In the published article, there was an error in the Funding statement as published. The Funding statement included funding that should have been excluded, and excluded funding which should have been included. The correct Funding statement appears below.
Statements
Funding
This paper was financed by the Humanities and Social Sciences Foundation Project of the Ministry of Education of the People's Republic of China “Research on the Reconstruction and Practice of Community of Inquiry Model in Blended Learning” (20YJC880123); Beijing Social Sciences Planning Project of Beijing Municipal Education Commission “Comparative Study on the Effectiveness of Online Learning and Traditional Learning in Municipal Universities” (SM202110005009); The Decision Consultation Project of the Beijing Social Sciences Foundation “Evaluation and Countermeasure Research for the Effectiveness of Engineering Blended Learning in Municipal Universities” (22JCC120).
The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Publisher’s note
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Summary
Keywords
institutional presence, Community of Inquiry, model, blended learning, online learning
Citation
Zhang W and Zhu C (2023) Corrigendum: Institutional presence: toward a further developed Community of Inquiry model integrating institutional functions in online and blended learning environment. Front. Psychol. 14:1292252. doi: 10.3389/fpsyg.2023.1292252
Received
18 September 2023
Accepted
18 September 2023
Published
27 September 2023
Approved by
Frontiers Editorial Office, Frontiers Media SA, Switzerland
Volume
14 - 2023
Updates
Copyright
© 2023 Zhang and Zhu.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Wei Zhang weizhang@bjut.edu.cn
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.