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Creating Cognitive Presence in a Blended Faculty Development Community

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Bibliographic Details
Title: Creating Cognitive Presence in a Blended Faculty Development Community
Language: English
Authors: Vaughan, Norman, Garrison, D. Randy
Source: Internet and Higher Education. 2005 8(1):1-12.
Availability: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 12
Publication Date: 2005
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Computer Mediated Communication, Faculty Development, Online Courses, Comparative Analysis, Educational Environment
DOI: 10.1016/j.iheduc.2004.11.001
ISSN: 1096-7516
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. (Contains 4 tables.)
Abstractor: As Provided
Entry Date: 2008
Accession Number: EJ803715
Database: ERIC
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  Data: Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
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  Data: 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. (Contains 4 tables.)
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