COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
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
EDS1222	Open and Distance Learning	Fall	2	0	2	4

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:	Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Prof. Dr. ÖZLEM KARAIRMAK TEKDURMAZ
Course Objectives:	Distance education is an important component of higher education and corporate learning. 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. It should be noted that this course does not teach development techniques for specific media, even though some media development may be required. The student will develop the skills and knowledge to advance their instructional effectiveness in varied settings through application of technology theory and practice. The student will learn about the importance of integrating the principles of instructional design into the development of training, support, and all facets of instructional technology management for various environments.

Learning Outcomes

The students who have succeeded in this course;
• To develop an understanding of a systematic view of distance education in K-12, higher education, business, government, and military
settings.
• To synthesize the various theories of distance education.
• 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.
• To identify the characteristics of the distance users (learner, instructor, and administrator) and environments

Course Content

History, Today's Overall Picture of Distance Education ,Terminology , The Scope of Distance Education,Philosophies and Theories of Distance Education ,Learning Theories of Distance Education Technologies in Distance Education I,Technologies, Materials, and LMS Systems in DE ,Technologies in Distance Education II, Qualities of a Distance Educator & Learner, Challenges in DE, Design and Development of Interactive Distance Learning Media I, Presentation Instructional Design and DE Design and Development of Interactive Distance Learning Media II,Web-based Course Design and Development II, – Policies, Administration, and Management in DE Teleconference Session:Management of Distance Education Technologies I, – Presentation Assessment and Evaluation in DE Management of Distance Education Technologies II, – Presentation Research in Distance Education e-Research I

Teaching Methods and Techniques Used in the Course
-Case Study
-Technology Assisted Learning
-Reading
-Simulation
-Individual Work
-Cooperative Learning

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Orientation Review of Syllabus Introduction
2)	Philosophies and Theories of Distance Education
3)	Learning Theories of Distance Education Technologies in Distance Education I
4)	Technologies, Materials, and LMS Systems in DE Technologies in Distance Education II
5)	Qualities of a Distance Educator & Learner, Challenges in DE
6)	Design and Development of Interactive Distance Learning Media I
7)	Presentation Instructional Design and DE Design and Development of Interactive Distance Learning Media II
8)	Presentation Ethics and Student Guidance in DE
9)	Web-based Course Design and Development II
10)	Policies, Administration, and Management in DE
11)	Presentation Assessment and Evaluation in DE Management of Distance Education Technologies II
12)	Presentation Research in Distance Education, e-Research I
13)	Revision
14)	Group Presentations

Sources

Course Notes / Textbooks:

References:

• 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.
• 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	1	% 10
Quizzes	1	% 10
Homework Assignments	3	% 30
Presentation	1	% 10
Final	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	2	28
Study Hours Out of Class	14	7	98
Presentations / Seminar	1	5	5
Homework Assignments	1	5	5
Quizzes	1	2	2
Final	1	2	2
Total Workload			140

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 define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards.
2)	To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration.
3)	To develop competencies related to software languages, operating systems, computer networks and computer hardware.
4)	To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
5)	To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods.
6)	To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization.
7)	To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education.
8)	To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach.
9)	To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements.
10)	To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities.
11)	To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology.
12)	To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively.
13)	To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology.
14)	To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world.
15)	To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws.