This paper outlines the design and implementation of a nine-month faculty development programme delivered using a combination of face-to-face and online methods. Participants from a range of disciplines met at regular intervals throughout the year. Between the face-to-face meetings, participants engaged in online activities such as discussions, collaborative writing and peer review activities. Using the theoretical framework of a community of inquiry, data were analysed both quantitatively and qualitatively. Participant feedback on the programme offers some insight into how faculty developers can plan extended length professional development programmes offered in a blended format.