The book has a total of 206+xxxi pages. The authors of the book are Bernie Trilling and Charles Fadel. Bernie Trilling is founder and CEO of 21st Century Learning Advisors, and the former global director of the Oracle Education Foundation. He has worked on various pioneering educational products and services and he is an active member of a number of organizations dedicated to bringing 21st century learning methods to students and teachers around the world. Charles Fadel is founder and chairman of the Center for Curriculum Redesign and the Fondation Helvetica Education, and the former Global Education Lead at Cisco Systems. He has engaged with a wide variety of education ministries or boards and has worked on education projects in more than thirty countries.

Technological developments influence educational systems. It can be conducted that educational environments are not limited to schools. With the use of technology in educational systems, ways of having to access information have changed, and such concepts as mobile learning have emerged. In recent years, mobile learning (mlearning) has been an important component of distance education. For that reason, the aim of this study is to summarize research findings in the literature by employing literature review. On this basis, research published between 2013 and 2017 was included to the content of this study. Throughout the research, 11 research articles published during that time in 8 prominent peer-reviewed research journals were analyzed. Purposes, methodologies, and outcomes of these researches were explained. Therefore, the study is considered to be important since it tried to reveal the related research trends in mobile learning.

The learners were asked to study the material. The learners who had smart phones and Internet access were chosen for the study. To provide sectional diversity, three groups were created. The group learners were from Faculty of Education, Faculty of Science and Literature and Faculty of Engineering. After the semi-structured interviews were held, the learners were asked about their pre-knowledge about QR Codes, QR Codes' contribution to learning, difficulties with using QR Codes about and design issues. Descriptive data analysis was used in the study. The findings were interpreted on the basis of Theory of Diffusion of Innovations and Theory of Uses and Gratifications. After the research, the themes found were awareness of QR Code, types of QR Codes and applications, contributions to learning, and proliferation of QR Codes. Generally, the learners participating in the study reported that they were aware of QR Codes; that they could use the QR Codes; and that using QR Codes in education was useful. They also expressed that such features as visual elements, attractiveness and direct routing had positive impact on learning. In addition, they generally mentioned that they did not have any difficulty using QR Codes; that they liked the design; and that the content should include both superficial and in-depth information.

The purpose of this study was to design the course of Programming Languages-I online, which is given on face-to-face basis at undergraduate level. It is seen in literature that there is no detailed research on the preparation of a fully-online course directly based on an instructional design model. In this respect, depending on the ADDIE design model, the most popular instructional design models, an online course was adapted in phases. Each phase of the model and on the steps in each phase were explained. The preparation of this course given via DLP lasted approximately 500 hours. Following its preparation, the pilot application was carried out with the learners taking the course of Programming Languages during summer school period. The learners used DLP in all respects, and DLP was revised and the necessary changes were made in line with the learners' views and with the results of the usability test. The study revealed that it was important to analyze all the related areas in the analysis phase of an online course design and to make the necessary decisions in the phase of design. In the dimension of distance education evaluation, since there is no precise and reliable method, the traditional evaluation methods were favored within the scope of the product evaluation of this course taught via DLP. In addition, within the scope of the process evaluation, the learners' views were determined via weekly evaluations. Establishing interaction in online courses is important to prove the live structure of the system, and this situation will help learners perceive themselves to a part of the course.

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