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Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective

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  • Rosa Huiju Chen

    (Department of Foreign Languages and Literature, National I-Lan University, Yilan City 260007, Taiwan)

Abstract

Education for sustainable development has been regarded as a lifelong learning process and an integral part of quality education. To this end, this study aims to examine the implementation of online learning communities and deliberate practice in a blended learning context, to improve English as a foreign language (EFL) students’ learning performance and engagement. Specifically, in addition to the traditional offline courses, the online film clip watching and writing tasks were adopted to ascertain the role of deliberate practice and the dimensions of the community of inquiry (COI) framework were adopted to examine the perceived effectiveness and improved performance. A quantitative study was carried out, involving 67 undergraduate freshman English course students from one university at northeastern Taiwan. The findings of this study indicate that there is statistically significant correlation between the three dimensions of community of inquiry, perceived learning and learning engagement. Moreover, teaching and cognitive presence are more predictive of students’ perceived learning. Finally, this study also illustrates practical implications, to facilitate students’ learning for sustainable development competency in blended learning contexts.

Suggested Citation

  • Rosa Huiju Chen, 2022. "Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective," Sustainability, MDPI, vol. 14(3), pages 1-15, February.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:3:p:1785-:d:742104
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    Citations

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    Cited by:

    1. Zoe Kanetaki & Constantinos Stergiou & Georgios Bekas & Sébastien Jacques & Christos Troussas & Cleo Sgouropoulou & Abdeldjalil Ouahabi, 2022. "Grade Prediction Modeling in Hybrid Learning Environments for Sustainable Engineering Education," Sustainability, MDPI, vol. 14(9), pages 1-24, April.
    2. Harrison Hao Yang & Richard Chen Li & Simon K. S. Cheung & Lam For Kwok, 2023. "Unleashing the Potentials of Flexible Education with Pedagogical and Technological Innovations," Sustainability, MDPI, vol. 15(20), pages 1-4, October.
    3. Tong Zhou & Wei Zhang, 2022. "Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies," Sustainability, MDPI, vol. 14(12), pages 1-29, June.
    4. Chiemela Victor Amaechi & Ebube Charles Amaechi & Abiodun Kolawole Oyetunji & Irish Mpho Kgosiemang, 2022. "Scientific Review and Annotated Bibliography of Teaching in Higher Education Academies on Online Learning: Adapting to the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(19), pages 1-25, September.
    5. Yinjia Miao & Shahid Iqbal & Arslan Ayub, 2023. "The Road to Eco-Excellence: How Does Eco-Friendly Deliberate Practice Foster Eco-Innovation Performance through Creative Self-Efficacy and Perceived Eco-Innovation Importance," Sustainability, MDPI, vol. 15(4), pages 1-16, February.
    6. Sangeeth Ramalingam & Melor Md Yunus & Harwati Hashim, 2022. "Blended Learning Strategies for Sustainable English as a Second Language Education: A Systematic Review," Sustainability, MDPI, vol. 14(13), pages 1-17, July.

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