ECTS - Distance Education and E-Learning
Distance Education and E-Learning (ISE424) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Distance Education and E-Learning | ISE424 | 3 | 0 | 0 | 3 | 5 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture. |
| Course Lecturer(s) |
|
| Course Objectives | The objective of this course is to present the historical context, theoretical framework, and sample applications of distance education and e-learning. It also aims at providing hands-on experience with the design and development of a course module by using a learning management system. It also covers learning theories, instructional design, tools and technologies for distance education, research-based guidelines for multimedia learning, computer-mediated communication. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Definitions, history, and theories of distance education and e-learning, instructional design, tools and technologies for distance education, multimedia learning, computer-supported collaborative learning, learning management systems, new directions and developments. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Foundations of Distance Education | Chapter 1 ( main text) |
| 2 | E-Learning: Promise and Pitfalls | Chapter 1 (other sources 1) |
| 3 | Definitions, History, and Theories of Distance Education | Chapter 2 |
| 4 | How do People Learn | Chapter 2 (other sources 1) |
| 5 | Instructional Design for Distance Education | Chapter 5 |
| 6 | Tools and Technologies for Distance Education | Chapter 4 |
| 7 | Computer-Supported Collaborative Learning | Chapter 12 (other sources 1) |
| 8 | Learning Management Systems | Chapter 9 |
| 9 | Research-Based Principles for Multimedia Learning: Contiguity, Modality, Redundancy Effects | Chapters 4-6 (other sources 1) |
| 10 | Research-Based Principles for Multimedia Learning: Coherence, Personalization, Segmenting, Worked-Examples Effects | Chapters 7-10 (other sources 1) |
| 11 | Learning Objects | Chapter 3 (other sources 3) |
| 12 | SCORM | Chapter 13 (other sources 3) |
| 13 | E-learning 2.0 | Chapter 12 (other sources 4) |
| 14 | Project Presentations | |
| 15 | Final Examination Period | Review of topics |
| 16 | Final Examination Period | Review of topics |
Sources
| Course Book | 1. Distance Education : A Systems View, by Michael G. Moore, Greg Kearsley. Wadsworth, 1996 |
|---|---|
| Other Sources | 2. e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (2nd edition), by Ruth Colvin Clark, Richard E. Mayer. John Wiley & Sons, 2008. |
| 3. Teaching and Learning at a Distance: Foundations of Distance Education (4th edition), by Michael Simonson, Sharon E. Smaldino, Michael Albright, Susan Zvacek. Pearson, 2006. | |
| 4. Reusing online resources: a sustainable approach to e-learning, Allison Littlejohn, Routledge, 2003. | |
| 5. Advances in E-Learning: Experiences and Methodologies, by Francisco J. Garcia Penalvo. Idea Group Inc, 2008. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 2 | 10 |
| Presentation | - | - |
| Project | 2 | 60 |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | - | - |
| Toplam | 5 | 100 |
| Percentage of Semester Work | 100 |
|---|---|
| Percentage of Final Work | 0 |
| Total | 100 |
Course Category
| Core Courses | |
|---|---|
| Major Area Courses | X |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Adequate knowledge in mathematics, science and subjects specific to the software engineering discipline; the ability to apply theoretical and practical knowledge of these areas to complex engineering problems. | |||||
| 2 | The ability to identify, define, formulate and solve complex engineering problems; selecting and applying proper analysis and modeling techniques for this purpose. | X | ||||
| 3 | The ability to design a complex system, process, device or product under realistic constraints and conditions to meet specific requirements; the ability to apply modern design methods for this purpose. | X | ||||
| 4 | The ability to develop, select and utilize modern techniques and tools essential for the analysis and determination of complex problems in software engineering applications; the ability to utilize information technologies effectively. | X | ||||
| 5 | The ability to gather data, analyze and interpret results for the investigation of complex engineering problems or research topics specific to the software engineering discipline. | |||||
| 6 | The ability to work effectively in inter/inner disciplinary teams; ability to work individually. | X | ||||
| 7 | Effective oral and written communication skills in Turkish; the ability to write effective reports and comprehend written reports, to prepare design and production reports, to make effective presentations, to give and receive clear and understandable instructions. | |||||
| 8 | The knowledge of at least one foreign language; the ability to write effective reports and comprehend written reports, to prepare design and production reports, to make effective presentations, to give and receive clear and understandable instructions. | |||||
| 9 | Recognition of the need for lifelong learning; the ability to access information and follow recent developments in science and technology with continuous self-development | X | ||||
| 10 | The ability to behave according to ethical principles, awareness of professional and ethical responsibility. | |||||
| 11 | Knowledge of the standards utilized in software engineering applications. | |||||
| 12 | Knowledge on business practices such as project management, risk management and change management. | |||||
| 13 | Awareness about entrepreneurship, and innovation. | |||||
| 14 | Knowledge on sustainable development. | |||||
| 15 | Knowledge of the effects of software engineering applications on the universal and social dimensions of health, environment, and safety. | X | ||||
| 16 | Awareness of the legal consequences of engineering solutions. | |||||
| 17 | An ability to apply algorithmic principles, mathematical foundations, and computer science theory in the modeling and design of computer-based systems with the trade-offs involved in design choices. | |||||
| 18 | The ability to apply engineering approach to the development of software systems by analyzing, designing, implementing, verifying, validating and maintaining software systems. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | |||
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 3 | 48 |
| Presentation/Seminar Prepration | |||
| Project | 2 | 15 | 30 |
| Report | |||
| Homework Assignments | 2 | 5 | 10 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 15 | 15 |
| Prepration of Final Exams/Final Jury | |||
| Total Workload | 103 | ||