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Discussion in a blended course: risks and rewards.

Academic Exchange Quarterly

| December 22, 2006 | Stein, David S.; Wanstreet, Constance E. | COPYRIGHT 2006 Rapid Intellect Group, Inc. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan.  All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)Copyright

Abstract

Facilitating meaningful discussions in a blended, inquiry-based course is a challenge for instructors and learners alike. Little is known about the discussion process in blended courses, and learners often have difficulty adapting to inquiry-based instruction. One way to maximize learning through discussion in such a course is by using the Community of Inquiry framework, which assumes learning occurs through the interaction of teaching presence, social presence, and cognitive presence.

Introduction

Blended learning is transforming higher education (Dziuban, Moskal, & Hartman, 2005). Characterized as a "sleeping giant," blended ...

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