Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INFORMATION and INSTRUCTIONAL TECHNOLOGIES | PCG1214969 | Spring Semester | 2+2 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Servet BAYRAM |
| Name of Lecturer(s) | Assist.Prof. Yeşim NALKESEN AKIN |
| Assistant(s) | |
| Aim | The overall objective of this course is to enable students to learn the fundamental theories in the field of Information and Instructional Technologies, to understand the field’s purpose and its role in the teaching process, and to lay the groundwork for them to make scientifically and pedagogically sound decisions when designing materials and courses by considering these theoretical foundations in the context of digital technologies, platforms, and AI-powered tools. By addressing the field of educational technology within this theoretical framework, the course aims to enable students to approach not only material design but also course design, technology integration, and digital tool selection processes with a critical pedagogical perspective. In this regard, the course aims to raise students’ awareness of the field’s fundamental approaches, as well as human-computer interaction, cognitive processes, the operational logic of digital systems, and the basic principles of AI-supported learning environments. Another objective of the course is to enable students to evaluate digital platforms, educational technologies, and AI-supported tools in a pedagogically informed, ethical, and critical manner, and to help them develop a scientific awareness regarding the criteria and theoretical foundations upon which they can build a repertoire of technological tools and platforms for use in their professional lives. |
| Course Content | This course contains; Introduction & Course Overview (Course objectives, scope, weekly schedule, assessment process, and platforms to be used),Fundamentals of Instructional Design and Educational Technology: - The scope, core components, and role of Information and Educational Technology in the teaching-learning process - Common misconceptions regarding the interaction between learning and technology (critical analysis and discussion in light of scientific research),Fundamental theories in the field of educational technology - Key characteristics and parameters of these theories - How these theories are reflected in digital platforms and instructional design,The Relationship Between Theory, Methodology, Technology, and Context - The Media & Methodology Debate - The Role of Information Technology in the Teaching Process,Cognitive Load Theory - Types of cognitive load and challenges that may arise in teaching and learning environments - Assessing cognitive load in digital and AI-supported learning environments,Principles of Multimedia Design - Principles of multimedia design - Managing cognitive load in instructional design,Instructional Decisions in the Context of TPACK and AI-TPACK - The TPACK framework - Evaluating AI-supported tools within the TPACK framework - AI-TPACK: Evaluating instructional decisions and roles,Instructional Decisions in the Context of AI-TPACK - Evaluating AI-supported tools within the TPACK framework - AI-TPACK: Evaluating instructional decisions and roles,AI-Enabled Instructional Technologies - Definition of artificial intelligence, its basic mechanics, and processing principles - Ethical risks arising from structural factors - Applications of artificial intelligence in education and its pedagogical limitations - Artificial intelligence, cognitive load, and the learning experience,Instructional Design in Online and Distance Education - Instructional principles in synchronous and asynchronous environments - Evaluating distance learning environments using the Community of Inquiry (CoI) framework - The pedagogical role and limitations of Learning Management Systems (LMS),Learner Experience and Interaction - Learner experience and interaction in instructional platforms and materials - Usability and interface principles in the context of learning - The application of CARP principles to instructional materials - Developing recommendations for pedagogical improvements to instructional materials,Assessment in E-Learning Environments - The objectives and challenges of assessment in e-learning - Formative and summative assessment approaches - Validity, reliability, and academic integrity in online assessment - The use of assessment data in instructional design and program improvement,Affective Factors and Technology Acceptance in the Learning Process - Affective factors and the learner experience in the learning process - The contribution of instructional design to the learner experience - The relationship between technology acceptance models and instructional design,Holistic Assessment and Reflection in Educational Technology - Evaluating technology integration from the teacher’s perspective - A synthesis of the conceptual frameworks acquired over the course of an academic term - Student reflections. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the basic concepts, scope, and role of information and educational technologies in the teaching–learning process. | 16, 6, 9 | |
| Evaluates learning theories and their implications for the design of instructional materials in digital environments from a pedagogical perspective. | 10, 16, 9 | |
| Analyzes digital and AI-supported learning environments in accordance with cognitive load theory and multimedia design principles. | 11, 6 | |
| Develops informed decisions regarding the integration of educational technology using the TPACK and AI-TPACK frameworks. | 11, 6 | |
| Critically evaluates online and distance learning environments in terms of learner experience, interaction, assessment, and ethical dimensions. | 10, 16, 9 | |
| Evaluates the instructional technologies in a holistic, reflective, and pedagogically sound perspective from the point of view of a teacher. | 2, 37, 6 |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction & Course Overview (Course objectives, scope, weekly schedule, assessment process, and platforms to be used) | Review of the course syllabus |
| 2 | Fundamentals of Instructional Design and Educational Technology: - The scope, core components, and role of Information and Educational Technology in the teaching-learning process - Common misconceptions regarding the interaction between learning and technology (critical analysis and discussion in light of scientific research) | - Association for Educational Communications and Technology [AECT]. (2004). The definition of educational technology. AECT. - Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183. https://doi.org/10.1080/00461520.2013.804395 |
| 3 | Fundamental theories in the field of educational technology - Key characteristics and parameters of these theories - How these theories are reflected in digital platforms and instructional design | - Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71. https://doi.org/10.1002/piq.21143 - Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2(1), 3-10. https://www.itdl.org/Journal/Jan_05/article01.htm itd |
| 4 | The Relationship Between Theory, Methodology, Technology, and Context - The Media & Methodology Debate - The Role of Information Technology in the Teaching Process | - Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29. - Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7–19. |
| 5 | Cognitive Load Theory - Types of cognitive load and challenges that may arise in teaching and learning environments - Assessing cognitive load in digital and AI-supported learning environments | - Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197 - Jose, B. (2025). The cognitive paradox of AI in education. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2025.1550621 |
| 6 | Principles of Multimedia Design - Principles of multimedia design - Managing cognitive load in instructional design | - Mayer, R. E. (2003). Elements of a science of e-learning. Journal of Educational Computing Research, 29(3), 297–313. 10.2190/YJLG-09F9-XKAX-753D |
| 7 | Instructional Decisions in the Context of TPACK and AI-TPACK - The TPACK framework - Evaluating AI-supported tools within the TPACK framework - AI-TPACK: Evaluating instructional decisions and roles | - Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. |
| 8 | Instructional Decisions in the Context of AI-TPACK - Evaluating AI-supported tools within the TPACK framework - AI-TPACK: Evaluating instructional decisions and roles | - Eyal, L. (2025). Developing and Validating an AI-TPACK Assessment Framework: Enhancing Teacher Educators’ Professional Practice Through Authentic Artifacts. Education Sciences, 15(11), 1452. https://doi.org/10.3390/educsci15111452 |
| 9 | AI-Enabled Instructional Technologies - Definition of artificial intelligence, its basic mechanics, and processing principles - Ethical risks arising from structural factors - Applications of artificial intelligence in education and its pedagogical limitations - Artificial intelligence, cognitive load, and the learning experience | - Giannakos, M., Azevedo, R., Brusilovsky, P., Cukurova, M., Dimitriadis, Y., Hernandez-Leo, D., et al. (2025). The promise and challenges of generative AI in education. Behaviour & Information Technology, 44(11), 2518–2544. https://doi.org/10.1080/0144929X.2024.2394886 - Martin, A. J., Collie, R. J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L. B., Dewi, E. W., & Rüschenpöhler, L. G. (2025). Integrating generative AI and load reduction instruction to individualize and optimize students’ learning. Learning and Individual Differences, 121, 102723. https://doi.org/10.1016/j.lindif.2025.102723 |
