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Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition
Garrison, D. Randy

Published2003
Book titleElements of Quality: Practice and Direction
Volume 4, Pages 47-58
SeriesSloan C Series
PublisherThe Sloan Consortium
EditorsBourne, J. and Moore, J. C.
CountryUnited States

ABSTRACT
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.

Keywords effective asynchronous online learning · reflective inquiry · cognitive presence · higher-order learning · asynchronous online learning · online learning · rich cognitive presence · connectivity property

CoI focusCognitive presence
ContributionFoundational
Study aim"... to identify the essential properties of asynchronous online learning that will enhance cognitive presence and learning effectiveness."
Finding"Asynchronous online learning has the potential to support higher-order learning in an effective and unprecedented manner."
Published atNeedham, MA
LanguageEnglish
RefereedYes
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