Before the COVID-19 pandemic forced institutions of higher education into emergency remote teaching, journalism and mass communication schools were seeing increased enrollment in online courses. The professional nature of education in journalism and mass communication fields can create challenges for instructors to provide rigorous experiential learning opportunities that prepare online students for industry employment. This Delphi study assembled a panel of journalism and mass communication educators with expertise in online teaching and learning to create a framework of pedagogical practices and instructional design strategies for experiential learning in online modalities. The panel reached consensus on 36 primary and 59 ancillary practices across four categories--course development, course delivery, instructional support, and evaluation. Analysis indicated the framework aligned with 15 of 17 Cognitive Apprenticeship Model principles, providing journalism and mass communication educators with contextualized practices grounded in learning theory. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]