| 10 | Instructional Design in Online and Distance Education - Instructional principles in synchronous and asynchronous environments - Evaluating distance learning environments using the Community of Inquiry (CoI) framework - The pedagogical role and limitations of Learning Management Systems (LMS) | - Hung, C.-T., Wu, C.-Y., Hsu, H.-S., Alotaibi, T., Abulfaraj, M. M., Alharbi, M. F., Islam, M. N., & Wu, I.-X. (2024). The evaluation of synchronous and asynchronous online learning: Student experience, learning outcomes, and cognitive load. BMC Medical Education, 24, 5311. https://doi.org/10.1186/s12909-024-05311-7 - Fiock, H. (2020). Designing a Community of Inquiry in Online Courses. The International Review of Research in Open and Distributed Learning, 21(1), 135–153. https://doi.org/10.19173/irrodl.v20i5.3985 |
| 11 | Learner Experience and Interaction - Learner experience and interaction in instructional platforms and materials - Usability and interface principles in the context of learning - The application of CARP principles to instructional materials - Developing recommendations for pedagogical improvements to instructional materials | - Nielsen’s Heuristics - Al-Qora’ n, L., Salem, O. A. S., & Gordon, N. (2022). Heuristic Evaluation of Microsoft Teams as an Online Teaching Platform: An Educators’ Perspective. Computers, 11(12), 175. https://doi.org/10.3390/computers11120175 |
| 12 | Assessment in E-Learning Environments - The objectives and challenges of assessment in e-learning - Formative and summative assessment approaches - Validity, reliability, and academic integrity in online assessment - The use of assessment data in instructional design and program improvement | - Ahmed, M. R., & Sidiq, M. A. (2023). Evaluating online assessment strategies: A systematic review of reliability and validity in e-learning environments. North American Academic Research, 6(12), 1–18. https://doi.org/10.5281/zenodo.10407361 |
| 13 | Affective Factors and Technology Acceptance in the Learning Process - Affective factors and the learner experience in the learning process - The contribution of instructional design to the learner experience - The relationship between technology acceptance models and instructional design | - Pham, M. (2025). Exploring emotional and technological drivers of e- learning continuance intention: Evidence from Vietnam. Education and Information Technologies. https://doi.org/10.1007/s44217-025-00800-3 - Sahraie, F., Rezvanfar, A., Movahedmohammadi, S. H., Ebner, M., Alambeigi, A., & Farrokhnia, M. (2024). Analysis of learners’ emotions in e-learning environments based on cognitive sciences. International Journal of Interactive Mobile Technologies (iJIM), 18(7), 34–52. https://doi.org/10.3991/ijim.v18i07.48471 |
| 14 | Holistic Assessment and Reflection in Educational Technology - Evaluating technology integration from the teacher’s perspective - A synthesis of the conceptual frameworks acquired over the course of an academic term - Student reflections |
| Resources |
| Evans, D. Introduction to Computing: Explorations in Language, Logic, and Machines. Shneiderman, B., & Plaisant, C. Designing the User Interface: Strategies for Effective Human-Computer Interaction. Hamilton, B. Integrating Technology in the Classroom: Tools to Meet the Needs of Every Student. Januszewski, A., & Molenda, M. (Eds.). Educational Technology: A Definition with Commentary. Gaskin, S., et al. Microsoft Office 365 & Office 2019 Introductory. Guerrero, H. Excel Data Analysis: Modeling and Simulation. Kapp, K. M. The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Gregory, S., Lee, M. J. W., et al. (Eds.). Learning in Virtual Worlds: Research and Applications. Singer, P. W., & Friedman, A. Cybersecurity and Cyberwar: What Everyone Needs to Know. Mitnick, K. The Art of Invisibility: The World's Most Famous Hacker Teaches You How to Be Safe in the Age of Big Brother and Big Data. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | ||||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | ||||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | 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 | 4 | 56 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 6 | 6 | |||
| Term Project | 4 | 6 | 24 | |||
| Presentation of Project / Seminar | 6 | 10 | 60 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 14 | 14 | |||
| Performance Task, Maintenance Plan | 2 | 10 | 20 | |||
| Total Workload(Hour) | 190 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(190/30) | 6 | |||||
| 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 |
|---|---|---|---|---|---|
| INFORMATION and INSTRUCTIONAL TECHNOLOGIES | PCG1214969 | Spring Semester | 2+2 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Servet BAYRAM |
| Name of Lecturer(s) | Assist.Prof. Yeşim NALKESEN AKIN |
| Assistant(s) | |
| Aim | The overall objective of this course is to enable students to learn the fundamental theories in the field of Information and Instructional Technologies, to understand the field’s purpose and its role in the teaching process, and to lay the groundwork for them to make scientifically and pedagogically sound decisions when designing materials and courses by considering these theoretical foundations in the context of digital technologies, platforms, and AI-powered tools. By addressing the field of educational technology within this theoretical framework, the course aims to enable students to approach not only material design but also course design, technology integration, and digital tool selection processes with a critical pedagogical perspective. In this regard, the course aims to raise students’ awareness of the field’s fundamental approaches, as well as human-computer interaction, cognitive processes, the operational logic of digital systems, and the basic principles of AI-supported learning environments. Another objective of the course is to enable students to evaluate digital platforms, educational technologies, and AI-supported tools in a pedagogically informed, ethical, and critical manner, and to help them develop a scientific awareness regarding the criteria and theoretical foundations upon which they can build a repertoire of technological tools and platforms for use in their professional lives. |
| Course Content | This course contains; Introduction & Course Overview (Course objectives, scope, weekly schedule, assessment process, and platforms to be used),Fundamentals of Instructional Design and Educational Technology: - The scope, core components, and role of Information and Educational Technology in the teaching-learning process - Common misconceptions regarding the interaction between learning and technology (critical analysis and discussion in light of scientific research),Fundamental theories in the field of educational technology - Key characteristics and parameters of these theories - How these theories are reflected in digital platforms and instructional design,The Relationship Between Theory, Methodology, Technology, and Context - The Media & Methodology Debate - The Role of Information Technology in the Teaching Process,Cognitive Load Theory - Types of cognitive load and challenges that may arise in teaching and learning environments - Assessing cognitive load in digital and AI-supported learning environments,Principles of Multimedia Design - Principles of multimedia design - Managing cognitive load in instructional design,Instructional Decisions in the Context of TPACK and AI-TPACK - The TPACK framework - Evaluating AI-supported tools within the TPACK framework - AI-TPACK: Evaluating instructional decisions and roles,Instructional Decisions in the Context of AI-TPACK - Evaluating AI-supported tools within the TPACK framework - AI-TPACK: Evaluating instructional decisions and roles,AI-Enabled Instructional Technologies - Definition of artificial intelligence, its basic mechanics, and processing principles - Ethical risks arising from structural factors - Applications of artificial intelligence in education and its pedagogical limitations - Artificial intelligence, cognitive load, and the learning experience,Instructional Design in Online and Distance Education - Instructional principles in synchronous and asynchronous environments - Evaluating distance learning environments using the Community of Inquiry (CoI) framework - The pedagogical role and limitations of Learning Management Systems (LMS),Learner Experience and Interaction - Learner experience and interaction in instructional platforms and materials - Usability and interface principles in the context of learning - The application of CARP principles to instructional materials - Developing recommendations for pedagogical improvements to instructional materials,Assessment in E-Learning Environments - The objectives and challenges of assessment in e-learning - Formative and summative assessment approaches - Validity, reliability, and academic integrity in online assessment - The use of assessment data in instructional design and program improvement,Affective Factors and Technology Acceptance in the Learning Process - Affective factors and the learner experience in the learning process - The contribution of instructional design to the learner experience - The relationship between technology acceptance models and instructional design,Holistic Assessment and Reflection in Educational Technology - Evaluating technology integration from the teacher’s perspective - A synthesis of the conceptual frameworks acquired over the course of an academic term - Student reflections. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the basic concepts, scope, and role of information and educational technologies in the teaching–learning process. | 16, 6, 9 | |
