Investigating cognitive presence in the enactment of Blended Learning for learning English Speaking: The perspective from the higher education in Indonesian Context
DOI:
https://doi.org/10.32528/issh.v2i1.148Keywords:
Blended learning, cognitive presence, preservice teachers’ perspectiveAbstract
Blended learning is experienced by many educators widespread all over the world, especially during this pandemic time. Even so, not many of them can ensure the effectiveness of the classroom process in providing meaningful learning and achieving learning aims. Even though a number of studies of blended learning in teaching English in the EFL context have been conducted, there is a scarcity of research that explores the students’ cognitive presence in attending the course with the learning mode of delivery. Understanding the elements of blended learning, such as cognitive presence, is crucial in creating interactive learning that contributes to the success of both learning modes, either face-to-face or online learning. Furthermore, the need of exploring cognitive presence in the implementation of blended learning is to encourage students' critical thinking and depth of knowledge. To fill the void, this qualitative study aims at investigating the students’ perspective on their cognitive presence in learning English speaking by involving 6 preservice teachers in their sophomore years of study using interviews to dig into the phenomenon and collect the needed data. The data were analyzed by using an interactive model in which the researchers carry on the data condensation, data display, and drawing conclusions. This study envisages recommendations regarding the plethora of ways shown by students in constructing and confirming meaning in shaping meaningful learning while doing blended learning. Furthermore, this study contributes to educators, language learners, and language policymakers in providing and paving the working principles in carrying out blended learning to get a successful instructional process
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