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Deboer, George E. "Perceived science ability as a factor in the course selections of men and women in college." Journal of Research in Science Teaching 23, no. 4 (April 1986): 343–52. http://dx.doi.org/10.1002/tea.3660230408.
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Engler, Jennifer N., and Randi Shedlosky-Shoemaker. "Facilitating Student Success: The Role of Open Educational Resources in Introductory Psychology Courses." Psychology Learning & Teaching 18, no. 1 (November 14, 2018): 36–47. http://dx.doi.org/10.1177/1475725718810241.
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Open Educational Resources (OER) remove barriers to access instructional material. In light of their increased availability and use, a body of research has emerged to examine the impact of OER on college student success. While many of these studies have broadly examined efficacy across a variety of disciplines, the current study specifically examined the impact of the type of textbook (commercial vs. OER) on course content mastery within an undergraduate sample of introductory psychology students ( N = 63) while controlling for instructor and student differences. Results indicated that there were no significant differences in content mastery between those students in introductory psychology courses who were assigned a traditional commercial textbook and those who were assigned an OER textbook. These results support that OER can be equally effective as traditional, commercial textbooks and have implications for course material selections that help ensure access for all students.
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Frank, Debra. "Selection of Collegewide Course Materials." Muma Case Review 6 (2021): 001–22. http://dx.doi.org/10.28945/4730.
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Due to COVID-19 pandemic a college with eight different campus locations moved its face to face courses online. The college decided to list all courses under one main campus since the regional locations did not matter now. There was a course materials issue since the professors from each of the campuses use their own materials. Now that courses are provided collegewide (as one campus), the students could sign up for a course with an instructor at another campus without knowing. This created a serious problem for the students. A student could potentially buy course materials for a course, for some reason switch to another of the same course and have the wrong materials purchased.
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P., Amutha. "Conceptual Course Selection Framework for Post-Secondary Students’ Enrolment in Indian Universities and Colleges." Journal of Advanced Research in Dynamical and Control Systems 51, SP3 (February 28, 2020): 503–7. http://dx.doi.org/10.5373/jardcs/v12sp3/20201285.
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Mann, John T., and Shida R. Henneberry. "Online versus Face-to-Face: Students' Preferences for College Course Attributes." Journal of Agricultural and Applied Economics 46, no. 1 (February 2014): 1–19. http://dx.doi.org/10.1017/s1074070800000602.
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The objectives of this article were to determine: 1) students' preferences for college course attributes; and 2) how the amount of course attribute information impacts enrollment. Results indicate students had the highest preferences for face-to-face (F2F) courses offered late morning and early afternoon and two to three days per week. Students selected online over F2F courses depending on course makeup; for example, course topic, online course design technology, and when the F2F version was offered. Additionally, students selected online courses more frequently when additional online course attribute information was available during course selection.
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Agans, Jennifer P., Oliver W. A. Wilson, and Melissa Bopp. "Required Health and Wellness Courses: Associations With College Student Physical Activity Behavior and Attitudes." Journal of Physical Activity and Health 17, no. 6 (June 1, 2020): 632–40. http://dx.doi.org/10.1123/jpah.2019-0362.
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Objective: To assess the extent to which college student physical activity behaviors and attitudes are associated with enrollment in required, but self-selected, health and wellness courses. Participants: Data were analyzed from 1473 undergraduate students (60% women) taking health and wellness courses at a large northeastern university. Methods: Demographic characteristics and activity levels at the time of course enrollment were assessed in relation to course selection and activity levels after course completion. One-way analysis of variance tests were used to assess the differences in the characteristics of students enrolling in different types of health and wellness courses, and paired samples t tests were used to assess the differences in physical activity and related attitudes from the time of enrollment to the end of the semester. Results: Course selection was predicted by demographic characteristics and precourse activity levels. Overall, no significant change in activity levels was observed over the course of one semester, although some effects were observed within certain types of activities. Conclusions: When given the option, college students appear to select health and wellness courses that match their current activity levels. These courses do not significantly change the average student’s behavior or attitudes about physical activity.
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DiMatteo, Julie, Cynthia Radnitz, Katharine L. Loeb, and Jingwen Ni. "The Application of Optimal Defaults to Physical Education Courses in College Students: A Simulation Study." Journal of Teaching in Physical Education 38, no. 4 (October 1, 2019): 393–97. http://dx.doi.org/10.1123/jtpe.2018-0291.
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Purpose: The purpose of this study was to examine if automatic enrollment in exercise-promoting courses on a college campus, with a choice to opt out, would increase enrollment. Method: In a simulated course selection paradigm, 317 college students were randomly assigned to one of three conditions: optimal default (automatic enrollment in an active physical education well-being course with the choice to opt out to a sedentary alternative), suboptimal default (automatic enrollment in a sedentary well-being course with the option to select an alternative active physical education courses), or free choice. Data were analyzed using logistic regression. Results: Participants in the optimal default condition were significantly more likely to enroll in an active physical education well-being course compared with those in the suboptimal-default and free-choice conditions. Discussion/Conclusions: Setting optimal physical education course defaults in the college environment can promote student health by increasing the likelihood of enrolling in exercise-promoting courses.
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Foltice, Bryan, Priscilla A. Arling, Jill E. Kirby, and Kegan Saajasto. "Persistent anchoring to default rates when electing 401(k) contributions." Review of Behavioral Finance 10, no. 1 (March 12, 2018): 88–104. http://dx.doi.org/10.1108/rbf-07-2016-0043.
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Purpose The purpose of this paper is to investigate how the 401(k) auto-enrollment rate influences the size of elected contribution rates in defined contribution plans for new, young enrollees. Design/methodology/approach The authors survey 324 undergraduate students at a mid-sized Midwestern university, and compare the elected contribution rates for two groups who were randomly given two default rates: 3 and 15 percent. Findings The results indicate widespread evidence of the anchoring and adjusting heuristic in regards to the provided auto-enrollment rate, as the 3 percent default rate group selects a contribution rate of approximately 2 percent less than the group that was provided with the 15 percent default rate. The results also provide support to the benefits of financial education: those who were taking or had already taken a college-level finance course provide higher contribution rates by about 1.7 percent overall. Additionally, individuals with the lowest critical thinking skills elect approximately 2 percent less in annual contributions overall than those who demonstrate higher critical thinking skills. Originality/value Interestingly, all groups seem to be susceptible to the anchoring and adjustment heuristic, as the default rate plays a significant role in the elected contribution rate, regardless of an individual’s financial sophistication or critical thinking skill level. The authors hope that these findings prompt benefit plan administrators and policy-makers to reconsider default rates in their retirement plans that would allow for maximum savings and participation rates. The findings also speak in favor of developing programs that would assist enrollees with financial education and critical thinking skills that would yield better retirement savings decisions when asked to make their employee benefit selections.
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Lee, Hyojin, Inwoo Park, and Kayoung Yoon. "A Study on College Student’s Course Selecting Standards: Focusing on electives and major courses." Korea Educational Review 23, no. 4 (December 30, 2017): 49–99. http://dx.doi.org/10.29318/ker.23.4.4.
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Maki, Ruth H., and William S. Maki. "Prediction of Learning and Satisfaction in Web-Based and Lecture Courses." Journal of Educational Computing Research 28, no. 3 (April 2003): 197–219. http://dx.doi.org/10.2190/dxju-7hgj-1rvp-q5f2.