| Evaluates learning theories and their implications for the design of instructional materials in digital environments from a pedagogical perspective. | 10, 16, 9 | |
| Analyzes digital and AI-supported learning environments in accordance with cognitive load theory and multimedia design principles. | 11, 6 | |
| Develops informed decisions regarding the integration of educational technology using the TPACK and AI-TPACK frameworks. | 11, 6 | |
| Critically evaluates online and distance learning environments in terms of learner experience, interaction, assessment, and ethical dimensions. | 10, 16, 9 | |
| Evaluates the instructional technologies in a holistic, reflective, and pedagogically sound perspective from the point of view of a teacher. | 2, 37, 6 |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction & Course Overview (Course objectives, scope, weekly schedule, assessment process, and platforms to be used) | Review of the course syllabus |
| 2 | Fundamentals of Instructional Design and Educational Technology: - The scope, core components, and role of Information and Educational Technology in the teaching-learning process - Common misconceptions regarding the interaction between learning and technology (critical analysis and discussion in light of scientific research) | - Association for Educational Communications and Technology [AECT]. (2004). The definition of educational technology. AECT. - Kirschner, P. A., & van Merriënboer, J. J. G. (2013). Do learners really know best? Urban legends in education. Educational Psychologist, 48(3), 169–183. https://doi.org/10.1080/00461520.2013.804395 |
| 3 | Fundamental theories in the field of educational technology - Key characteristics and parameters of these theories - How these theories are reflected in digital platforms and instructional design | - Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71. https://doi.org/10.1002/piq.21143 - Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2(1), 3-10. https://www.itdl.org/Journal/Jan_05/article01.htm itd |
| 4 | The Relationship Between Theory, Methodology, Technology, and Context - The Media & Methodology Debate - The Role of Information Technology in the Teaching Process | - Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21–29. - Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7–19. |
| 5 | Cognitive Load Theory - Types of cognitive load and challenges that may arise in teaching and learning environments - Assessing cognitive load in digital and AI-supported learning environments | - Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197 - Jose, B. (2025). The cognitive paradox of AI in education. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2025.1550621 |
| 6 | Principles of Multimedia Design - Principles of multimedia design - Managing cognitive load in instructional design | - Mayer, R. E. (2003). Elements of a science of e-learning. Journal of Educational Computing Research, 29(3), 297–313. 10.2190/YJLG-09F9-XKAX-753D |
| 7 | Instructional Decisions in the Context of TPACK and AI-TPACK - The TPACK framework - Evaluating AI-supported tools within the TPACK framework - AI-TPACK: Evaluating instructional decisions and roles | - Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. |
| 8 | Instructional Decisions in the Context of AI-TPACK - Evaluating AI-supported tools within the TPACK framework - AI-TPACK: Evaluating instructional decisions and roles | - Eyal, L. (2025). Developing and Validating an AI-TPACK Assessment Framework: Enhancing Teacher Educators’ Professional Practice Through Authentic Artifacts. Education Sciences, 15(11), 1452. https://doi.org/10.3390/educsci15111452 |
