Creating cognitive presence in a blended faculty development community

@article{citeulike:142595, 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.}, author = {Vaughan, Norman and Garrison, Randy R. }, citeulike-article-id = {142595}, doi = {http://dx.doi.org/10.1016/j.iheduc.2004.11.001}, journal = {The Internet and Higher Education}, keywords = {blended, community, cscw, education, hci}, month = {}, number = {1}, pages = {1--12}, posted-at = {2005-04-22 12:42:48}, priority = {2}, title = {Creating cognitive presence in a blended faculty development community}, url = {http://dx.doi.org/10.1016/j.iheduc.2004.11.001}, volume = {8}, year = {2005} }

TY - JOUR ID - citeulike:142595 L3 - citeulike-article-id:142595 N2 - 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. IS - 1 JF - The Internet and Higher Education EP - 12 TI - Creating cognitive presence in a blended faculty development community VL - 8 SP - 1 KW - blended KW - community KW - cscw KW - education KW - hci AU - Vaughan, Norman AU - Garrison, Randy PY - 2005/00// UR - http://dx.doi.org/10.1016/j.iheduc.2004.11.001 ER -