Blended Teaching Practice Based on Community of Inquiry Model: A Case Study of Data Analysis and Application Course

This research innovatively and comprehensively focuses on the application of blended teaching based on the Community of Inquiry (CoI) theory model in the "Data Analysis and Application" course of higher vocational education. It initiates with an introduction of the research context, theoretical foundationg, objectives, and significance. The literature review and theoretical framework section elaborate on the CoI theory from a higher vocational education perspective, redefining social, teaching, and cognitive presence. A proposed CoI - blended learning model is presented, including differentiated online resource allocation, scenario-based offline practicums, learning analytics - driven interventions, and a competency-oriented assessment system. The blended teaching design based on CoI theory details the teaching objectives, and a comprehensive teaching process design covering pre - class, in - class, and post - class phases. The teaching experiments and effectiveness evaluation part describes the experimental design, evaluation metrics, and methods. Experimental results show that in terms of social presence, students in the experimental group have rich emotional expressions and strong group cohesion. Regarding cognitive presence, they perform outstandingly in problem - solving processes. The teaching presence in the experimental group is also highly evaluated. Academically, the experimental group outperforms the control group. Finally, the research concludes with a summary of findings and prospects, highlighting the need for further research in exploring the interaction mechanisms among CoI elements and technology integration.