Course Information


Course Information
Course Title Code Semester L+U Hour Credits ECTS
-- 600302802211 0 + 0 3.0 10.0

Prerequisites None

Language of Instruction Turkish
Course Level Graduate Degree
Course Type Elective
Mode of delivery
Course Coordinator
Instructors
Assistants
Goals The aim of this course is to analyse and explore the foundations, development and practice of higher education programs and teaching and learning in Turkey and in the World. Thus the students are expected to analyse and develop perspectives on basic concepts, theories and practices of higher education programs, and teaching and learning from a historical and international perspective.
Course Content Program appoaches and models in higher education, learning and teaching in higher education, instructional designs and models in higher education.
Learning Outcomes 1) Understand the foundations, development and practice of higher education programs and teaching and learning in higher education
2) Develop perspective on approaches and models of higher education programs
3) Analyse learning and teaching processes in higher education
4) Analyse instructional designs and models in higher education
5) Comparatively analyse higher education programs and instructional designs in Turkey and around the World
6) Evaluate teaching and learning processes of a selected program

Weekly Topics (Content)
Week Topics Teaching and Learning Methods and Techniques Study Materials
1. Week Basic concepts and theories of higher education programs, and learning and teaching in higher education Lecture; Question Answer

 Presentation (Including Preparation Time)
2. Week Approaches and models of higher education programs Lecture; Question Answer

 Presentation (Including Preparation Time)
3. Week Learning and teaching in higher education Lecture; Question Answer

 Presentation (Including Preparation Time)
4. Week Learning and teaching in higher education Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
5. Week Particular aspects of higher education programs which differentiate them from other curriculum and instructional processes Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
6. Week Curriculum and instruction in higher education as interdisciplinary study Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
7. Week Instructional designs and models in higher education Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
8. Week Instructional designs and models in higher education Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
9. Week Instructional designs and models in higher education Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
10. Week Instructional designs in higher education institutions in Turkey Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
11. Week Instructional designs in higher education institutions in Turkey Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
12. Week Worldwide comparative analysis of instructional designs in higher education Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
13. Week Worldwide comparative analysis of instructional designs in higher education Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)
14. Week Evaluation of higher education programs and teaching and learning processes Lecture; Question Answer; Discussion

 Presentation (Including Preparation Time)

Sources Used in This Course
Recommended Sources
Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4).
Atkins, M., & Brown, G. (2002). Effective teaching in higher education. Routledge.
Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115.
Baran, T., & Kahraman, S. (2004). MÜHENDİSLİK EĞİTİMİNDE PROBLEME DAYALI ÖĞRENME MODELLERİ.
Bidabadi, N. S., Isfahani, A. N., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: requirements and barriers. Journal of advances in medical education & professionalism, 4(4), 170.
Brew, A. (2003). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 22(1), 3-18.
Butcher, C., Davies, C., & Highton, M. (2019). Designing learning: from module outline to effective teaching. Routledge.
Campbell, K., Schwier, R. A., & Kenny, R. F. (2009). The critical, relational practice of instructional design in higher education: An emerging model of change agency. Educational Technology Research and Development, 57(5), 645-663.
Carnell, E. (2007). Conceptions of effective teaching in higher education: Extending the boundaries. Teaching in higher education, 12(1), 25-40.
Enkenberg, J. (2001). Instructional design and emerging teaching models in higher education. Computers in Human Behavior, 17(5-6), 495-506.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons
Guri-Rosenblit, S. (2018). E-teaching in higher education: An essential prerequisite for e-learning.
Güneş Korkmaz. (doktora tezi) DALI, E. P. V. Ö. B. YÜKSEKÖĞRETİMDE PROJE TABANLI EĞİTİM PROGRAMLARININ İNCELENMESİ: TÜRK ÜNİVERSİTELERİ.
Henard, F., & Roseveare, D. (2012). Fostering quality teaching in higher education: Policies and practices. An IMHE Guide for Higher Education Institutions, 7-11.
Lee, J., Lim, C., & Kim, H. (2017). Development of an instructional design model for flipped learning in higher education. Educational Technology Research and Development, 65(2), 427-453.
Light, G., Calkins, S., & Cox, R. (2009). Learning and teaching in higher education: The reflective professional. Sage.
Mıdık, Ö., & Kartal, M. (2010). SİMÜLASYONA DAYALI TIP EĞİTİMİ. Marmara Medical Journal, 23(3).
Nicholls, G. (2002). Developing teaching and learning in higher education. Routledge.
Pliner, S. M., & Johnson, J. R. (2004). Historical, theoretical, and foundational principles of universal instructional design in higher education. Équity & excellence in education, 37(2), 105-113.
Sajjad, S. (2010). Effective teaching methods at higher education level. Pakistan Journal of Special Education, 11, 29-43.
TAŞKESENLİGİL, Y., ŞENOCAK, E., & SÖZBİLİR, M. (2008). Probleme dayalı öğrenme teorik temelleri. Milli Eğitim, (177), 50-64.
Terlouw, C. (2014). Instructional design for higher education. Instructional design: International perspectives II, 1, 341-368.
Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-learning, 6(1), 81-94.
Weinberg, B. A., Hashimoto, M., & Fleisher, B. M. (2009). Evaluating teaching in higher education. The Journal of Economic Education, 40(3), 227-261.
Zamorski, B. (2002). led teaching and learning in higher education: A case. Teaching in higher education, 7(4), 411-427.

Relations with Education Attainment Program Course Competencies
Program RequirementsContribution LevelDK1DK2DK3DK4DK5DK6
PY15444505
PY25000000
PY35000050

*DK = Course's Contrubution.
0 1 2 3 4 5
Level of contribution None Very Low Low Fair High Very High
.

ECTS credits and course workload
Event Quantity Duration (Hour) Total Workload (Hour)
Course Duration (Total weeks*Hours per week) 14 3
Work Hour outside Classroom (Preparation, strengthening) 14 8
Presentation (Including Preparation Time) 4 9
Report (Including Preparation and presentation Time) 1 60
Practice (Teaching Practice, Music/Musical Instrument Practice , Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice) 1 60
Total Workload
Total Workload / 30 (s)
ECTS Credit of the Course
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Course Information
  • Course Information
  • Weekly Topics (Content)
  • Sources Used in This Course
  • Relations with Education Attainment Program Course Competencies
  • ECTS credits and course workload