%0	Journal Article
%A	Vaughan, Norman
%A	Garrison, D. Randy
%C	Canada, North America
%D	2005
%G	English
%J	The Internet and Higher Education
%K	faculty development community
%K	blended learning
%K	community of inquiry
%K	cognitive presence
%K	triggering events
%P	1-12
%R	10.1016/j.iheduc.2004.11.001
%T	Creating cognitive presence in a blended faculty development community
%U	https://linkinghub.elsevier.com/retrieve/pii/S1096751604000764
%U	https://www.researchgate.net/publication/223869339_Creating_cognitive_presence_in_a_blended_faculty_development_community
%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.
%@	1096-7516
%*	yes