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A Blended Faculty Community of Inquiry: Linking Leadership, Course Redesign, and Evaluation
ARTICLE

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CJUCE Volume 32, Number 2, ISSN 0318-9090

Abstract

This article describes an institutional course redesign initiative in terms of leadership, support, and preliminary findings, based on the Inquiry Through Blended Learning (ITBL) program created to support faculty engaging in blended course redesign. Garrison, Anderson, and Archer's (2000) Community of Inquiry framework has been adapted to a blended environment in order to provide faculty participants with opportunities to discuss and reflect on key redesign questions, explore and experience blended learning from a student perspective, and implement and evaluate their own course redesigns. This article describes the inquiry process and the preliminary lessons learned from the implementation of the ITBL program. (Contains 2 figures and 1 table.)

Citation

Vaughan, N. & Garrison, R. (2006). A Blended Faculty Community of Inquiry: Linking Leadership, Course Redesign, and Evaluation. Canadian Journal of University Continuing Education, 32(2), 67-92. Retrieved October 23, 2019 from .

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