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ERIC Number: EJ1023561
Record Type: Journal
Publication Date: 2013
Pages: 0
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-0830-0445
Developing Asynchronous Online Courses: Key Instructional Strategies in a Social Metacognitive Constructivist Learning Trajectory
Niess, Margaret; Gillow-Wiles, Henry
Journal of Distance Education, v27 n1 2013
This qualitative, design-based research study resulted in a proposal for a comprehensive set of best instructional practices immersed in a learning trajectory, outlining the tools, processes and the content development for online asynchronous, text-based learning in graduate level professional development courses. The outcome provides a rich description of essential instructional strategies for merging the tools, processes and the content development in a social metacognitive constructivist instructional framework. The learning trajectory presents an explanatory framework that interweaves social, teaching, and cognitive presences towards the engagement of a virtual community of learners to expand their individual and shared knowledge through learning tasks and tools. The trajectory identifies a process for moving from "informal ideas, through successive refinements of representation, articulation, and reflection towards increasingly complex concepts over time" (Confrey & Maloney, 2012).
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.jofde.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A