Aim
New Media and Communication Systems Program trains specialists who can use new communication channels, are new media literate, develop strategies on new communication technologies, prepare projects, have digital writing skills, manage social media, follow innovations and act according to ethical codes in business life.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) ResultGraduation Requirements
Students who have succesfully complete all of the courses,a seminar and a thesis who have taken the 90 to 120 ECTS have a right to receive a diploma.Recognition of Prior Learning
In order to apply to the master's program, you must have a bachelor's degree from a university in Turkey. For equivalent diplomas obtained from abroad, YÖK equivalency is required.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
Fall Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
MİSY1164570 | NEW MEDIA AGE and SOCIAL TRANSFORMATION | Turkish | 3 | 3 | 8 | |
MİSY1164430 | RESEARCH METHODS for SOCIAL SCIENCES | Turkish | 3 | 3 | 8 | |
MİSY1115042 | MARKETING STRATEGIES and NEW MEDIA | Turkish | 3 | 3 | 8 | |
MİSY1115043 | DIGITAL MEDIA and POLITICAL COMMUNICATION | Turkish | 3 | 3 | 8 | |
MİSY1115044 | NEW MEDIA and CULTURAL STUDIES | Turkish | 3 | 3 | 8 | |
MİSY1164580 | DIGITAL CONTENT PRODUCTION and MANAGEMENT | Turkish | 3 | 3 | 8 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
MİSY1264650 | SEMINAR | Turkish | 3 | - | 8 | |
MİSY1264660 | MEDIA and COMMUNICATION THEORIES | Turkish | 3 | 3 | 8 | |
MİSY1214774 | SCRIPTWRITING RULES an STORY DESIGN | Turkish | 3 | 3 | 8 | |
MİSY1215046 | INTERNET and MOBILE APPLICATIONS | Turkish | 3 | 3 | 8 | |
MİSY1215047 | DATA ANALYSIS METHODS | Turkish | 3 | 3 | 8 | |
MİSY1215049 | MEDIA and CONVERGENCE of NEWS | Turkish | 3 | 3 | 8 |
Program Qualification
Theoretical, Factual
Has advanced theoretical and practical knowledge in the fields of media history, news writing techniques, news types, applied journalism.
Knows the process of content production according to the characteristics of different communication environments.
To have knowledge about theories, methods, strategies and techniques related to the field.
Aware of the impact of media on people and society's thoughts, behaviors and values.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
1- Develops and deepens up-to-date and advanced knowledge in the field of humanities based on master's qualifications at the level of original thought and research and expertise, conducts studies on this and creates original definitions and concepts that will bring innovation to the field.
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6 - Develop critical thinking, analysis and synthesis skills.
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2- Understanding the interdisciplinary interaction that the field of humanities is related to, analyzing new and complex ideas, discussions and developments and reaching original results by using information that requires expertise in evaluation.
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10 - Identifies problems in the field, collects and analyzes data to solve these problems; comments and suggestions for solutions.
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3- Recognizing domestic and foreign sources of information in the relevant field in order to develop and deepen advanced theoretical and practical knowledge in the field of humanities.
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15 - Transfers written solutions orally and verbally.
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4- Evaluating, examining and using the developments and information in the field of humanities with a systematic approach.
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3 - To have knowledge about theories, methods, strategies and techniques related to the field.
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SKILLS | |
Cognitive, Practical | |
1- Developing a thought, method or application that brings innovation to the field of human sciences; applies a known thought, method and application to a different field in the field of human sciences.
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3 - To have knowledge about theories, methods, strategies and techniques related to the field.
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2- Investigating, understanding, designing, adapting and implementing an original subject.
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12 - Takes responsibility in individual or group works related to the field and fulfills the task taken or executes independently.
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3- Analyzing, synthesizing and critically evaluating new and complex ideas in the field of human sciences.
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13 - Plans and manages activities for professional development as an individual and a team member.
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4- Using the research methods and techniques used in studies related to humanities at the highest level.
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5 - Use theoretical and practical knowledge specific to the field.
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COMPETENCIES | |
Ability to work independently and take responsibility | |
1- Contributing to scientific studies in the relevant field by carrying out an original study, program and project independently.
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12 - Takes responsibility in individual or group works related to the field and fulfills the task taken or executes independently.
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2- Expanding the boundaries of knowledge by making original studies on the field of humanities or by bringing new interpretations to existing studies.
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9 - Evaluates the visual and audio data and literary texts critically.
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3- Making international and national publications related to its field.
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10 - Identifies problems in the field, collects and analyzes data to solve these problems; comments and suggestions for solutions.
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4- Leading in environments that require the resolution of original and interdisciplinary problems in the field of human sciences.
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13 - Plans and manages activities for professional development as an individual and a team member.
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Learning Competence | |
1- Participating in national or international projects and/or develops new projects.
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9 - Evaluates the visual and audio data and literary texts critically.
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2- Developing new thoughts, models, methods and practices related to the field by using high-level decision-making processes such as creative and critical thinking, problem solving, comparison, and planning in the field of human sciences.
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6 - Develop critical thinking, analysis and synthesis skills.
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Communication and Social Competence | |
1- Explaining advanced information in the field of humanities to the people under their responsibility through theoretical and practical studies.
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16 - Evaluates his / her ideas and solutions for problems related to his / her field with his / her stakeholders by supporting them with quantitative and qualitative data.
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2- Examining and developing the norms and rules that guide the relations in the field of human sciences from a critical perspective and manages the actions to change them when necessary.
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16 - Evaluates his / her ideas and solutions for problems related to his / her field with his / her stakeholders by supporting them with quantitative and qualitative data.
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3- While discussing the subjects in his/her field with experts in the field of humanities, he/she puts forward original opinions and establishes an effective communication showing his/her competence and interdisciplinary perspective in his/her field.
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9 - Evaluates the visual and audio data and literary texts critically.
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4- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level.
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14 - Monitors at least one foreign language at the level of European Language Portfolio B2 General Level.
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5- Using computer software required by the field of humanities uses information and communication technologies at an advanced level.
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3 - To have knowledge about theories, methods, strategies and techniques related to the field.
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Field-based Competence | |
1- By introducing scientific, cultural and artistic developments in the field of human sciences, it contributes to the process of becoming and maintaining the information society of the society in which it lives.
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11 - Acts in accordance with democracy, human rights, social, scientific and professional ethical values in the content production process.
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2- Making decisions at the highest level in solving the problems encountered in the field of humanities and establishing constructive and useful interaction with the relevant persons and institutions..
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9 - Evaluates the visual and audio data and literary texts critically.
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3- Contributing to the solution of scientific, cultural, artistic and ethical problems encountered in the field of humanities and supports the development of these values.
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11 - Acts in accordance with democracy, human rights, social, scientific and professional ethical values in the content production process.
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Employment Opportunities
Our students, who graduate as Media and Communication Systems Specialists, gain employment opportunities in professions such as internet journalism, social media expertise, internet publishing, internet advertising, digital writing, digital marketing communication.Upgrading
May apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
The 1st year of the 2-year Media and Communication Systems master's program consists of master's courses. The 2nd year of the program is devoted to the research of the master's thesis topic and the writing of the thesis text. Students who successfully complete all required courses and are successful in thesis writing and oral thesis defense are entitled to graduate. Success in a course is determined by the course grade. The course success grade is obtained by evaluating the student's success in midterm exams, practical studies, group work, presentations and other studies during the semester and the general exam together. In order to be successful in the course, it is necessary to have at least 60 points or 2.27 success coefficient at the end of the semester. Normally, a student who fails to get at least 50 points in the general exam is considered unsuccessful in that course even if the semester average is above 60. Details of the measurement and evaluation systems used in the courses can be found in the course syllabus prepared by the instructor of the relevant course.Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 |
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DATA ANALYSIS METHODS | 2 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
DIGITAL CONTENT PRODUCTION and MANAGEMENT | 3 | 3 | 1 | 1 | 1 | 1 | 3 | 3 | 1 | 3 | 2 | 3 | 3 | 1 | 2 | 2 | 1 | 0 | 1 |
DIGITAL MEDIA and POLITICAL COMMUNICATION | 3 | 3 | 1 | 1 | 1 | 1 | 3 | 3 | 1 | 3 | 2 | 3 | 3 | 1 | 2 | 2 | 1 | 0 | 1 |
INTERNET and MOBILE APPLICATIONS | 1 | 3 | 2 | 1 | 2 | 1 | 4 | 3 | 3 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 |
MARKETING STRATEGIES and NEW MEDIA | 0 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 | 3 | 2 | 1 | 0 | 2 | 2 | 0 | 0 | 1 |
MEDIA and COMMUNICATION THEORIES | 2 | 2 | 2 | 2 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 0 | 0 |
MEDIA and CONVERGENCE of NEWS | 3 | 1 | 3 | 2 | 2 | 0 | 3 | 1 | 0 | 0 | 2 | 1 | 3 | 1 | 2 | 2 | 2 | 0 | 0 |
NEW MEDIA AGE and SOCIAL TRANSFORMATION | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 0 | 0 | 0 |
NEW MEDIA and CULTURAL STUDIES | 2 | 0 | 3 | 4 | 0 | 3 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
RESEARCH METHODS for SOCIAL SCIENCES | 0 | 0 | 1 | 0 | 2 | 2 | 3 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 |
SCRIPTWRITING RULES an STORY DESIGN | 0 | 0 | 1 | 0 | 2 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
SEMINAR | 0 | 0 | 1 | 1 | 0 | 2 | 1 | 0 | 2 | 2 | 1 | 0 | 1 | 0 | 1 | 2 | 0 | 0 | 0 |
İlişkili Ders Sayısı / 12/12 | 18 | 17 | 20 | 17 | 16 | 14 | 24 | 17 | 19 | 16 | 15 | 13 | 17 | 7 | 13 | 18 | 6 | 1 | 4 |
Surveys for Students
Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
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Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
Ders güncel konu ve konuklarla desteklenir. | ||||||
Yukarıdaki sorular dışında iletmek istedikleriniz |