How does innovative teaching influence learning outcome via community of inquiry model? A time-lagged study

Ming-Huei Chen, Somya Agrawal, Shwetha M. Krishna and Pei-Yu Lan

Behaviour and Information Technology, 2025, vol. 44, issue 20, 5068-5085

Abstract: Teaching methods in higher education have evolved significantly with technology, facilitating student connectivity and information access. This study examines innovative teaching through blended teaching and teacher enthusiasm, essential for fostering Communities of Inquiry (CoI) to enhance student learning outcomes. A quantitative survey-based study using stratified random sampling was conducted with 357 first-year undergraduates at a Taiwanese university, employing a time-lagged design to capture teacher-student dynamics in knowledge formation and problem-solving within a project-based learning context. Confirmatory factor analysis and structural equation modelling were applied to analyse relationships between innovative teaching, learning performance, cognitive presence, student-teacher relationships, team efficacy, and learning satisfaction. Findings indicate that innovative teaching strengthens cognitive presence, fosters student-teacher relationships, and enhances team efficacy, positively impacting student learning outcomes. Teacher enthusiasm was particularly influential in increasing cognitive presence, reinforcing the role of instructor engagement in blended learning. The study underscores the importance of cultivating CoI's social and cognitive components through collaborative learning, timely feedback, and engaging course content. Addressing inconsistencies in prior research, this study highlights the critical role of teacher enthusiasm and provides practical recommendations for educators and institutions to implement structured interaction opportunities and adaptive teaching strategies to optimise blended learning environments.

Date: 2025
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DOI: 10.1080/0144929X.2025.2504517

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