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

Mokhira RUZMETOVA

Makale detayları

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

Yazarlar:

Mokhira RUZMETOVA

Yayıncı:

Türkiye Dil ve Edebiyat Derneği

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

Dil ve Edebiyat Araştırmaları 2018 Vol.17 Issue 17, pp.271-290

Belge Tipi:

Makale

Yayın Tarihi:

4/2018

Belge Dili:

Türkçe

Document ID (Org No.):

2000954878

Sıklık:

İki Yıllık

eISSN:

2149-0651

pISSN:

1308-5069

Anahtar kelimeler:

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

Özet:

 


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. 

.

 


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. 

.

Makale detayları

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

Yazarlar: Mokhira RUZMETOVA

Yayıncı: Türkiye Dil ve Edebiyat Derneği

Ana Başlıklar: Sosyoloji & antropoloji

Dergi: Dil ve Edebiyat Araştırmaları 2018 Vol.17 Issue 17, pp.271-290

Belge Tipi: Makale

Yayın Tarihi: 4/2018

Belge Dili: Türkçe

Document ID (Org No.): 2000954878

Sıklık: İki Yıllık

eISSN: 2149-0651

pISSN: 1308-5069

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

Sayı

Yazarlar:

Mokhira RUZMETOVA

Yayıncı:

Türkiye Dil ve Edebiyat Derneği

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

Dil ve Edebiyat Araştırmaları 2018 Vol.17 Issue 17, pp.271-290

Belge Tipi:

Makale

Yayın Tarihi:

4/2018

Belge Dili:

Türkçe

Document ID (Org No.):

2000954878

Sıklık:

İki Yıllık

eISSN:

2149-0651

pISSN:

1308-5069