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We investigated variables that affect learning and satisfaction in Web-based and lecture versions of introductory psychology courses. Student characteristics, including year in college, college major, and personality characteristics, predicted performance equally well in Web-based and lecture courses. Differences among instructors predicted performance more strongly in lecture courses than in Web-based courses. Enjoyment of class discussion was negatively related to performance in Web-based courses. Several variables increased course satisfaction in both course formats, including lower workload, better scores on examinations, preference for working independently, and knowing what to expect on tests. Instructor and enjoyment of class discussion influenced satisfaction with lecture courses but not Web-based courses. None of the variables that we studied influenced satisfaction in Web-based but not lecture courses. These results suggest that commonly-used readiness questionnaires may not be useful in selecting students who will do well in and be satisfied with technology-mediated courses.
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Roop, John, Kossi Edoh, and Alexandra Kurepa. "Instructional Selection of Active Learning and Traditional Courses Increases Student Achievement in College Mathematics." Journal of Education and Learning 7, no. 5 (June 19, 2018): 11. http://dx.doi.org/10.5539/jel.v7n5p11.
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In this paper, we present the results of a study indicating that groups predominantly underrepresented in mathematics prefer to have a choice of instructional method. We use the concept of differentiated instruction to explain how different groups of students might perform better using various instructional techniques. Our study, which is based on student self-selection of traditional or active learning sections of a course, also presents evidence that using different instructional strategies in different sections of the same course is preferable to adopting only a single instructional method. In addition, we present evidence that student instructional selection improves student achievement in college level mathematics courses.
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Evans, Colleen A., Rong Chen, and Ryan P. Hudes. "Understanding Determinants for STEM Major Choice Among Students Beginning Community College." Community College Review 48, no. 3 (June 5, 2020): 227–51. http://dx.doi.org/10.1177/0091552120917214.
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Objective: This study explored how high school and postsecondary academic parameters may relate to the choice of science, technology, engineering, and mathematics (STEM) major for students beginning their postsecondary education at community colleges. Our study incorporated these two clusters of factors into a statistical model to examine STEM major choice in community colleges. In particular, our study was one of the first to examine the direction and magnitude of the relationship between earned college credits in science laboratories and advanced mathematics and STEM college major selection. Method: We analyzed national data from the Education Longitudinal Study (2002) for students who were in 10th grade in 2002, entered community college as their first postsecondary institution, and declared a college major by 2006. A comprehensive integrated model was analyzed through binary logistic regression with the outcome variable of choice of STEM major or not. Results: We found math self-efficacy in high school, postsecondary introductory science laboratory courses, and postsecondary advanced mathematics courses were each positively associated with the choice of STEM major among community college students. Gender continues to be influential, with women less likely to pursue STEM than men. Contributions: Our study highlights the opportunities the science laboratory holds for engaging beginning community college students interested in STEM fields. The linchpin role of mathematics and science for students aspiring to study STEM is underscored by the findings of this study.
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Xu, Di. "Academic Performance in Community Colleges: The Influences of Part-Time and Full-Time Instructors." American Educational Research Journal 56, no. 2 (September 8, 2018): 368–406. http://dx.doi.org/10.3102/0002831218796131.
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Understanding the relative impacts of part-time adjuncts in community colleges is highly policy-relevant, partly because community colleges rely on part-time faculty heavily and partly because community colleges assume a critical role in addressing the national equity agenda by disproportionately serving underrepresented groups. This study uses individual transcript data to explore how initial exposure to a particular field of study with part-time adjuncts influences student performance in current and subsequent course performance in community colleges. To address selection bias, I use two empirical strategies, a two-way fixed effects model and an instrumental variable approach. The results consistently suggest that part-time adjuncts are associated with higher grades in contemporaneous courses but have negative impacts on subsequent course performance.
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Chaturapruek, Sorathan, Tobias Dalberg, Marissa E. Thompson, Sonia Giebel, Monique H. Harrison, Ramesh Johari, Mitchell L. Stevens, and Rene F. Kizilcec. "Studying Undergraduate Course Consideration at Scale." AERA Open 7 (January 2021): 233285842199114. http://dx.doi.org/10.1177/2332858421991148.
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Elective curriculums require undergraduates to choose from a large roster of courses for enrollment each term. It has proven difficult to characterize this fateful choice process because it remains largely unobserved. Using digital trace data to observe this process at scale at a private research university, together with qualitative student interviews, we provide a novel empirical study of course consideration as an important component of course selection. Clickstream logs from a course exploration platform used by most undergraduates at the case university reveal that students consider on average nine courses for enrollment for their first fall term (<2% of available courses) and these courses predict which academic major students declare two years later. Twenty-nine interviews confirm that students experience consideration as complex and reveal variation in consideration strategies that may influence how consideration unfolds. Consideration presents a promising site for intervention in problems of equity, career funneling, and college completion.
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Athanasou, James A. "Interests as a Component of Adult Course Preferences." International Journal of Adult Vocational Education and Technology 4, no. 3 (July 2013): 25–33. http://dx.doi.org/10.4018/ijavet.2013070103.
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The purpose of this paper is to examine the subliminal role of interest in preferences for 50 courses available at a community college. This is an idiographic study of educational decisions. It employed a sample of situations and a representative design. Four adults participated in an educational-vocational assessment and in the process of providing vocational guidance their course selection was examined using a logistic regression. The intra-rater consistency of choices ranged from 88%-100% for repeated course profiles. Choices varied from 2-11 courses. Results supported a minor role for vocational interest in these course choices. The overall R-squared values were around .281-.764. It was concluded that (a) adult choices did not rely exclusively upon interests; (b) adults used complex decision-making policies; and (c) the policies adopted were idiosyncratic.
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Andrews, T. M., M. J. Leonard, C. A. Colgrove, and S. T. Kalinowski. "Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses." CBE—Life Sciences Education 10, no. 4 (December 2011): 394–405. http://dx.doi.org/10.1187/cbe.11-07-0061.
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Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning.
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Fairlie, Robert W., Florian Hoffmann, and Philip Oreopoulos. "A Community College Instructor Like Me: Race and Ethnicity Interactions in the Classroom." American Economic Review 104, no. 8 (August 1, 2014): 2567–91. http://dx.doi.org/10.1257/aer.104.8.2567.
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Administrative data from a large and diverse community college are used to examine if underrepresented minority students benefit from taking courses with underrepresented minority instructors. To identify racial interactions, we estimate models that include both student and classroom fixed effects and focus on students with limited choice in courses. We find that the performance gap in terms of class dropout rates and grade performance between white and underrepresented minority students falls by 20 to 50 percent when taught by an underrepresented minority instructor. We also find these interactions affect longer-term outcomes such as subsequent course selection, retention, and degree completion. (JEL I23, J15, J44)
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Ivgi, Meirav, Michal Schnaider Beeri, Jonathan Rabinowitz, and Michael Davidson. "A Naturalistic Study Comparing the Efficacy of a Memory Enhancement Course to a General Academic Course." International Psychogeriatrics 11, no. 3 (September 1999): 281–87. http://dx.doi.org/10.1017/s1041610299005840.
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Objective: The goal of this study was to compare the effectiveness of a memory improvement course to a course in general psychology. Methods: Thirty-four healthy elderly persons enrolled in a college memory improvement course for senior citizens, and 33 who enrolled in a parallel course, Introduction to Psychology, were tested on verbal and visual memory prior to and after completing the course. Before they took the course, they were also assesed on subjective memory (self-assessment scale of memory efficacy) and psychological distress (General Health Questionnaire). Changes within and between groups were examined using multivariate analysis of covariance to control for baseline scores. Results: Both groups had similar improvements on all cognitive measures. The memory improvement course group showed very significant correlations between objective and subjective memory. Conclusions: It appears that participation in academic courses is associated with improvement in certain aspects of cognitive functioning. Awareness of objective memory functioning may be a natural selection factor or a significant motivating factor for healthy elderly to enroll in memory enhancement courses.
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Ahmed, Shamim, and Md Ismail Khan. "Use of PowerPoint Presentation by the Teachers for Instruction in Selected Dental Colleges of Bangladesh." Bangladesh Journal of Medical Education 12, no. 1 (March 7, 2021): 10–15. http://dx.doi.org/10.3329/bjme.v12i1.52304.
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This descriptive type of cross-sectional study was conducted to find out the views of undergraduate dental college teachers about the PowerPoint presentations as instructional media used by teachers in dental colleges of Bangladesh. The study period was from January 2018 to December 2018. The study was carried out among the teachers of all 4 phases of BDS course of 2 government and 2 non-government dental colleges of Bangladesh. Out of 4 dental colleges, 2 were within Dhaka and 2 were outside Dhaka. The sample size was 100 for teachers. Convenience sampling technique was adopted for data collection. Self-administered semi-structured questionnaires using five points Likert scale were used for collections of data from teachers. The study revealed that 72% teachers consider Eye appealing appearance for choosing PowerPoint slides and 58% teachers did not use master slide. For selection of font style, 67% teacher agreed they consider readability, 88% agreed they consider visibility from last bench of classroom to select font size but 61% teacher disagree that they consider background for selecting font color. The study recommended, during the preparation of a PowerPoint presentation by teachers some areas like using the master slide, background, the number of words and lines need attention.
Bangladesh Journal of Medical Education Vol.12(1) 2021: 10-15
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Alostad, Jasem M. "Cloud based Dynamic Course Selection Framework using Network Graphs with Term Difficulty Estimation." Scalable Computing: Practice and Experience 19, no. 4 (December 29, 2018): 361–73. http://dx.doi.org/10.12694/scpe.v19i4.1425.
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The system developed in this paper uses a cloud based technology to implement and design a software as a service (SAAS) application for adaptive course selection and term difficulty estimation for a networked curriculum. The choice of courses in every term is completely in the hands of the students who enroll for a particular program in Universities. The order of courses taken in every term is ad hoc due to different factors like student interests, uncertainty about the student pass rates, frequent changes in admission policies and curriculum requirements. However, this choice of course plays a vital role in students graduating in time from the university. In this paper, we analyze student success ratios in terms of time to graduation. To illustrate the designed models, data from different colleges of the Public Authority of Applied Education and Training (PAAET), Kuwait, is used. Graph-based complex networks are used for analyzing the courses and how crucial they are. The difficulty levels of courses are estimated based on the institutional data from spring 2013 to fall 2016 and term difficulties are estimated based on the courses chosen. This work presents a robust framework which is adaptable to the courses chosen by the students and the ease of flow of students through the curriculum with the aim of improving the university’s graduation rate.
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Gessese, Negesse Belay. "Content Based Language Instruction practice and its challenges in TVET: the case of Bahir Dar polytechnic college, Bahir Dar, Ethiopia." Buckingham Journal of Language and Linguistics 11 (November 27, 2018): 1–20. http://dx.doi.org/10.5750/bjll.v11i0.1492.
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ABSTRACTThe purpose of this study was to assess whether or not students and teachers were having positive attitude towards the practice of content based language instruction and to see the actual practice of it in TVET poly technic colleges. It was particularly meant to investigate students’ attitude towards the usefulness of the course, course contents, assessment and teacher’s competence. Teacher’s attitude towards the course and challenges of it if occurs were investigated. Moreover, the study was targeted to investigating the actual practice of teaching in three areas: students’ participation, teachers’ language skills and teachers’ skill in using instructional materials. The study was conducted in one Polytechnic College of Amhara Region. Generally, from the total number of 2909 trainees in four different levels; second year Level Three and Level Four trainees were purposefully selected. From the selected six departments (639 trainees), 185 were randomly selected. Regarding CBL teachers, no sample selection were needed for their number was small and easily manageable. So, the participant of the study were 6 teachers and 185 students in the college. The data were collected through questionnaire, observation and interview and the results were analyzed quantitatively and qualitatively. The result of the study revealed that students and teachers showed positive attitude towards the usefulness of CBL courses, course contents and course assessment. However, students had negative attitude towards teachers’ competence. And teachers’ actual practice revealed that teachers did not properly apply content based language instruction to bring the desired result. The study also indicated that there were problems for its implementation due to teachers’ lack of language skills and training. The combined responses of the participants (students and teachers) revealed that the students didn’t get benefit and this impact developed because of teachers’ incompetence to implement content based language instruction. Finally, it was concluded that CBLI was not implemented as it is desired. Therefore, concerned bodies should take various measures to ameliorate the challenges.
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Bierema, Andrea M. K., and David W. Rudge. "Using David Lack’s Observations of Finch Beak Size to Teach Natural Selection & the Nature of Science." American Biology Teacher 76, no. 5 (May 1, 2014): 312–17. http://dx.doi.org/10.1525/abt.2014.76.5.4.
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One of the key aspects of natural selection is competition, yet the concept of competition is not necessarily emphasized in explanations of natural selection. Because of this, we developed an activity for our class that focuses on competition and provides an example of the effects of competition on natural selection. This hands-on activity models the field study completed by David Lack on Darwin’s finches. By using this historical study, we also give students an example of the nature-of-science concept of multiple methods. Although this activity was created for a college introductory biology course, it is appropriate for high school. We also provide an additional objective for upper-level ecology and evolution courses.
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Perrin, Andrew J., and Alanna Gillis. "How College Makes Citizens: Higher Education Experiences and Political Engagement." Socius: Sociological Research for a Dynamic World 5 (January 2019): 237802311985970. http://dx.doi.org/10.1177/2378023119859708.
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One function of undergraduate education is supporting successful citizenship later in life. Educational achievement is positively, if variably, related to political engagement. However, questions remain about the role of selection into college education as well as the specific college experiences that facilitate postcollege good citizenship. The aim of this study is to test the independent effect of higher education completion on three forms of postgraduation political engagement, using national longitudinal data and controlling for selection into college completion using control-function models. The authors also test the effects of several specific experiences encountered during college—course topic areas and high-impact educational experiences—on these outcomes. College completion has an independent effect (beyond selection) on citizenship behaviors. Social sciences and humanities coursework and two high-impact experiences (being mentored and engaging in a community-based project) were associated with political engagement. Higher education is a training ground for citizenship; particular course and extracurricular experiences help fulfill that mission.
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Hellerstein, Devora, Tina Waldman, Hanne Juel Solomon, and Michal Arnon. "When Students Can Choose: Online Self-Study or In-College Learning of English for Academic Purposes." World Journal of English Language 10, no. 2 (July 22, 2020): 25. http://dx.doi.org/10.5430/wjel.v10n2p25.
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This study aimed to better understand what motivations drive students to select a self-study massive open online course (MOOC) or an in-college course with an instructor. The students were enrolled in one of three level courses of English for Academic Purposes (EAP), which was an accredited course required for the completion of their Bachelor's Degree, at three teacher education colleges in Israel. The study applied a mainly quantitative data collection method, with a qualitative component. The researchers distributed a survey to 236 students studying in one of the two conditions. They compared survey results between the two groups to examine student background, motivations, and perceptions in relation to choice of preferred learning style. Findings indicated that demographic factors had little effect on the students’ choice. In terms of student motivations, while some differences were found between the two groups in learning preferences, the greatest motivations for selecting a MOOC were extrinsic, with more students driven by financial and time constraints rather than a preference for autonomous learning. The perceptions of students who chose a MOOC indicated low learner readiness to study independently and, as such, a higher risk of not passing the required course. Despite claims that MOOCs represent the democratization of education – providing access to all, regardless of age, gender, financial resources, or other barriers, our findings reveal inequality between students learning English for Academic Purposes in higher education based primarily on financial resources.
