OER Knowledge CloudBook ChapterGarrison, D. RandyBourne, J.Moore, J. C.The purpose of this paper is to demonstrate that asynchronous online learning can create a rich cognitive presence capable of supporting effective, higher-order learning. It begins by exploring the properties of asynchronous online learning and their link with the dimensions of higher-order learning. The dimensions of higher-order learning emerge from the concepts of reflective inquiry, self-direction and metacognition. Moreover, it is argued that the dimensions of higher-order learning, reflection and collaboration, are, in fact, congruent with the asynchronous and connectivity properties of online learning. Finally, the issues and principles of effective asynchronous online learning are explored.2003EnglishThe Sloan Consortium447-58United Statesyeseffective asynchronous online learningreflective inquirycognitive presencehigher-order learningasynchronous online learningonline learningrich cognitive presenceconnectivity propertyNeedham, MA, United States