@article {
	title = {Creating cognitive presence in a blended faculty development community},
	author = {Vaughan, Norman and Garrison, D. Randy},
	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.},
	year = {2005},
	month = {/2005},
	language = {English},
	journal = {The Internet and Higher Education},
	volume = {8},
	issue = {1},
	pages = {1-12},
	country = {Canada},
	doi = {10.1016/j.iheduc.2004.11.001},
	url = {https://linkinghub.elsevier.com/retrieve/pii/S1096751604000764},
	issn = {1096-7516},
	refereed = {yes},
	keywords = {faculty development community, blended learning, community of inquiry, cognitive presence, triggering events},
}