Being There: Establishing Instructor Presence in an Online Learning Environment

Autor/in	Ekmekci, Ozgur
Titel	Being There: Establishing Instructor Presence in an Online Learning Environment
Quelle	In: Higher Education Studies, 3 (2013) 1, S.29-38 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Teacher Student Relationship; Asynchronous Communication; Online Courses; Computer Mediated Communication; Experiential Learning; Adult Learning; Case Method (Teaching Technique); Problem Based Learning; Peer Evaluation; Teaching Methods; Models; Higher Education; Educational Theories; Educational Technology + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Online course; Online-Kurs; Computerkonferenz; Experiental learning; Erfahrungsorientiertes Lernen; Adulte education; Adult training; Erwachsenenbildung; Case method; Fallmethode; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational theory; Theory of education; Bildungstheorie; Unterrichtsmedien
Abstract	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. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01