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
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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.

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  • D Randy Garrison

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