Supporting Social and Learning Presence in the Revised Community of Inquiry Framework for Hybrid Learning

Abstract

Teaching and learning became more challenging during the COVID-19 pandemic as classes moved online for both remote and hybrid learning. For hybrid learning, instructors harnessed various technologies to facilitate student-teacher engagement. Here we explored the use of an online collaborative platform, Miro Board, to aid teaching of organic chemistry for hybrid learning. We applied the revised Community of Inquiry (CoI) framework in our teaching exploration to support student-student and student-teacher interactions. Our experiences indicated that the use of Miro Board raises the social and learning presence in the revised CoI.