| EUROPEAN UNION RELATIONS | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| EDT5005 | Distance Education: Theory, Research and Practice | Fall | 3 | 0 | 3 | 8 |
| This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
| Language of instruction: | English |
| Type of course: | Non-Departmental Elective |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Prof. Dr. TUFAN ADIGÜZEL |
| Course Lecturer(s): |
Dr. Öğr. Üyesi ÖZGÜR ERKUT ŞAHİN Prof. Dr. TUFAN ADIGÜZEL |
| Recommended Optional Program Components: | None |
| Course Objectives: | This course will cover application of theory, principles, and instructional practice in distance education. It will also provide instruction to learners separated from the instructor by distance and/or time. We will also address characteristics (planning, development, implementation, administration, and evaluation), technologies (telecommunications, course or learning management systems, virtual environments with 3D, wikis, blogs, and Google apps), and current issues that exist in a distance educational environment. |
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The students who have succeeded in this course; 1. To develop an understanding of a systematic view of distance education in K-12, higher education, business, government, and military settings. 2. To synthesize the various theories of distance education. 3. To experience how each medium for interacting across distance shapes the cognitive, affective, and social dimensions of learning and indicate the range of individual responses to these media. 4. To identify the characteristics of the distance users (learner, instructor, and administrator) and environments. 5. To gain fluency in using various interactive media (asynchronous threaded discussion sites, synchronous multi-user virtual environments, groupware, interactive presentational media, videoconferencing), instructional frameworks (e.g., Moodle and Second Life) and e-learning applications (e.g., telementoring). 6. To develop an understanding of the instructional design models used in developing distance learning media. 7. To explain how access and accessibility issues should influence distance education programs, especially for materials design, interactivity, and usability. 8. To use the distance educational environment as a means of conducting research in an applied area. 9. To develop and facilitate a distance learning course module/unit of instruction with assessment. |
| Definition and History of distance education; Needs for DE; application models of DE; Blended learning; e-learning; Internet-based programming; Learning Management System (LMS); Web 2.0 technologies (Blogs, Wikis, etc.). |
| Week | Subject | Related Preparation |
| 1) | Orientation | |
| 2) | Philosophies and Theories of Distance Education • Face-to-face vs. Distance vs. Hybrid Instruction: A Comparison • A Framework for E-learning • Collaborative & Transformative Learning Illustrate best practices in Turkey and the world | |
| 3) | Technologies in Distance Education I • Web 2.0 & 3.0 • Net & Web-based Learning • Learning Management Systems Blogs & Wikis & LMSs | |
| 4) | Technologies in Distance Education II • Learning Tools and Objects Moodle: Connect, Communicate & Collaborate | |
| 5) | Issues for Distance Education Community • Learning Communities • Characteristics • Social Networking Moodle: Course Design | |
| 6) | Design and Development of Interactive Distance Learning Media I • Standards • Principles • Accessibility • Universal Design Moodle: Course Development | |
| 7) | Moodle: Course Facilitation & Assessment | |
| 8) | Design and Development of Interactive Distance Learning Media II • Ethics • Copyright • Cultural Challenges Confirm Access to Second Life Join Second Life | |
| 9) | Web-based Course Design and Development I • A Step-by-step Approach Login and Begin on Welcome Island Design Your Avatar | |
| 10) | Web-based Course Design and Development II • A Step-by-step Approach Learn how to Operate Second Life Explore Educator Locations in Second Life | |
| 11) | Management of Distance Education Technologies I • Administration & Policy • Quality Distance Education • PDA Model Group study on your final project | |
| 12) | Management of Distance Education Technologies II • Evaluation • Educational Effectiveness • Action Matrix Group study on your final project | |
| 13) | e-Research I • The Scope of e-Research • The Use of Distance Education Media in Educational Research and Practice Group study on your final project | |
| 14) | e-Research II • Data Collection over the Internet and Ubiquitous Environments. Group study on your final project |
| Course Notes / Textbooks: | • Rudestam, K. J., & Schoenholtz-Read, J. (2009). Handbook of online learning (2nd Ed.). Thousand Oaks, CA: Sage. • Bates, A. W. (2005) Technology, e-learning and distance education. New York: Routledge. |
| References: | • Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a distance: Foundations of distance education (4th Ed.) Upper Saddle River, NJ: Prentice Hall. • Moore, M. G. & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Thomson Wadsworth. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 20 |
| Homework Assignments | 3 | % 40 |
| Project | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Project | 1 | 60 | 60 |
| Homework Assignments | 3 | 30 | 90 |
| Total Workload | 192 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To be able to examine, interpret data and assess ideas with the scientific methods in the area of EU studies. | 2 |
| 2) | To be able to inform authorities and institutions in the area of EU studies, to be able to transfer ideas and proposals supported by quantitative and qualitative data about the problems. | 2 |
| 3) | To be introduced to and to get involved in other disciplines that EU studies are strongly related with (political science, international relations, law, economics, sociology, etc.) and to be able to conduct multi-disciplinary research and analysis on European politics. | 3 |
| 4) | To be able to evaluate current news on European Union and Turkey-EU relations and identify, analyze current issues relating to the EU’s politics and policies. | 2 |
| 5) | To be able to use English in written and oral communication in general and in the field of EU studies in particular. | 1 |
| 6) | To have ethical, social and scientific values throughout the processes of collecting, interpreting, disseminating and implementing data related to EU studies. | 1 |
| 7) | To be able to assess the historical development, functioning of the institutions and decision-making system and common policies of the European Union throughout its economic and political integration in a supranational framework. | 2 |
| 8) | To be able to evaluate the current legal, financial and institutional changes that the EU is going through. | 2 |
| 9) | To explain the dynamics of enlargement processes of the EU by identifying the main actors and institutions involved and compare previous enlargement processes and accession process of Turkey. | 2 |
| 10) | To be able to analyze the influence of the EU on political, social and economic system of Turkey. | 2 |
| 11) | To acquire insight in EU project culture and to build up project preparation skills in line with EU format and develop the ability to work in groups and cooperate with peers. | 2 |
| 12) | To be able to recognize theories and concepts used by the discipline of international relations and relate them to the historical development of the EU as a unique post-War political project. | 3 |