Cognitive presence for effective asynchronous online learning : The role of reflective inquiry , self-direction and metacognition COGNITIVE PRESENCE FOR EFFECTIVE ASYNCHRONOUS ONLINE LEARNING : THE ROLE OF REFLECTIVE INQUIRY , SELF-DIRECTION AND METACOGNI

  • Garrison D
  • 2

    Readers

    Mendeley users who have this article in their library.
  • N/A

    Citations

    Citations of this article.

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.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

There are no full text links

Authors

  • D Randy Garrison

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free