Designing Hybrid Learning for Preservice Teachers

Using a Community of Inquiry Framework to Increase Equitable and Inclusive Learning Environments

Abstract

This article investigates the pedagogical and instructional design process of a hybrid course in preservice teacher education. Guided by the Community of Inquiry (COI) framework, the course design aimed to foster social, cognitive, and teaching presence in a hybrid learning environment. A narrative self-study approach was employed to reflect on our teaching practices as an instructor and as a graduate teaching assistant (GTA) of this course. Data was obtained from our teaching reflections, which examined the impact of implementing a hybrid face-to-face driver model informed by the COI on enhancing preservice teachers' learning experiences. The results suggest that the hybrid course design provides a more inclusive and empowering learning environment. The flexible format allows students to demonstrate their learning and collaborate effectively while developing socioemotional awareness. By examining our experiences and knowledge, this article offers insight into how to effectively incorporate digital technologies and hybrid practices to promote a deeper understanding of lived experience in learning within the context of teacher education programs. With the rapid shift to online learning because of the COVID-19 pandemic, understanding how to design and implement hybrid courses becomes crucial in empowering preservice teachers for the digital era.