ECONOMICS | |||||
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. |
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) | As a world citizen, she is aware of global economic, political, social and ecological developments and trends. | 2 |
2) | He/she is equipped to closely follow the technological progress required by global and local dynamics and to continue learning. | 2 |
3) | Absorbs basic economic principles and analysis methods and uses them to evaluate daily events. | 2 |
4) | Uses quantitative and statistical tools to identify economic problems, analyze them, and share their findings with relevant stakeholders. | 2 |
5) | Understands the decision-making stages of economic units under existing constraints and incentives, examines the interactions and possible future effects of these decisions. | 1 |
6) | Comprehends new ways of doing business using digital technologies. and new market structures. | 2 |
7) | Takes critical approach to economic and social problems and develops analytical solutions. | 1 |
8) | Has the necessary mathematical equipment to produce analytical solutions and use quantitative research methods. | 2 |
9) | In the works he/she contributes, observes individual and social welfare together and with an ethical perspective. | 2 |
10) | Deals with economic problems with an interdisciplinary approach and seeks solutions by making use of different disciplines. | 1 |
11) | Generates original and innovative ideas in the works she/he contributes as part of a team. | 2 |