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Programme |
Graduate School of Natural and Applied Sciences Educational Technologies |
Course Information |
Course Unit Code | Course Unit Title | | Credit Pratic | Credit Lab/A | Credit Total | Credit Ects | Semester |
01ETK5103 | Theory and Practice of Distance Education | 3.00 | 0.00 | 0.00 | 3.00 | 6.00 | 1 |
Course Information |
Language of Instruction | Turkish |
Type of Course Unit | Elective |
Course Coordinator | Assistant Professor Dr. Hasan Hüseyin ÖZKAN |
Course Instructors | 3-Hasan Hüseyin ÖZKAN |
Course Assistants | |
Course Aims | This course aims to provide students with knowledge and skills about the nature of distance education, philosophies of distance education, distance education technologies, definition and theoretical dimensions of distance education, distance education learning theories, the role of technology in distance teaching and learning, ID models, assessment and copyright issues in distance education context. |
Course Goals | |
Learning Outcomes of The Course Unit | 1. Use terminology of the field of distance education in appropriate contexts
2. Understand the terminology, literature, theory, and approaches associated with distance education.
3. Learn about various approaches to distance education, both low and high-tech forms.
4. Present an overview of the history of distance education
5. Select appropriate instructional strategies for distance teaching and learning
6. Understand the various technological forms of delivery, such as computer mediated communications, tele-conferencing, audio conferencing, etc.
7. Discuss current social issues, and trends affecting distance education Select appropriate technologies for distance teaching and learning
8. Use online evaluation and data collection tools
9. Learn about various teaching and learning issues associated with distance education.
10. Examine various instructional design issues, needs, and approaches pertaining to distance education. |
Course Contents | The purpose of this course is to help participants explore and learn about many aspects of distance education. It reviews various types of distance education efforts, the print and electronic resources available on and for distance education, and emerging trends in distance education. |
Prerequisities and Co-requisities Courses | |
Recommended Optional Programme Components | |
Mode Of Delivery | |
Level of Course Unit | |
Assessment Methods and Criteria | ECTS / Table Of Workload (Number of ECTS credits allocated) |
Studies During Halfterm | Number | Co-Efficient | Activity | Number | Duration | Total |
Visa | 1 | 50 | Course Duration (Excluding Exam Week) | 14 | 3 | 42 |
Quiz | 0 | 0 | Time Of Studying Out Of Class | 14 | 4 | 56 |
Homework | 5 | 50 | Homeworks | 5 | 10 | 50 |
Attendance | 0 | 0 | Presentation | 0 | 0 | 0 |
Application | 0 | 0 | Project | 0 | 0 | 0 |
Lab | 0 | 0 | Lab Study | 0 | 0 | 0 |
Project | 0 | 0 | Field Study | 0 | 0 | 0 |
Workshop | 0 | 0 | Visas | 1 | 10 | 10 |
Seminary | 0 | 0 | Finals | 1 | 20 | 20 |
Field study | 0 | 0 | Workload Hour (30) | 30 |
TOTAL | 100 | Total Work Charge / Hour | 178 |
The ratio of the term to success | 50 | Course's ECTS Credit | 6 |
The ratio of final to success | 50 | |
TOTAL | 100 | |
Recommended or Required Reading |
Textbook | |
Additional Resources | 1. Pallor, R., & Pratt, K. (2001). Lessons from the Cyberspace Classroom
2. Kearsley, G. (2000). Online Education: Learning and Teaching in Cyberspace
3. Picciano, A. (2001). Distance Learning: Making Connections Across Virtual Space and Time
4. Cyrs, T. (1999). Engaging Students in Distance Learning
5. Cyrs, T. (1997). Teaching at a Distance with the Merging Technologies: An Instructional Systems Approach
6. Duffy, T., & Kirkley, J. (2004). Learner-centered Theory and Practice in Distance Education: Cases from Higher Education
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Material Sharing |
Documents | |
Assignments | |
Exams | |
Additional Material | |
Planned Learning Activities and Teaching Methods |
Lectures, Practical Courses, Presentation, Seminar, Project, Laboratory Applications (if necessary) |
Work Placements |
As with any other educational component, credits for work placements are only awarded when the learning outcomes have been achieved and assessed. If a work placement is part of organised mobility (such as Farabi and Erasmus), the Learning Agreement for the placement should indicate the number of credits to be awarded if the expected learning outcomes are achieved. |
Program Learning Outcomes |
No | Course's Contribution to Program | Contribution |
1 | Have adequate knowledge about the foundational concepts, theoretical basis and contemporary approaches in the field of educational technology. | 3 |