The report sparked off wide debate across Europe on the possibilities of balanced development and increasing the economic potential, as well as indicated dangers connected with the development of innovative information technologies and their influence on society. The most important influence for the development of Information Society was the report of the European Commission known as The Bangemann Report (European Council, 1994). Sosyal Bilimler Dergisi 167 made one of the pillars of knowledge-driven economy, together with education and science, which promised catching up with the USA in terms of economic development. In Europe, the idea of Information Society was At the same time, home computer terminals and nation-wide computer networks were introduced (GobanKlas & Sienkiewicz, 1999). The contemporary world demands skilful and reflective use of information, and it has become essential for people to develop their intelectual abilities, for education to be information-oriented, for communication to be computerised. The industrial America gave way to the society that for the first time in history was dominated by those dealing with information rather than production of goods.
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However, the development of Information Society originated in the United States in 1956-1957, when the number of whitecollar workers exceeded the number of manual labourers. The notion ‘Information Society’, IS for short, was used for the first time in 1963 by Tadao Umesao in the article about the evolutionary theory of society based on information (Nowak, 2005) and was made famous with the seminal work of Kenichi Koyama Introduction to the Theory of Information published in 1968.
Development of Information Society and Distance Education One of the most fundamental aims of contemporary education on each level should be preparing students to function properly in the information society as well as find their proper place in knowledge-based reality (Myrdzik & Latoch-Zielińska, 2010). The presentation and critical discussion of different distance learning initiatives implemented at Turkish educational establishments will conclude the present chapter. The discussion of development of Information Society and distance education will be followed by elaboration on fundamental concepts involved in e-learning. The aim of this paper is to address the notion of distance learning as a possible source of inspiration for innovation in English language learning and teaching in Turkey. What is especially needed is the reflection on different modes of learning and their applicability to particular national contexts conditioned by, among others, learners’ cultural preferences. Contrary to such well-established branches as multimedia CALL, Data-Driven Learning or Internet-assisted Language Learning, teaching foreign languages at a distance still awaits greater attention and development in the future. Out of different forms of CALL, distance learning deserves its special place. Households on the other have computers and Internet access to make technology-assisted learning possible. Dr., Warsaw School of Social Sciences and Humanities, Poland, *** Małgorzata Latoch-Zielińska, Maria Curie-Skłodowska University, Poland *į. Dr., Faculty of Education, Mehmet Akif Ersoy University, Turkey, ** Assist. Fortunately, more and more schools on the one hand andĪssist. The widespread use of methods, activities and tools of Computer-Assisted Language Learning (CALL) enabled many teachers all over the world, including Turkey, to enhance their teaching and maximise learning opportunities for their students. Introduction Computer technology has helped to introduce a number of innovations into foreign language instruction. Key Words: E-learning, Language Instruction, Curriculum Models, Course Design. Moreover, course design guidelines will be provided to facilitate effective authoring of online programs. The present paper will report on different models of distance learning courses, reflecting on their applicability for English language teaching in Turkey. The reevaluation of curriculum models and evaluation criteria is thus needed to ensure high quality of distance instruction. With the generation of Digital Natives learning at schools, instructors face the challenge of providing distance learning courses and materials that would meet necessary standards. Uşak Üniversitesi Sosyal Bilimler Dergisi 2014, 7/3 E-learning in Foreign Language Instruction in Turkey: Curriculum Models and Course Design Guidelines Ferit KILIÇKAYA* Jarosław KRAJKA** Małgorzata LATOCH-ZIELIŃSKA*** Abstract Nowadays, the implementation of e-learning, blended learning and distance learning in foreign language instruction has become widespread all over the world, including Turkey.
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