%0	Book Section
%A	Garrison, D. Randy
%B	Elements of Quality: Practice and Direction
%B	Elements of Quality: Practice and Direction
%B	Elements of Quality: Practice and Direction
%C	Needham, MA, United States
%D	2003
%E	Bourne, J.
%E	Moore, J. C.
%G	English
%I	The Sloan Consortium
%K	effective asynchronous online learning
%K	reflective inquiry
%K	cognitive presence
%K	higher-order learning
%K	asynchronous online learning
%K	online learning
%K	rich cognitive presence
%K	connectivity property
%P	47-58
%T	Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition
%V	4
%X	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.
%*	yes