A Review On The Impact Of Blended Learning, Learning Styles, And The Community Of Inquiry Model On Student Interest In Learning In Higher Education

Abstract

This study investigates the multifaceted interplay between blended learning, learning styles, and the “Community of Inquiry” (CoI) model in higher education contexts and their collective impact on student interest in learning. A flexible and dynamic educational method that accommodates a range of learning preferences is provided by blended learning, which is defined as the combination of traditional in-person instruction with online learning modalities. The theoretical framework of learning styles theory informs instructional design strategies aimed at accommodating visual, auditory, and kinesthetic learners within blended learning environments. Concurrently, the CoI model provides a framework for fostering meaningful interactions, collaborative inquiry, and a sense of community among students and instructors. By synthesizing existing literature, this study elucidates the theoretical underpinnings, empirical evidence, and practical implications of blended learning, learning styles considerations, and the CoI model in promoting student interest in learning. Insights gleaned from this study offer valuable guidance for educators and educational stakeholders seeking to optimize instructional practices and create engaging and inclusive learning environments in higher education.