Inquiry MOOCs: Privileging Constructive Collaborative Learning for Continuing Professional Development

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Citation (Scopus)


Faculty and instructional designers from Athabasca University created a Massive Open Online Course (MOOC) on Blended Learning Practice (BLP), delivered in partnership with the Commonwealth of Learning to provide open learning opportunities to educators primarily in the global south. The course design and delivery adapt the Community of Inquiry (CoI) theoretical framework to support deep learning and collective inquiry through a collaborative, community-based, constructive methodology and highlight the emerging role of the blended learning instructor as a bricoleur, integrating various available technologies and pedagogies empathetically with learners’ needs. Learning within a CoI while concurrently learning about CoI from a pedagogical perspective prepares educators to meet the challenges of designing and delivering blended learning programs in a post-pandemic world. This chapter discusses the effectiveness of the BLP MOOC, in terms of both professional development quality indicators and participant response, as a practical example of community-building pedagogical design for technology-enabled Continuing Professional Learning and Development (CPLD).

Original languageEnglish
Title of host publicationProfessional and Practice-based Learning
Number of pages13
Publication statusPublished - 2022

Publication series

NameProfessional and Practice-based Learning
ISSN (Print)2210-5549
ISSN (Electronic)2210-5557


  • Blended learning practice MOOC
  • Bricoleur
  • CoI
  • Continuing professional learning and development
  • Higher education
  • Online teaching


Dive into the research topics of 'Inquiry MOOCs: Privileging Constructive Collaborative Learning for Continuing Professional Development'. Together they form a unique fingerprint.

Cite this