EDT5005 Distance Education: Theory, Research and PracticeBahçeşehir UniversityDegree Programs PHYSIOTHERAPY AND REHABILITATION (TURKISH)General Information For StudentsDiploma SupplementErasmus Policy StatementNational QualificationsBologna Commission
PHYSIOTHERAPY AND REHABILITATION (TURKISH)
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 Fall 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 have theoretical and practical knowledge required to fulfill professional roles and functions of Physiotherapy and Rehabilitation field. 2
2) To act in accordance with ethical principles and values in professional practice. 1
3) To use life-long learning, problem-solving and critical thinking skills. 4
4) To define evidence-based practices and determine problem solving methods in Physiotherapy and Rehabilitation practices, using theories in health promotion, protection and care. 1
5) To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. 3
6) To have skills for training and consulting according to health education needs of individual, family and the community. 1
7) To be sensitive to health problems of the community and to be able to offer solutions. 3
8) To be able to use skills for effective communication. 5
9) To be able to select and use modern tools, techniques and modalities in Physiotherapy and Rehabilitation practices; to be able to use health information technologies effectively. 1
10) To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. 1
11) To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. 1
12) To be a role model with contemporary and professional identity. 4