Abstract
THE PURPOSE OF THIS STUDY was to advance understanding of how to facilitate higher levels of learning when using asynchronous text-based Internet communication technology. The framework used to guide this study is based on the community of inquiry model developed by Garrison, Anderson, and Archer (2000). Crucial methodological constructs congruent with this model and higher order learning were identified. They are discourse, collaboration, management, reflection, monitoring, and knowledge construction. Using a focus group interview, the results of this study reveal that these methodological constructs are consistent with, and supportive of, the facilitation of higher levels of learning in an asynchronous text-based Internet environment.
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Heather Kanuka is Associate Director and Assistant Professor of the Learning Commons at the University of Calgary, Canada. The Learning Commons provides services to the university community for faculty development teaching and learning, distance delivery, and multimedia and video production.
D. Randy Garrison is the Director of the Learning Commons at the University of Calgary. He is also a full professor in the Faculty of Education. He served as Dean of the Faculty of Extension at the University of Alberta from 1996 to 2001. Dr. Garrison has published extensively on teaching and learning in distance, higher, and adult education contexts.
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Kanuka, H., Garrison, D.R. Cognitive presence in online learning. J. Comput. High. Educ. 15, 21–39 (2004). https://doi.org/10.1007/BF02940928
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DOI: https://doi.org/10.1007/BF02940928