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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 ...