Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| OPEN and DISTANCE LEARNING | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Cemil Gökhan KARACAN |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU |
| Assistant(s) | |
| Aim | The aim of this course is to explain the importance of open and distance education, to describe the use of open and distance education in the teaching process, to explain the impact on individual motivation and learning. |
| Course Content | This course contains; Introduction to the Course, Technology Integration for Learning,Online Teaching and Learning,Forms of Presence in Online Environment,Online Learner Engagement,Flipped Classroom ,Blending Language Instruction,Online Feedback Practice,Online Formative Assessment,Innovative Digital Tools for Four Language Skills: Vocabulary,Innovative Digital Tools for Four Language Skills: Speaking and Listening,Innovative Digital Tools for Four Language Skills: Listening,Innovative Digital Tools for Four Language Skills: Speaking,Discussion of the Topics. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student defines the basic concepts and philosophy of open and distance learning. | 16, 23, 9 | E, F |
| Discuss the roles of learner and guide in distance education. | 10, 5 | E, F |
| Recognize and use the technologies used in distance education. | 11, 6, 9 | F |
| Identify teaching strategies for different learning situations. | 16, 9 | F |
| Conduct research and evaluation in distance education. | 12, 5, 6 | F |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 16: Question - Answer Technique, 23: Concept Map Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course | Shannon, S., & Chapelle, C. (2017). The handbook of technology and second language teaching and learning. P. 1-30 |
| 2 | Technology Integration for Learning | Shannon, S., & Chapelle, C. (2017). The handbook of technology and second language teaching and learning. P. 30-45 |
| 3 | Online Teaching and Learning | Chapter 1, “The Role of Presence in the Online Environment”, in the book, Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners, by Rosemary M. Lehman and Simone C. O. Conceicao (2010). |
| 4 | Forms of Presence in Online Environment | Fake Engagement: Fake or Real Engagement – Looks can be Deceiving by Sarah MERCER |
| 5 | Online Learner Engagement | What is student engagement in online learning … and how do I know when it is there? University of Melbourne, 2020 |
| 6 | Flipped Classroom | Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2020). A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 1-27. |
| 7 | Blending Language Instruction | The Routledge Handbook of English Language Teaching Graham Hall : Chapter : New technologies, blended learning and the ‘flipped classroom’ in ELT |
| 8 | Online Feedback Practice | Digital Tools for Giving Feedback by British Council |
| 9 | Online Formative Assessment | Formative Assessment in Distance Learning, Andrew Miller (2020), Edutopia. |
| 10 | Innovative Digital Tools for Four Language Skills: Vocabulary | Tech-enhanced language learning: construction of knowledge and template-based learning in the foreign language classroom |
| 11 | Innovative Digital Tools for Four Language Skills: Speaking and Listening | Technologies for Teaching and Learning L2 Reading, The Handbook of Technology and Second Language Teaching and Learning NK Technology and L2 Writing, The Handbook of Technology and Second Language Teaching and Learning |
| 12 | Innovative Digital Tools for Four Language Skills: Listening | Technologies for Teaching and Learning L2 Listening, The Handbook of Technology and Second Language Teaching and Learning |
| 13 | Innovative Digital Tools for Four Language Skills: Speaking | Technologies for Teaching and Learning L2 Speaking, The Handbook of Technology and Second Language Teaching and Learning |
| 14 | Discussion of the Topics | Shannon, S., & Chapelle, C. (2017). The handbook of technology and second language teaching and learning. |
| Resources |
| Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners, by Rosemary M. Lehman and Simone C. O. Conceicao (2010). The Handbook of Technology and Second Language Teaching and Learning. by Carol A. Chapelle & Shannon Sauro (2017). |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 2 | 6 | 12 | |||
| Resolution of Homework Problems and Submission as a Report | 6 | 6 | 36 | |||
| Term Project | 2 | 4 | 8 | |||
