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ERIC Number: EJ803715
Record Type: Journal
Publication Date: 2005
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1096-7516
Creating Cognitive Presence in a Blended Faculty Development Community
Vaughan, Norman; Garrison, D. Randy
Internet and Higher Education, v8 n1 p1-12 2005
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. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A