OER Knowledge CloudJournal ArticleVaughan, NormanGarrison, D. RandyThe 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.2005EnglishThe Internet and Higher Education811-12Canada10.1016/j.iheduc.2004.11.001https://linkinghub.elsevier.com/retrieve/pii/S1096751604000764https://linkinghub.elsevier.com/retrieve/pii/S10967516040007641096-7516yesfaculty development communityblended learningcommunity of inquirycognitive presencetriggering eventshttps://linkinghub.elsevier.com/retrieve/pii/S1096751604000764https://www.researchgate.net/publication/223869339_Creating_cognitive_presence_in_a_blended_faculty_development_communityCanada, North America