The focus of this study was to understand how a blended learning approach can support the inquiry process (cognitive presence) in a faculty development context. The findings from this study indicate that there are several key differences and similarities in cognitive presence between face-to-face and online discussions. These differences and similarities are specifically related to the four phases of cognitive presence of the practical inquiry model. A comparison of the face-to-face and online discussion forums indicates that: a slightly higher percentage of triggering events occurred in the face-to-face discussions; exploration was the dominant phase in both environments; a noticeably greater percentage of comments were coded for integration in the online discussions; and the resolution/application phase was almost non-existent in both forms of discussion. The results from this study imply that an increased emphasis should be placed on teaching presence within a blended learning environment to ensure that participants achieve resolution in the inquiry cycle.
%0 Journal Article
%1 citeulike:142595
%A Vaughan, Norman
%A Garrison, Randy R.
%D 2005
%J The Internet and Higher Education
%K CSCW Education HCI blended community
%N 1
%P 1--12
%R 10.1016/j.iheduc.2004.11.001
%T Creating cognitive presence in a blended faculty development community
%U http://dx.doi.org/10.1016/j.iheduc.2004.11.001
%V 8
%X The focus of this study was to understand how a blended learning approach can support the inquiry process (cognitive presence) in a faculty development context. The findings from this study indicate that there are several key differences and similarities in cognitive presence between face-to-face and online discussions. These differences and similarities are specifically related to the four phases of cognitive presence of the practical inquiry model. A comparison of the face-to-face and online discussion forums indicates that: a slightly higher percentage of triggering events occurred in the face-to-face discussions; exploration was the dominant phase in both environments; a noticeably greater percentage of comments were coded for integration in the online discussions; and the resolution/application phase was almost non-existent in both forms of discussion. The results from this study imply that an increased emphasis should be placed on teaching presence within a blended learning environment to ensure that participants achieve resolution in the inquiry cycle.
@article{citeulike:142595,
abstract = {The focus of this study was to understand how a blended learning approach can support the inquiry process (cognitive presence) in a faculty development context. The findings from this study indicate that there are several key differences and similarities in cognitive presence between face-to-face and online discussions. These differences and similarities are specifically related to the four phases of cognitive presence of the practical inquiry model. A comparison of the face-to-face and online discussion forums indicates that: a slightly higher percentage of triggering events occurred in the face-to-face discussions; exploration was the dominant phase in both environments; a noticeably greater percentage of comments were coded for integration in the online discussions; and the resolution/application phase was almost non-existent in both forms of discussion. The results from this study imply that an increased emphasis should be placed on teaching presence within a blended learning environment to ensure that participants achieve resolution in the inquiry cycle.},
added-at = {2007-07-25T04:33:24.000+0200},
author = {Vaughan, Norman and Garrison, Randy R.},
biburl = {https://www.bibsonomy.org/bibtex/2fe2e29509d32d13a12a4ff65a8f21c7d/xckuk},
citeulike-article-id = {142595},
doi = {10.1016/j.iheduc.2004.11.001},
interhash = {611ce2e63b4648523b9663c15497d502},
intrahash = {fe2e29509d32d13a12a4ff65a8f21c7d},
journal = {The Internet and Higher Education},
keywords = {CSCW Education HCI blended community},
number = 1,
pages = {1--12},
priority = {2},
timestamp = {2007-08-21T15:37:48.000+0200},
title = {Creating cognitive presence in a blended faculty development community},
url = {http://dx.doi.org/10.1016/j.iheduc.2004.11.001},
volume = 8,
year = 2005
}