Using blended learning to support students' achievement in a Cambodian Provincial University : a community of inquiry perspective /

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Student Theses

2026

Ork, Ngon Seng

Thesis

This study explores the conceptualization, implementation, and lived experiences of blended learning (BL) at the University of Heng Samrin Thbongkhmum (UHST), a provincial public university in Cambodia, where access to educational resources and digital infrastructure is often limited. The study is guided by the Revised Community of Inquiry (R-CoI) framework, which emphasizes four interconnected presences—teaching, social, cognitive, and learning presence—as critical elements for fostering meaningful learning experiences in online and blended environments. Through this lens, the research addresses four key objectives: (1) identifying and analyzing BL strategies employed in selected courses across four diverse disciplines and departments, namely English, Khmer Literature, Agriculture, and Information Technology; (2) exploring the perceived enablers and barriers to effective BL implementation as reported by students and educators; (3) examining students’ lived experiences of the four presences within the R CoI framework during their engagement with BL courses; and (4) investigating the perceived relationships between these presences and desired learning outcomes, including the development of 21st-century skills (e.g., critical thinking, problem-solving, digital literacy), perceived learning gains, and overall course satisfaction.The research adopts a qualitative, single-case study design to provide an in-depth understanding of BL within the specific institutional and cultural context of UHST. Data were primarily collected through focus group interviews conducted in Khmer with second-year undergraduate students who were enrolled in courses taught by lecturers who had recently completed professional development training on innovative BL teaching and learning practices. These interviews, which captured students’ perspectives on their learning experiences, were transcribed verbatim, translated into English with attention to linguistic and cultural nuances, and subjected to thematic analysis using NVivo 15 software to identify recurring patterns and themes.The findings reveal significant variations in BL implementation across the four departments, influenced by disciplinary differences, lecturer preparedness, and access to technology. In courses where teaching presence was robust—characterized by clear instructional design, organized course structure, active facilitation during online and face-to-face sessions, and timely, constructive feedback—students reported heightened engagement, improved self-regulation and study habits (indicative of strong learning presence), and clear evidence of cognitive presence through tasks requiring analysis, synthesis, integration, and application of knowledge. Social presence, while intentionally fostered through collaborative activities like group work and online discussions, was often undermined by challenges such as unequal participation, perceived unfairness in group composition, and resource constraints that limited consistent access to digital platforms. Despite these barriers, including infrastructural limitations and socioeconomic challenges, participants reported notable gains in essential 21stcentury skills, including communication, collaboration, digital literacy, and independent research capabilities.This study contributes nuanced, contextually grounded insights into the enactment of the R CoI framework in a low-resource rural higher education setting, highlighting both the potential and the challenges of BL in fostering deep learning and skill development under adverse conditions. The findings underscore the importance of tailored institutional policies, sustained professional development for lecturers, and targeted student support mechanisms to address infrastructural and equity issues. Recommendations include the development of context-specific BL guidelines, investment in affordable and accessible digital tools, and strategies to enhance social presence through equitable group dynamics

LG51.H43 Dr 2026eb Orkns

https://educoll.lib.eduhk.hk/records/5HTPUqAv