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Creating cognitive presence in a blended faculty development community

机译：在混合的教师发展社区中创造认知感

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摘要

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.
机译：这项研究的重点是了解混合学习方法如何在教师发展的背景下支持探究过程（认知存在）。这项研究的结果表明，面对面讨论和在线讨论之间在认知存在方面存在一些关键差异和相似性。这些差异和相似性与实际探究模型的认知存在的四个阶段特别相关。面对面和在线讨论论坛的比较表明：触发事件中发生在面对面讨论中的百分比略高；在这两种环境中，勘探都是主导阶段；意见的编码比例明显提高，可以整合到在线讨论中；两种形式的讨论都几乎没有解决/应用阶段。这项研究的结果表明，应更加重视混合学习环境中的教学存在，以确保参与者在探究周期中获得解决。

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