
As an educator, for a considerable period, most of my teaching methods have been face-to-face delivery of content. However, the technological rise of the 21st-century, widespread adoption of technology into our lives and the combined access to the internet has integrally changed how education is and can be delivered. The world that we are living is evolving. Technology is NOT going away. Additionally, the changing profile of learners also calls for a reform of teaching methods. With working adults pursuing education on a part-time basis, there is certainly a need to leverage on technology in course design.
Over the last 5 years, I have been adopting a blended learning (BL) approach for my courses. With the BL, the courses have a combination of face-to-face classroom time as well as additional learning opportunities offered by way of a digital platform.
Earlier reviews have reported that BL environments can provide a learning advantage when compared to purely face-to-face instruction (Means et al. 2010). But, I have had my share of challenges with BL especially the online component. Developing meaningful online learning materials is not easy. Furthermore, it is important to create a supportive and collaborative learning environment for students to reap the potential benefits afforded by online learning.
Although I have received favourable comments and feedback from students on my courses, I have been keen to explore ways on enhancing the online learning experience for my students. I am very delighted that topic 4 of the present ONL course has provided the opportunity for me to use the Community of Inquiry (COI) framework to explore the pedagogical aspects needed to be considered when creating good blended and online learning environments. During the past 2 weeks, readings and exploration on the COI and discussion with my PBL group members has given my insight on how to implement the four presences of the COI model into blended and online learning courses. My key take-aways from this topic that will be considered in my future BL courses

References
Anderson, T., Rourke, L., Garrison, D. and Archer, W., (2001). Assessing Teaching Presence in a Computer Conferencing Context. Journal of Asynchronous Learning Networks, 5 (2), 1-17.
Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education. Office of Planning, Evaluation, and Policy Development. Policy and Program Studies Service. ED-04-CO-0040