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2023 Feb 16:1–16. Online ahead of print. doi: 10.1007/s12564-023-09826-4

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© Education Research Institute, Seoul National University 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

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Fig. 6 — Items from blended learning survey with student participants. Note. Adapted from “Investigating Experiences and Outcomes in K-12 Blended Learning Classes through the Community of Inquiry Framework” by J.A. Villanueva, 2020, p. 133. (https://eprints.usq.edu.au/40350/). Doctoral Dissertation. University of Southern Queensland.