OER Knowledge CloudJournal ArticleZydney, Janet MannheimerdeNoyelles, AimeeSeo, Kay Kyeong-JuThe purpose of our research was to examine the influence of an online protocol on asynchronous discussions. A mixed-methods study compared two online graduate classes: one that used a protocol and one that did not use a protocol for the same discussion about a complex reading. Analysis of the data revealed that the online protocol more evenly distributed the presence of cognitive, social, and teaching elements necessary to create and sustain an online community of inquiry. Use of the protocol also promoted more shared group cognition and more student ownership of the discussion and empowered students to facilitate themselves, helping to reduce the instructor workload. These findings may enable educators to provide more dynamic interaction and richer learning experiences in asynchronous online environments.2012EnglishComputers & Education58177-87United States10.1016/j.compedu.2011.07.009yesadult learningdistance educationteaching/learning strategiespost-secondary educationUnited States, North America