own device
  • Community of inquiry
  • EFL learning
  • Blended classroom

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