Creating cognitive presence in a blended faculty development community
| Published | 15 March 2005 |
| Journal | The Internet and Higher Education Volume 8, Issue 1, Pages 1-12 |
| Country | Canada, North America |
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.| Keywords | faculty development community · blended learning · community of inquiry · cognitive presence · triggering events |
| CoI focus | Cognitive presence |
| Population | Educators |
| Data analysis | Transcript analysis |
| Instrument | CoI survey |
| Contribution | Practical |
| Sample size | 12 faculty members |
| Study aim | "what are the strengths and weaknesses in the learning process (i.e., cognitive presence) of the integration of face-to-face (oral) and online (text-based) developmental activities (i.e., blended learning) in a faculty development context?" |
| Finding | "blended learning was successful in supporting a faculty development community of inquiry." |
| Language | English |
| ISSN | 1096-7516 |
| Refereed | Yes |
| Rights | Elsevier |
| DOI | 10.1016/j.iheduc.2004.11.001 |
| URL | https://linkinghub.elsevier.com/retrieve/pii/S1096751604000764 https://www.researchgate.net/publication/223869339_Creating_cognitive_presence_in_a_blended_faculty_development_community |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
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