Developing Asynchronous Online Courses: Key Instructional Strategies in a Social Metacognitive Constructivist Learning Trajectory
JDE Volume 27, Number 1, ISSN 0830-0445 Publisher: Athabasca University Press
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).
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.
Cited ByView References & Citations Map
Development of Social Presence in an Online Masters Degree Program: Engaging a Workbench Dialectic Inquiry Model
Henry Gillow-Wiles, Southern Oregon University, United States; Margaret Niess, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2327–2335
Engaging Google Docs in Support of an Online Collaborative, Community of Learners Instructional Strategy
Henry Gillow-Wiles & Margaret Niess, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3176–3183
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