COP4339 Zenna-Research Literacy and Data EffectBahçeşehir UniversityDegree Programs SPEECH AND LANGUAGE THERAPYGeneral Information For StudentsDiploma SupplementErasmus Policy StatementNational QualificationsBologna Commission
SPEECH AND LANGUAGE THERAPY
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
COP4339 Zenna-Research Literacy and Data Effect Spring
Fall
3 0 3 5
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. İDİL KARADEMİRLİDAĞ SUHER
Course Objectives: In this course, it is aimed that the students gain command of market research terminology, research management skills and competence to conduct research.

Learning Outcomes

The students who have succeeded in this course;
1- To be able to dominate market research terminology
2- To understand the types of research and when they are used.
3- To define the elements to be considered in the analysis
4- To obtain the ability to prepare a questionnaire
5- To gain the skill of reporting
6- To develop Research-Literacy skills

Course Content

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Terminology used in the research
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative

Sources

Course Notes / Textbooks:
References: • Dursun, Ö. HE. & Odabasi, H. F. (2011). Multimedia design. Ankara: Pegem Academy.
• Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
• Counts, E. L. (2003). Multimedia Design and Production for Students and Teachers. Boston: Allyn & Bacon.
• Akpınar, Y. (2005). Computer Aided Instruction. Ankara, TURKEY: Ani Publishing.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Total %
PERCENTAGE OF SEMESTER WORK % 0
PERCENTAGE OF FINAL WORK %
Total %

ECTS / Workload Table

Activities Number of Activities Workload
Presentations / Seminar 2 2
Total Workload 2

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 use theoretic and methodological approach, evidence-based principles and scientific literature in Speech and Language Therapy field systematically for practice.
2) To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection.
3) To use information and health technologies in practice and research in the field of Speech and Language Therapy.
4) To communicate effectively with advisee, colleagues for effective professional relationships.
5) To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level.
6) To use life-long learning, problem-solving and critical thinking skills.
7) To act in accordance with ethical principles and values in professional practice.
8) To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach.
9) To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively.
10) To take responsibility and participate in the processes actively for training of other therapist, education of health professionals and individuals about speech and languege therapy.
11) To carry out speech and languge therapy practices considering cultural differences and different health needs of different groups in the community.