Affiliation:
1. Fort Hays State University, USA
Abstract
This chapter sheds light on the journey of one online instructor's self-examination and purposeful approaches to engaging and eliciting robust student interactions in online graduate asynchronous settings. Centered on Knowles' Principles of Andragogy and Vygotsky's Social Constructivism, the researcher utilized an ongoing formal reflection process to gather student responses, alter course materials, and strived to create an environment that supported growth mindset, learner autonomy and the online graduate experience.
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