| Presentation of Project / Seminar | 2 | 6 | 12 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 114 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(114/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| OPEN and DISTANCE LEARNING | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Cemil Gökhan KARACAN |
| Name of Lecturer(s) | Assoc.Prof. Aynur KESEN MUTLU |
| Assistant(s) | |
| Aim | The aim of this course is to explain the importance of open and distance education, to describe the use of open and distance education in the teaching process, to explain the impact on individual motivation and learning. |
| Course Content | This course contains; Introduction to the Course, Technology Integration for Learning,Online Teaching and Learning,Forms of Presence in Online Environment,Online Learner Engagement,Flipped Classroom ,Blending Language Instruction,Online Feedback Practice,Online Formative Assessment,Innovative Digital Tools for Four Language Skills: Vocabulary,Innovative Digital Tools for Four Language Skills: Speaking and Listening,Innovative Digital Tools for Four Language Skills: Listening,Innovative Digital Tools for Four Language Skills: Speaking,Discussion of the Topics. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student defines the basic concepts and philosophy of open and distance learning. | 16, 23, 9 | E, F |
| Discuss the roles of learner and guide in distance education. | 10, 5 | E, F |
| Recognize and use the technologies used in distance education. | 11, 6, 9 | F |
| Identify teaching strategies for different learning situations. | 16, 9 | F |
| Conduct research and evaluation in distance education. | 12, 5, 6 | F |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 16: Question - Answer Technique, 23: Concept Map Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the Course | Shannon, S., & Chapelle, C. (2017). The handbook of technology and second language teaching and learning. P. 1-30 |
| 2 | Technology Integration for Learning | Shannon, S., & Chapelle, C. (2017). The handbook of technology and second language teaching and learning. P. 30-45 |
| 3 | Online Teaching and Learning | Chapter 1, “The Role of Presence in the Online Environment”, in the book, Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners, by Rosemary M. Lehman and Simone C. O. Conceicao (2010). |
| 4 | Forms of Presence in Online Environment | Fake Engagement: Fake or Real Engagement – Looks can be Deceiving by Sarah MERCER |
| 5 | Online Learner Engagement | What is student engagement in online learning … and how do I know when it is there? University of Melbourne, 2020 |
| 6 | Flipped Classroom | Zou, D., Luo, S., Xie, H., & Hwang, G. J. (2020). A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning, 1-27. |
| 7 | Blending Language Instruction | The Routledge Handbook of English Language Teaching Graham Hall : Chapter : New technologies, blended learning and the ‘flipped classroom’ in ELT |
| 8 | Online Feedback Practice | Digital Tools for Giving Feedback by British Council |
| 9 | Online Formative Assessment | Formative Assessment in Distance Learning, Andrew Miller (2020), Edutopia. |
| 10 | Innovative Digital Tools for Four Language Skills: Vocabulary | Tech-enhanced language learning: construction of knowledge and template-based learning in the foreign language classroom |
| 11 | Innovative Digital Tools for Four Language Skills: Speaking and Listening | Technologies for Teaching and Learning L2 Reading, The Handbook of Technology and Second Language Teaching and Learning NK Technology and L2 Writing, The Handbook of Technology and Second Language Teaching and Learning |
| 12 | Innovative Digital Tools for Four Language Skills: Listening | Technologies for Teaching and Learning L2 Listening, The Handbook of Technology and Second Language Teaching and Learning |
| 13 | Innovative Digital Tools for Four Language Skills: Speaking | Technologies for Teaching and Learning L2 Speaking, The Handbook of Technology and Second Language Teaching and Learning |
| 14 | Discussion of the Topics | Shannon, S., & Chapelle, C. (2017). The handbook of technology and second language teaching and learning. |
| Resources |
| Creating a Sense of Presence in Online Teaching: How to "Be There" for Distance Learners, by Rosemary M. Lehman and Simone C. O. Conceicao (2010). The Handbook of Technology and Second Language Teaching and Learning. by Carol A. Chapelle & Shannon Sauro (2017). |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |