TY  - JOUR
T1  - Applying Gilly Salmon’s Five Stage Model For Designing Blended Courses
TT  - Gilly Salmon'un Beş Aşamalı Modelinin Karma Derslerin Tasarımına Uygulanması
AU  - Ruzmetova, Mokhira
PY  - 2018
DA  - April
Y2  - 2018
DO  - 10.30767/diledeara.418085
JF  - Dil ve Edebiyat Araştırmaları
JO  - DEA
PB  - Türkiye Dil ve Edebiyat Derneği
WT  - DergiPark
SN  - 1308-5069
SP  - 271
EP  - 290
VL  - 17
IS  - 17
LA  - tr
AB  - The article gives etymology of a contemporary term ‘blended learning’ and a reasonableinsight into the understanding of G. Salmon’s five-stage framework, andprovides in-depth analysis of applying all the phases of the model fordesigning blended courses. The functions, principles and prerequisites of eachstage which are to be followed while implementing to design courses arepresented thoroughly within the example of a short-term blended course. Thecore aim of this framework is to develop and promote a mixture of active onlineand approachable traditional learning atmosphere which is one of the prominenttasks required from course designers. The course created in the framework ofG.Salmon is piloted at one of the higher educational establishments, and thesubjects are the students of MA programme. Moreover, the final evaluation whichconsists of two parts is rendered by the subjects of the study after theapprobation of the current short course. It precisely elucidates and verifiesthe efficacious and active integration of blended learning to prepare futureprosperous language teachers. 
KW  - blended learning; face-to-face learning; online learning; course design; blended course.
N2  - The article gives etymology of a contemporary term ‘blended learning’ and a reasonableinsight into the understanding of G. Salmon’s five-stage framework, andprovides in-depth analysis of applying all the phases of the model fordesigning blended courses. The functions, principles and prerequisites of eachstage which are to be followed while implementing to design courses arepresented thoroughly within the example of a short-term blended course. Thecore aim of this framework is to develop and promote a mixture of active onlineand approachable traditional learning atmosphere which is one of the prominenttasks required from course designers. The course created in the framework ofG.Salmon is piloted at one of the higher educational establishments, and thesubjects are the students of MA programme. Moreover, the final evaluation whichconsists of two parts is rendered by the subjects of the study after theapprobation of the current short course. It precisely elucidates and verifiesthe efficacious and active integration of blended learning to prepare futureprosperous language teachers. 
CR  - Bilgin, H. (2009). Students’ CALLing: Blended language learning for students. London: Spring Gardens.
CR  - Bonk, C.J., & Graham, C.R. (2006). The handbook of blended learning environments: Global perspectives, local designs. San Francisco: Jossey‐Bass/Pfeiffer.
CR  - Driscoll, M. (2003). Blended Learning: Let’s get Beyond the Hype. IBM Global Services // available online at http://www‐ 07.ibm.com/services/pdf/blended_learning.pdf
CR  - Friesen, N. (2011). The Place of the Classroom and the Space of the Screen: Relational Pedagogy and Internet Technology. New York: Peter Lang.
CR  - Friesen, N. (2012). Report: Defining Blended Learning // available online at http://learningspaces.org/papers/Defining_Blended_Learning_NF.pdf
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CR  - Salmon G. (2002). E-tivities: The Key to Active Online Learning. London; Sterling, VA: Kogan Page Limited.
CR  - Stalker, H., & Horn, M. B. (2012). Classifying K–12 blended learning. Mountain View, CA: Innosight Institute, Inc//available online at http://www.innosightinstitute.org/innosight/wp‐content/uploads/2012/05/Classifying‐K‐12‐blended‐learning2.pdf
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UR  - https://doi.org/10.30767/diledeara.418085
L1  - https://dergipark.org.tr/en/download/article-file/462597
ER  -