@inbook {
	title = {Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition},
	author = {Garrison, D. Randy},
	editor = {Bourne, J. and Moore, J. C.},
	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.},
	year = {2003},
	month = {/2003},
	language = {English},
	publisher = {The Sloan Consortium},
	volume = {4},
	pages = {47-58},
	address = {Needham, MA},
	country = {United States},
	refereed = {yes},
	keywords = {effective asynchronous online learning, reflective inquiry, cognitive presence, higher-order learning, asynchronous online learning, online learning, rich cognitive presence, connectivity property},
}