Community of Inquiry

Creating Cognitive Presence in a Blended Faculty Development Community

Vaughan, N. & Garrison, D. R. (2005). The Internet and Higher Educaion, 8, 1-12.

http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W4X-4FPDRGW-2&_user=854313&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000046079&_version=1&_urlVersion=0&_userid=854313&md5=6d0729ec5ec9ca67179a14f4ce29e028


Community of inquiry conceptual model-- social, cognitive and teaching

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