1	Course Title:	THEORY AND APPLICATION IN DISTANCE EDUCATION
2	Course Code:	BIL5109
3	Type of Course:	Optional
4	Level of Course:	Second Cycle
5	Year of Study:	1
6	Semester:	1
7	ECTS Credits Allocated:	3
8	Theoretical (hour/week):	2
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:	-
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Doç. Dr. ŞEHNAZ BALTACI GÖKTALAY
16	Course Lecturers:	-
17	Contactinformation of the Course Coordinator:	Yrd.Doç.Dr. Şehnaz BALTACI GÖKTALAY E-posta: sehnazbg@uludag.edu.tr
18	Website:
19	Objective of the Course:	Knows the fundamentals of distance education Knows distance education theories Knows technologies in distance education Knows instructional design steps for distance education Follows the recent developments and research on distance education
20	Contribution of the Course to Professional Development

21

Learning Outcomes:

1 Knows fundementals of distance education; 2 Knows distance education theories; 3 Knows technologies used in distance education; 4 Knows instructional design steps on distance education; 5 Follows the recent developments and research on distance education ;

22	Course Content:

Week	Theoretical	Practical
1	Description of Distance Education and Fundementals Reading: 1- Simonson et. al. (2009). Teaching and learning at a distance. Chapter 1: 1-18 ve 22-27 ve Chapter 2. Discussion: Questions and reflections on reading
2	History of Distance Education Reading: 1- Simonson et. al. (2009). Teaching and learning at a distance. Chapter 1: 1-18 ve 22-27 ve Chapter 2. 2- Larreamendy-Joerns & Leinhardt (2006). Going the distance with online education. Review of Educational Research, 76(4), 67-605. Discussion: Questions and reflections on reading Homework: Reflection paper 1
3	Research on Distance Education Reading: Simonson et. al. (2009). Teaching and learning at a distance. Chapter 3 Discussion: Questions and reflections on reading
4	Research on Distance Education Reading: Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., et al. (2009). A Meta-Analysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research, 79(3), 1243-1289. Discussion: Questions and reflections on reading
5	Research on Distance Education Reading: Bernard, R. M., et. al., (2004). How does distance education compare with classroom instruction?A Meta-Analysis of the Empirical Literature. Review of Educational Research, 74(3), 379-439. Discussion: Questions and reflections on reading Homework: Reflection paper 2
6	Technologies and Media on Distance Education Reading: Simonson et. al. (2009). Teaching and learning at a distance. Chapter 4. Discussion: Which technologies are used on distance education? What are the advantages/disadvantages? How do they affect learning positively/negatively?
7	Technologies and Media on Distance Education Reading: Zhang, D., Zhou, L., Briggs, R., & Nunamaker, J. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27. Discussion: Which technologies are used on distance education? What are the advantages/disadvantages? How do they affect learning positively/negatively? Homework: Reflection paper 3
8	Instructional Technologies on Distance Education Reading. Simonson et. al. (2009). Teaching and learning at a distance. Chapter 5,6,7. Tartışma: What is the most obvious differences in instructional design between face to face and online education? Homework: Reflection paper 4
9	Online Distance Education Reading: Simonson et. al. (2009). Teaching and learning at a distance. Chapter 9. Discussion: Online ortamların uzaktan eğitime katkısı ne olmuştur?
10	Evaluation on Distance Education Reading: Simonson et. al. (2009). Teaching and learning at a distance. Chapter 10 Research: Which evaluation methods are used in turkish distance education programs? Discussion: How should we evaluate distance students? What is the difference between Turkish and the other distance education programs in terms of evaluation? Homework: Reflection paper 5
11	Applications of Distance Education Research/Homework: Compare and analyze different distance education applications. Discuss the advantages, usability and features of each app in a table.
12	Project work
13	Project work
14	Project work

23	Textbooks, References and/or Other Materials:	Book: 1. Simonson M. R. (Ed.), Smaldino, S. E. & Zvacek, S. (2008). Teaching and Learning at a Distance: Foundations of Distance Education (2nd Edition). Prentice Hall, USA. http://www.prenhall.com/simonson Articles 1. Andrés, M & Resnick, M. (2008). Empowering Kids to Create and Share Programmable Media (isteğe bağlı) 2. Larreamendy-Joerns & Leinhardt (2006). Going the distance with online education. Review of Educational Research, 76(4), 567-605. 3. Barr, R. and Tagg, (1995). From Teaching to Learning Change Magazine, Nov/Dec. 4. Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., et al. (2009). A Meta-Analysis of Three Types of Interaction Treatments in Distance Education. Review of Educational Research, 79(3), 1243-1289. 5. Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature. Review of Educational Research, 74(3), 379-439. DOE: Evaluation of Evidence-Based Practices in Online Learning 6. Hiltz, R.; Shea, P.; and Kim. E. (2006). Using Focus Groups to Study ALN Faculty Motivation. Journal of Asynchronous Learning Networks, 11(1), 107-124. 7. Zhang, D., Zhou, L., Briggs, R., & Nunamaker, J. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15-27 Literature Review Example APA Stiline uygun örnek literatür taraması: http://faculty.mwsu.edu/psychology/Laura.Spiller/Experimental/sample_apa_style_litreview.pdf
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	0	0
Quiz	0	0
Homeworks, Performances	5	50
Final Exam	1	50
Total	6	100
Contribution of Term (Year) Learning Activities to Success Grade		50
Contribution of Final Exam to Success Grade		50
Total		100
Measurement and Evaluation Techniques Used in the Course
Information	5 reflection papers and a final project will be graded.

25

ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	2	28
Practicals/Labs	0	0	0
Self Study and Preparation	0	0	0
Homeworks, Performances	5	20	100
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	0	0	0
Others	0	0	0
Final Exams	1	22	22
Total WorkLoad			150
Total workload/ 30 hr			5
ECTS Credit of the Course			5

26	CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
PQ1 PQ2 PQ3 PQ4 PQ5 PQ6 PQ7 LO1 5 4 5 3 2 5 0 LO2 5 4 5 2 5 5 0 LO3 3 5 5 3 3 5 0 LO4 5 5 5 5 5 5 0 LO5 5 5 5 5 5 5 0

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High