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.

Kaynakça

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