BTÖ624 - ONLINE LEARNING COMMUNITIES
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| ONLINE LEARNING COMMUNITIES | BTÖ624 | Any Semester/Year | 3 | 0 | 3 | 7 |
| Prequisites | - | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Other: case based study, collaborative project based learning | |||||
| Instructor (s) | Asst. Prof. Dr. Selay Arkün Kocadere | |||||
| Course objective | Discussing online learning communities by comprehending the theoretical framework of online learning, instructional design in online learning environments, and online collaborative learning. Designing an example. | |||||
| Learning outcomes |
| |||||
| Course Content | Fundamentals of learning communities, online communities, online learning, online learning communities; elements, characteristics, tools, members, roles and processes of online learning communities; design and evaluation of online learning communities; online learning communities in teacher training | |||||
| References | Berg, G. A. (2010). Cases on Online Tutoring, Mentoring, and Educational Services: Practices and Applications. IGI Global, PA Bishop, J. (2007). Increasing participation in online communities: A framework for human?computer interaction. Computers in Human Behavior 23, 1881?1893. Coleman, D., & Levine, S. (2008). Virtual Team Challenges. In Collaboration 2.0, CA. Dagmar Abfalter, D., Zaglia, M. E., Mueller, J. (2012). Sense of virtual community: A follow up on its measurement. Computers in Human Behavior 28, 400?404. Dawson, S. (2006). A study of the relationship between student communication interaction and sense of community. Internet and Higher Education 9, 153?162. Escobar, M. L., Kommers, P.A.M., & Beldad, A. (2014). Using narratives as tools for channeling participation in online communities. Computers in Human Behavior 37, 64?72. Falchikov, N. (2001). Learning Together: Peer tutoring in higher education. Routledge Falmer, London. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Online learning: General framework |
| Week 2 | Instructional design in online learning environments |
| Week 3 | Collaboration in online learning environments |
| Week 4 | Fundamentals of online learning communities |
| Week 5 | Examples of online learning communities |
| Week 6 | Elements, members, and roles in online learning communities |
| Week 7 | Midterm |
| Week 8 | Tools for building online learning communities |
| Week 9 | Processes in online learning communities |
| Week 10 | Designing online learning communities |
| Week 11 | Designing online learning communities |
| Week 12 | Evaluation of online learning communities |
| Week 13 | Relationship between online learning communities and e-mentoring |
| Week 14 | Online learning communities in teacher training |
| Week 15 | Final project presentations |
| Week 16 | - |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 10 |
| Presentation | 1 | 10 |
| Project | 1 | 50 |
| Seminar | 0 | 0 |
| Midterms | 1 | 30 |
| Final exam | 0 | 0 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 3 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 3 | 42 |
| Presentation / Seminar Preparation | 1 | 10 | 10 |
| Project | 1 | 40 | 40 |
| Homework assignment | 2 | 8 | 16 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 60 | 60 |
| Total Workload | 33 | 124 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Approaching the theories and praxis in the field of CEIT (Computer Education and Instructional Technology) by utilizing scientific and higher order thinking skills. | X | ||||
| 2. Utilizing the concepts and principles of CEIT in research effectively | X | ||||
| 3. Evaluating the theoretical and practical place of CEIT in interdisciplinary studies | X | ||||
| 4. Planning and conducting research in order to contribute to the literature and practice in the CEIT | X | ||||
| 5. Following the current trends in CEIT and reflecting them upon their studies. | X | ||||
| 6. Developing proposals based on theories on diffusion of CEIT and its integration into learning-teaching processes and guiding institutions | X | ||||
| 7. Analyzing and reporting studies on designing, developing and disseminating e-learning environments based on learning-teaching theories | X | ||||
| 8. Contributing to collaborative national/international projects based on ICT for solving social or field-specific problems | X | ||||
| 9. Evaluating practices based on theories and models based on social/psychological/educational/cognitive variables related to the effects of technology on life | X | ||||
| 10. Acting as aware of the rules of professional ethics | X | ||||
| 11. Evaluating the relationship between Turkey's ICT vision, strategic goals and action plans and the theories and models in the field. | |||||
| 12. Utilizing multiple literacy skills specific to the field in their studies and following new literacies | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest