The Contributions of On-Site Facilitators to Teaching Presence in a Blended Learning Environment

• In Event: Online Teaching and Learning: Community of Inquiry Research

Abstract

This study examines on-site facilitators’ self-reports of their practices and activities intended to support high school students taking an online course. A qualitative analysis of end-of-course interview data with on-site facilitators was undertaken. The resulting themes that emerged from the data were mapped onto the teaching presence element of the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000). While online instructors perceived that the core activity of the on-site facilitator was facilitating discourse, facilitators' self-reports made it apparent that they were involved in instructional design and direct instruction to a greater degree, and through a wider range of activities, than online instructors were aware of. Additional findings, implications, limitations, and research directions are discussed.

Authors

• Julie Thompson Keane, VIF International Education

• Claire de la Varre, University of North Carolina - Chapel Hill

• Matthew J. Irvin, University of South Carolina