PSYCHOLOGY
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
EDT5005	Distance Education: Theory, Research and Practice	Spring	3	0	3	8

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

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.

Learning Outcomes

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.

Course Content

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.).

Weekly Detailed Course Contents

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

Sources

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.

Evaluation System

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

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Project	1	60	60
Homework Assignments	3	30	90
Total Workload			192

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To develop an interest in the human mind and behavior, to be able to evaluate theories using empirical findings, to understand that psychology is an evidence-based science by acquiring critical thinking skills.
2)	To gain a biopsychosocial perspective on human behavior. To understand the biological, psychological, and social variables of behavior.
3)	To learn the basic concepts in psychology and the theoretical and practical approaches used to study them (e.g. basic observation and interview techniques).
4)	To acquire the methods and skills to access and write information using English as the dominant language in the psychological literature, to recognize and apply scientific research and data evaluation techniques (e.g. correlational, experimental, cross-sectional and longitudinal studies, case studies).
5)	To be against discrimination and prejudice; to have ethical concerns while working in research and practice areas.
6)	To recognize the main subfields of psychology (experimental, developmental, clinical, cognitive, social and industrial/organizational psychology) and their related fields of study and specialization.
7)	To acquire the skills necessary for analyzing, interpreting and presenting the findings as well as problem posing, hypothesizing and data collection, which are the basic elements of scientific studies.
8)	To gain the basic knowledge and skills necessary for psychological assessment and evaluation.
9)	To acquire basic knowledge of other disciplines (medicine, genetics, biology, economics, sociology, political science, communication, philosophy, anthropology, literature, law, art, etc.) that will contribute to psychology and to use this knowledge in the understanding and interpretation of psychological processes.
10)	To develop sensitivity towards social problems; to take responsibility in activities that benefit the field of psychology and society.
11)	To have problem solving skills and to be able to develop the necessary analytical approaches for this.
12)	To be able to criticize any subject in business and academic life and to be able to express their thoughts.