| 9 | AI-Enabled Instructional Technologies - Definition of artificial intelligence, its basic mechanics, and processing principles - Ethical risks arising from structural factors - Applications of artificial intelligence in education and its pedagogical limitations - Artificial intelligence, cognitive load, and the learning experience | - Giannakos, M., Azevedo, R., Brusilovsky, P., Cukurova, M., Dimitriadis, Y., Hernandez-Leo, D., et al. (2025). The promise and challenges of generative AI in education. Behaviour & Information Technology, 44(11), 2518–2544. https://doi.org/10.1080/0144929X.2024.2394886 - Martin, A. J., Collie, R. J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L. B., Dewi, E. W., & Rüschenpöhler, L. G. (2025). Integrating generative AI and load reduction instruction to individualize and optimize students’ learning. Learning and Individual Differences, 121, 102723. https://doi.org/10.1016/j.lindif.2025.102723 |
| 10 | Instructional Design in Online and Distance Education - Instructional principles in synchronous and asynchronous environments - Evaluating distance learning environments using the Community of Inquiry (CoI) framework - The pedagogical role and limitations of Learning Management Systems (LMS) | - Hung, C.-T., Wu, C.-Y., Hsu, H.-S., Alotaibi, T., Abulfaraj, M. M., Alharbi, M. F., Islam, M. N., & Wu, I.-X. (2024). The evaluation of synchronous and asynchronous online learning: Student experience, learning outcomes, and cognitive load. BMC Medical Education, 24, 5311. https://doi.org/10.1186/s12909-024-05311-7 - Fiock, H. (2020). Designing a Community of Inquiry in Online Courses. The International Review of Research in Open and Distributed Learning, 21(1), 135–153. https://doi.org/10.19173/irrodl.v20i5.3985 |
| 11 | Learner Experience and Interaction - Learner experience and interaction in instructional platforms and materials - Usability and interface principles in the context of learning - The application of CARP principles to instructional materials - Developing recommendations for pedagogical improvements to instructional materials | - Nielsen’s Heuristics - Al-Qora’ n, L., Salem, O. A. S., & Gordon, N. (2022). Heuristic Evaluation of Microsoft Teams as an Online Teaching Platform: An Educators’ Perspective. Computers, 11(12), 175. https://doi.org/10.3390/computers11120175 |
| 12 | Assessment in E-Learning Environments - The objectives and challenges of assessment in e-learning - Formative and summative assessment approaches - Validity, reliability, and academic integrity in online assessment - The use of assessment data in instructional design and program improvement | - Ahmed, M. R., & Sidiq, M. A. (2023). Evaluating online assessment strategies: A systematic review of reliability and validity in e-learning environments. North American Academic Research, 6(12), 1–18. https://doi.org/10.5281/zenodo.10407361 |
| 13 | Affective Factors and Technology Acceptance in the Learning Process - Affective factors and the learner experience in the learning process - The contribution of instructional design to the learner experience - The relationship between technology acceptance models and instructional design | - Pham, M. (2025). Exploring emotional and technological drivers of e- learning continuance intention: Evidence from Vietnam. Education and Information Technologies. https://doi.org/10.1007/s44217-025-00800-3 - Sahraie, F., Rezvanfar, A., Movahedmohammadi, S. H., Ebner, M., Alambeigi, A., & Farrokhnia, M. (2024). Analysis of learners’ emotions in e-learning environments based on cognitive sciences. International Journal of Interactive Mobile Technologies (iJIM), 18(7), 34–52. https://doi.org/10.3991/ijim.v18i07.48471 |
| 14 | Holistic Assessment and Reflection in Educational Technology - Evaluating technology integration from the teacher’s perspective - A synthesis of the conceptual frameworks acquired over the course of an academic term - Student reflections |
| Resources |
| Evans, D. Introduction to Computing: Explorations in Language, Logic, and Machines. Shneiderman, B., & Plaisant, C. Designing the User Interface: Strategies for Effective Human-Computer Interaction. Hamilton, B. Integrating Technology in the Classroom: Tools to Meet the Needs of Every Student. Januszewski, A., & Molenda, M. (Eds.). Educational Technology: A Definition with Commentary. Gaskin, S., et al. Microsoft Office 365 & Office 2019 Introductory. Guerrero, H. Excel Data Analysis: Modeling and Simulation. Kapp, K. M. The Gamification of Learning and Instruction: Game-based Methods and Strategies for Training and Education. Gregory, S., Lee, M. J. W., et al. (Eds.). Learning in Virtual Worlds: Research and Applications. Singer, P. W., & Friedman, A. Cybersecurity and Cyberwar: What Everyone Needs to Know. Mitnick, K. The Art of Invisibility: The World's Most Famous Hacker Teaches You How to Be Safe in the Age of Big Brother and Big Data. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | ||||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | ||||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |