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.
Description
ScienceDirect - The Internet and Higher Education : Creating cognitive presence in a blended faculty development community
%0 Journal Article
%1 Vaughan2005
%A Vaughan, Norman
%A Garrison, D. Randy
%D 2005
%J The Internet and Higher Education
%K Faculty community development
%N 1
%P 1 - 12
%R DOI: 10.1016/j.iheduc.2004.11.001
%T Creating cognitive presence in a blended faculty development community
%U http://www.sciencedirect.com/science/article/B6W4X-4FPDRGW-2/2/4fc7b0658409bfe5002581de0ba0d383
%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{Vaughan2005,
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 = {2009-03-18T11:36:39.000+0100},
author = {Vaughan, Norman and Garrison, D. Randy},
biburl = {https://www.bibsonomy.org/bibtex/21f9bb4f1a27f00fd09980dba88ad62c1/antje},
description = {ScienceDirect - The Internet and Higher Education : Creating cognitive presence in a blended faculty development community},
doi = {DOI: 10.1016/j.iheduc.2004.11.001},
interhash = {4a9479039abaec11d61410244217f323},
intrahash = {1f9bb4f1a27f00fd09980dba88ad62c1},
issn = {1096-7516},
journal = {The Internet and Higher Education},
keywords = {Faculty community development},
number = 1,
pages = {1 - 12},
timestamp = {2009-03-18T11:36:39.000+0100},
title = {Creating cognitive presence in a blended faculty development community},
url = {http://www.sciencedirect.com/science/article/B6W4X-4FPDRGW-2/2/4fc7b0658409bfe5002581de0ba0d383},
volume = 8,
year = 2005
}