Developing Asynchronous Online Courses: Key Instructional Strategies in a Social Metacognitive Constructivist Learning Trajectory
Margaret Niess, Oregon State Univrsity ; Henry Gillow-Wiles, Oregon State University
JDE Volume 27, Number 1, ISSN 0830-0445 Publisher: Athabasca University Press
This qualitative, design-based research effort describes an empirically supported 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 graduate level professional development courses. The study 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 empirically-supported learning trajectory is an explanatory framework interweaving social, teaching, and cognitive presences that engages a virtual community of learners on expanding their individual and shared knowledge through learning tasks and tools that move from “informal ideas, through successive refinements of representation, articulation, and reflection towards increasingly complex concepts over time” (Confrey & Maloney, 2012).
Niess, M. & Gillow-Wiles, H. (2013). Developing Asynchronous Online Courses: Key Instructional Strategies in a Social Metacognitive Constructivist Learning Trajectory. The Journal of Distance Education / Revue de l'ducation Distance, 27(1),. Athabasca University Press.