Gilly Salmon'un Beş Aşamalı Modelinin Karma Derslerin Tasarımına Uygulanması

Abstract

The article gives etymology of a contemporary term ‘blended learning’ and a reasonable insight into the understanding of G. Salmon’s five-stage framework, and provides in-depth analysis of applying all the phases of the model for designing blended courses. The functions, principles and prerequisites of each stage which are to be followed while implementing to design courses are presented thoroughly within the example of a short-term blended course. The core aim of this framework is to develop and promote a mixture of active online and approachable traditional learning atmosphere which is one of the prominent tasks required from course designers. The course created in the framework of G.Salmon is piloted at one of the higher educational establishments, and the subjects are the students of MA programme. Moreover, the final evaluation which consists of two parts is rendered by the subjects of the study after the approbation of the current short course. It precisely elucidates and verifies the efficacious and active integration of blended learning to prepare future prosperous language teachers. 

Applying Gilly Salmon’s Five Stage Model For Designing Blended Courses

Öz

The article gives etymology of a contemporary term ‘blended learning’ and a reasonable insight into the understanding of G. Salmon’s five-stage framework, and provides in-depth analysis of applying all the phases of the model for designing blended courses. The functions, principles and prerequisites of each stage which are to be followed while implementing to design courses are presented thoroughly within the example of a short-term blended course. The core aim of this framework is to develop and promote a mixture of active online and approachable traditional learning atmosphere which is one of the prominent tasks required from course designers. The course created in the framework of G.Salmon is piloted at one of the higher educational establishments, and the subjects are the students of MA programme. Moreover, the final evaluation which consists of two parts is rendered by the subjects of the study after the approbation of the current short course. It precisely elucidates and verifies the efficacious and active integration of blended learning to prepare future prosperous language teachers. 

Anahtar Kelimeler

• blended learning; face-to-face learning; online learning; course design; blended course.

References

1. Bilgin, H. (2009). Students’ CALLing: Blended language learning for students. London: Spring Gardens.
2. Bonk, C.J., & Graham, C.R. (2006). The handbook of blended learning environments: Global perspectives, local designs. San Francisco: Jossey‐Bass/Pfeiffer.
3. 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
4. Friesen, N. (2011). The Place of the Classroom and the Space of the Screen: Relational Pedagogy and Internet Technology. New York: Peter Lang.
5. Friesen, N. (2012). Report: Defining Blended Learning // available online at http://learningspaces.org/papers/Defining_Blended_Learning_NF.pdf
6. Garrison, D., & Vaughan, N. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco, CA: John Wiley & Sons.
7. Graham, C.R. (2006). Blended learning systems: Definition, current trends, and future directions.
8. King, S. E., & Arnold, K. C. (2010). Blended Learning Environments in Higher Education: A Case Study of How Professors Make it Happen. Mill A. C. (2000). Creating Web-based, multimedia and interactive course for distance learning // CIN: Computers, Informatics, Nursing.

9. Salmon G. (2002). E-tivities: The Key to Active Online Learning. London; Sterling, VA: Kogan Page Limited.
10. 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
11. Sternberg R. J. (1999). Intelligence as developing expertise // Contemporary Educational Psychology.
12. Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning.