HOW BLENDED LEARNING CAN SUPPORT A FACULTY DEVELOPMENT COMMUNITY OF INQUIRY

Norman Vaughan, Randy Garrison

Abstract


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.


Keywords


Faculty Learning Community,Community of Inquiry,Blended Learning,Transcript Analysis

Full Text:

PDF

References


Garrison, D. R., T. Anderson and W. Archer. Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education 2(2–3): 87–105, 2000.

Arabasz, P. and M. B. Baker. Evolving campus support models for e-learning courses. Educause Center for Applied Research Bulletin, 2003. http://www.educause.edu/ir/library/pdf/ecar_so/ers/ERS0303/EKF0303.pdf.

Twigg, C. A. Improving Learning and Reducing Costs: New Models for Online Learning. Educause Review 38(5): 29–38, 2003.

Kenny, R. W. Reinventing Undergraduate Education: A Blueprint for America's Research Universities. Stony Brook, NY: University of New York at Stony Brook, 1998. http://naples.cc.sunysb.edu/Pres/boyer.nsf/.

Murray, J. P. Faculty Development in SACS–Accredited Community Colleges. Community College Review 29(4): 50–66, 2002.

Rice, R., M. Sorcinelli and A. Austin. Heeding New Voices: Academic Careers for a New Generation. Working Paper Inquiry #7. Washington, DC: American Association for Higher Education, 2000.

Cox, M. D. Introduction to Faculty Learning Communities. In Cox, M.D and Richlin, L. (Eds.), Building Faculty Learning Communities: New Directions for Teaching and Learning 97: 5–23. Jossey-Bass: San Francisco, CA, 2004.

Cox, M. D. Achieving Teaching and Learning Excellence through Faculty Learning Communities. Essays on Teaching Excellence: Toward the Best in the Academy 14(4): 2002.

Layne, J., J. Froyd, J. Morgan and A. Kenimer. Faculty Learning Communities. ASEE/IEEE Conference Proceedings, 2002.

Cagle, A. B. and S. Hornik. Faculty development and educational technology. T.H.E. Journal 29(3): 92–6, 2001.

Camblin, L. D. Jr. and J. A. Steger. Rethinking faculty development. Higher Education (39): 1–18, 2000.

Lieberman, A. Practices That Support Teacher Development. Phi Delta Kappan 76(8): 591–596, 1995.

Slavit, D., R. Sawyer and J. Curley. Filling Your PLATE: A Professional Development Model for Teaching with Technology. TechTrends 47(4): 35–38, 2003.

Visible Knowledge Project and Georgetown University. Visible Knowledge Project: Learning Technology Inquiry, 2002. http://crossroads.georgetown.edu/vkp/.

Wenger, E. Communities of Practice: Learning, Meaning, and Identity. New York: Cambridge University Press, 1998.

Dziuban, C., J. Hartman, P. Moskal, S. Sorg, and B. Truman. Three ALN modalities: An institutional perspective. In J. Bourne, J. and Moore, J.C. (Eds.), Elements of Quality Online Education: Into the Mainstream, 127–148. Needham, MA: Sloan-C, 2004.

Dziuban, C., J. Hartman and P. Moskal. Blended Learning. Educause Center for Applied Research Bulletin, 2004. http://www.educause.edu/ir/library/pdf/ERB0407.pdf.

Garnham, C. and R. Kaleta. Introduction to Hybrid Courses. Teaching with Technology Today 8(6): 2002.

Anderson, T., L. Rourke, D. R. Garrison, and W. Archer. Assessing teaching presence in a computer conferencing environment. Journal of Asynchronous Learning Networks 5(2): 2001.

Garrison, D. R., T. Anderson and W. Archer. Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education 15(1): 17–23, 2001.

Williams, J. Blending into the Background. E-Learning Age Magazine 1: 2003.

Clark, D. Blend it like Beckham. White Paper: Blended Learning, 2003. http://www.epic.co.uk/content/resources/white_papers/blended.htm.

Garrison, D. R. and H. Kanuka. Blended Learning: Uncovering its Transformative Potential in Higher Education. The Internet and Higher Education 7(2): 95–105, 2004.

Aycock, A., C. Garnham and R. Kaleta. Lessons Learned from the Hybrid Course Project. Teaching with Technology Today 8(6): 2002.

Sands, P. Inside Outside, Upside Downside: Strategies for Connecting Online and Face-to-face Instruction in Hybrid Courses. Teaching with Technology Today 8(6): 2002.

Voos, R. Blended Learning–What is it and where might it take us? Sloan-C View 2(1): 2003.

Garrison, D. R. and T. Anderson. E-Learning in the 21st Century: A Framework for Research and Practice. London: RoutledgeFalmer, 2003.

Sloffer, S. J., B. Dueber and T. M. Duffy. Using asynchronous conferencing to promote critical thinking. Two implications in higher education. CRLT Technical Report 8(99). Bloomington, IN: Center for Research on Learning and Technology, Indiana University, 1999.

Vaughan, N. D. Investigating How a Blended Learning Approach can Support an Inquiry Process within a Faculty Learning Community. University of Calgary. Unpublished Dissertation, 2004.

Holsti, O. Content analysis for the social sciences and humanities. Don Mills: Addison-Wesley Publishing Company, 1969.

Cohen, J. A coefficient of agreement for nominal scales. Educational and Psychological Measurement 20: 37–46, 1960.

Wenger, E., R. McDermott and W. M. Snyder. Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston: Harvard Business School Publishing. Press, 2002.

Rourke, L. and T. Anderson. Using peer teams to lead online discussion. Journal of Interactive Media in Education, 1, 2002. http://www-jime.open.ac.uk/2002/1/rourke-anderson-02-1-t.html.

Richlin, L and Essington, A. Overview of Faculty Learning Communities. In Cox, M.D. and Richlin, L. (Eds.), Building Faculty Learning Communities: New Directions for Teaching and Learning 97: 25–39. Jossey-Bass: San Francisco, CA, 2004.




DOI: http://dx.doi.org/10.24059/olj.v10i4.1750



Copyright (c) 2019 Norman Vaughan, Randy Garrison