Work in Progress - Iterative curriculum development for an interdisciplinary online-taught it course

Köseler, Refika
TaşkayaTemizel, Tuǧba
Bakir, Berna
Incebacak, Davut
Kaya, Mahir
Özkan Yıldırım, Sevgi
Today, students acquire basic computer skills at the early stages of their lives through several courses taken at schools before university and social online environments where they can engage with their friends. As a result, students may become more reluctant to attend similar courses in universities. A similar situation has arisen recently with a service course, which is given to all first year undergraduate students in METU. A survey conducted two years ago showed that most students already acquire skills in basic word processing and spreadsheet tools before they have started their studies in the university. Therefore, a revision of the contents was required. After working with educators, librarians and looking into several curriculums, a new course outline was formed. This paper explains the motivations, experiences and outcome of developing a brand new curriculum for a first year course, which aims to make student computer and information literate.


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Teaching computer and information literacy subjects to students with diverse backgrounds is an instructional challenge. This study aims to identify the students' attitudes towards a first year computer and information literacy course. Several factors such as student gender and student's department have been taken into consideration in order to understand the effects of the homogeneity of the classes in learning. Students' final term grades have been used to discern the factors that are effective in learning...
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Many freshmen show no interest in computer literacy classes. They do not participate or actively seek information. It is hypothesized in this study that this tendency results from prior computer knowledge. Students who already mastered the content do not find it useful, so they get bored, leading to the hypotheses that (1) students who are computer literate will have low student engagement and have high achievement. Moreover (2) students who are not computer literate will have high engagement, and have exam...
Work in Progress - A Modified Technology Acceptance Model for E-Assessment: Intentions of Engineering Students to Use Web-Based Assesment Tools
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With the usage of information technologies in education field, e-assessment that uses information technology to assess students learning started to become popular. Web-based testing, a type of e-assessment, seems to have advantages when compared to traditional testing, like costing, reliability, ease of use etc. Although it seems to have advantages, students' intentions to use web-based assessment tools are needed to be researched to identify the factors that affect students' acceptance of such technologies...
Challenges Faced by Adult Learners in Online Distance Education: A Literature Review
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Although online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature. The articles (N=36) published in the key journals in the fields of open and distance education, instructional technology, and adult education were reviewed and analyzed throug...
English Language Preservice Teachers\u2019 Stages of Concern for Web 2.0 Technology Integration
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This study explores the English Language preservice teachers (PST)’ stages of concern (SoC) for Web 2.0 technology integration in the Learning Technology by Design (LBD) based course. It aims to identify and better understand PSTs’ concerns. Understanding the concerns has advantages of describing and addressing the needs of PSTs prior to actual in-service experiences. SoC model, a component of the Concerns-Based Adoption Model, was used as the theoretical framework. An embedded mixed methods design was impl...
Citation Formats
R. Köseler, T. TaşkayaTemizel, B. Bakir, D. Incebacak, M. Kaya, and S. Özkan Yıldırım, “Work in Progress - Iterative curriculum development for an interdisciplinary online-taught it course,” 2009, Accessed: 00, 2020. [Online]. Available: