HOW BLENDED LEARNING CAN SUPPORT A FACULTY DEVELOPMENT COMMUNITY OF INQUIRY
This study focuses on understanding the social and teaching presence required to create a blended faculty development community of inquiry. Garrison, Anderson and Archer’s community of inquiry framework was used to analyze transcripts from the face-to-face and online sessions of a faculty learning...
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| Format: | Article |
| Language: | English |
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Online Learning Consortium
2019-03-01
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| Series: | Online Learning |
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| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1750 |
| _version_ | 1797327306090348544 |
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| author | Norman Vaughan Randy Garrison |
| author_facet | Norman Vaughan Randy Garrison |
| author_sort | Norman Vaughan |
| collection | DOAJ |
| description |
This study focuses on understanding the social and teaching presence required to create a blended faculty development community of inquiry. Garrison, Anderson and Archer’s community of inquiry framework was used to analyze transcripts from the face-to-face and online sessions of a faculty learning community focused on blended learning course redesign. All three categories of social and teaching presence were detected in both forms of transcripts. The pattern of social comments changed considerably over time within the online discussion forum. The frequency of comments reflecting affective and open communication decreased while those with group cohesion increased dramatically. A similar trend was not observed within the face-to-face transcripts. In terms of teaching presence, the percentage of comments coded for design & organization and facilitating discourse decreased over time in both the face-to-face and online transcripts while comments containing an element of direct instruction increased considerably.
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| first_indexed | 2024-03-08T06:37:18Z |
| format | Article |
| id | doaj.art-65c2d2a1489f45e7a59fadbc69e5a525 |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:37:18Z |
| publishDate | 2019-03-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-65c2d2a1489f45e7a59fadbc69e5a5252024-02-03T09:42:58ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302019-03-0110410.24059/olj.v10i4.1750HOW BLENDED LEARNING CAN SUPPORT A FACULTY DEVELOPMENT COMMUNITY OF INQUIRYNorman VaughanRandy Garrison This study focuses on understanding the social and teaching presence required to create a blended faculty development community of inquiry. Garrison, Anderson and Archer’s community of inquiry framework was used to analyze transcripts from the face-to-face and online sessions of a faculty learning community focused on blended learning course redesign. All three categories of social and teaching presence were detected in both forms of transcripts. The pattern of social comments changed considerably over time within the online discussion forum. The frequency of comments reflecting affective and open communication decreased while those with group cohesion increased dramatically. A similar trend was not observed within the face-to-face transcripts. In terms of teaching presence, the percentage of comments coded for design & organization and facilitating discourse decreased over time in both the face-to-face and online transcripts while comments containing an element of direct instruction increased considerably. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1750Faculty Learning CommunityCommunity of InquiryBlended LearningTranscript Analysis |
| spellingShingle | Norman Vaughan Randy Garrison HOW BLENDED LEARNING CAN SUPPORT A FACULTY DEVELOPMENT COMMUNITY OF INQUIRY Online Learning Faculty Learning Community Community of Inquiry Blended Learning Transcript Analysis |
| title | HOW BLENDED LEARNING CAN SUPPORT A FACULTY DEVELOPMENT COMMUNITY OF INQUIRY |
| title_full | HOW BLENDED LEARNING CAN SUPPORT A FACULTY DEVELOPMENT COMMUNITY OF INQUIRY |
| title_fullStr | HOW BLENDED LEARNING CAN SUPPORT A FACULTY DEVELOPMENT COMMUNITY OF INQUIRY |
| title_full_unstemmed | HOW BLENDED LEARNING CAN SUPPORT A FACULTY DEVELOPMENT COMMUNITY OF INQUIRY |
| title_short | HOW BLENDED LEARNING CAN SUPPORT A FACULTY DEVELOPMENT COMMUNITY OF INQUIRY |
| title_sort | how blended learning can support a faculty development community of inquiry |
| topic | Faculty Learning Community Community of Inquiry Blended Learning Transcript Analysis |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1750 |
| work_keys_str_mv | AT normanvaughan howblendedlearningcansupportafacultydevelopmentcommunityofinquiry AT randygarrison howblendedlearningcansupportafacultydevelopmentcommunityofinquiry |