Stating that the first condition of a strong instructional design for distance education is to determine learning outcomes, Asst. Prof. Dr. Derya Kavgaoğlu from Istanbul Gelisim University said: “Unlike a common misconception, distance education does not mean that information will be given only by rote. In this sense, cognitive teaching designs that focus only on the processing of information should not be preferred when designing distance education. Psychomotor and affective acquisitions should also be kept among the target gains. In addition to intellectual capacity, motor skills and value sets should be supported with the projects and performance tasks to be given.”
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