@article {
	title = {Dual Perspectives on the Contribution of On-Site Facilitators to Teaching Presence in a Blended Learning Environment},
	author = {de la Varre, Claire and Keane, Julie and Irvin, Matthew J.},
	abstract = {This study examines online instructors’ views of on-site facilitators’ practices and activities that help high school students taking online courses. A qualitative analysis of end-of-course interview data with online instructors was undertaken. The resultant codes were mapped onto and used to expand the teaching presence element of the Community of Inquiry framework. While classroom-based facilitation mapped onto all three of the teaching presence components, facilitating discourse was the core activity that most on-site facilitators engaged in and setting the climate for learning was the primary responsibility of the facilitator. Additional findings, implications, limitations, and research directions are discussed.},
	year = {2011},
	month = {/2011},
	language = {English},
	journal = {The Journal of Distance Education},
	volume = {25},
	issue = {3},
	address = {Chapel Hill},
	country = {United States},
	url = {https://www.ijede.ca/index.php/jde/article/view/751},
	issn = {1916-6818},
	refereed = {yes},
	keywords = {distance education, blended learning, teaching presence, online learning, on-site facilitator, learning climate},
}