Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition
| Published | 2003 |
| Book title | Elements of Quality: Practice and Direction Volume 4, Pages 47-58 |
| Series | Sloan C Series |
| Publisher | The Sloan Consortium |
| Editors | Bourne, J. and Moore, J. C. |
| Country | United 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.| CoI focus | Cognitive presence |
| Contribution | Foundational |
| 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 at | Needham, MA |
| Language | English |
| Refereed | Yes |
| Export | BibTex · EndNote · Tagged XML · Google Scholar |
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