The purpose of this essay is to critically examine course structure and the role it may play in improving teaching presence in an asynchronous online learning environment. The examination is grounded in experiential learning; adult learning principles; case-based and problem-based learning methods; and peer reviews. The discussion is concluded with a proposed course structure and a learning intervention model that might be used to enhance and strengthen teaching presence for instructors engaged in asynchronous online education.
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Ozgur Ekmekci (2013) studied this question.
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