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Sutton, Rebecca, and Paul French. "Challenges of measuring the influence of the Recovery Academy upon health professionals: considerations for quantitative research." Journal of Mental Health Training, Education and Practice 14, no. 3 (May 13, 2019): 149–55. http://dx.doi.org/10.1108/jmhtep-04-2018-0027.
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Purpose The purpose of this paper is to reflect upon experiences of measuring the influences of the Recovery Academy within Greater Manchester Mental Health (GMMH) NHS Foundation Trust amongst a student population of health professionals. This paper aims to present considerations for future quantitative research surrounding the efficacy of Recovery Colleges such as the Recovery Academy. Design/methodology/approach This paper utilised baseline data collected from health professionals as part of a quantitative evaluation of the Recovery Academy. The paper discusses challenges experienced in measuring change amongst this student population within GMMH. Findings Health professionals reported positive attitudes towards recovery at baseline presenting challenges in measuring attitudinal change associated with the Recovery Academy. The experiences of conducting research amongst health professionals within GMMH offers insights into the selection and use of self-report measures in Recovery College research; the representativeness of health professional student populations; and models of course attendance within Recovery Colleges. Originality/value The existing literature specific to Recovery College influences upon health professionals remains predominantly qualitative and anecdotal. It is important to gather empirical evidence regarding Recovery Colleges to establish their ability to re-orientate health professionals around principles of recovery. This paper therefore offers considerations for future researchers aiming to gather empirical evidence which may facilitate quantitative evaluations of Recovery Colleges such as the Recovery Academy amongst staff populations.
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Salem, Lori Anne. "The DANTES Survey of Courses in Contemporary Middle East Studies." Middle East Studies Association Bulletin 26, no. 2 (December 1992): 167–77. http://dx.doi.org/10.1017/s0026318400025633.
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In Fall 1990, the Defense Department mailed an eight-page questionnaire to more than a thousand college and university professors who teach courses in contemporary Middle East Studies. Fifteen percent, 184 professors, responded, which is an impressive rate for such an endeavor. The survey asked, among other things, how often courses meet, how course materials are organized, which specific topics are covered, which texts are used and requested a copy of the professor’s course syllabus. I heard about the survey from one of those solicited and called the director of the project to learn the results.The information sought in this survey is not classified. Specifics about a Middle East Studies course are available to anyone who signs up; and most professors are more than willing to discuss their selection and organization of material. But the survey was conducted without identifying the surveyors or their purpose. Neither the questionnaire nor its cover letter indicated a connection to the Department of Defense.
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Pardoe, Iain. "Multidimensional Scaling for Selecting Small Groups in College Courses." American Statistician 58, no. 4 (November 2004): 317–21. http://dx.doi.org/10.1198/000313004x5680.
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Xu, Jing. "Improved Genetic Algorithm to Solve the Scheduling Problem of College English Courses." Complexity 2021 (June 10, 2021): 1–11. http://dx.doi.org/10.1155/2021/7252719.
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In this paper, an improved genetic algorithm is designed to solve the above multiobjective optimization problem for the scheduling problem of college English courses. Firstly, a variable-length decimal coding scheme satisfying the same course that can be scheduled at different times, different classrooms, and different teaching weeks per week is proposed, which fully considers the flexibility of classrooms and time arrangements of the course and makes the scheduling problem more reasonable. Secondly, a problem-specific local search operator is designed to accelerate the convergence speed of the algorithm. Finally, under the framework of optimal individual retention, the selection operator, crossover operator, and variation operator are improved. It is experimentally demonstrated that the designed algorithm not only has a faster convergence speed but also improves the diversity of individuals to a certain extent to enhance the search space and jump out of the local optimum. Research shows that the improved genetic algorithm has improved average fitness value and time compared with traditional genetic algorithm. At the same time, the use of the largest fuzzy pattern algorithm effectively solves the conflict problem of college English lesson scheduling, thereby improving the solution of college English lesson scheduling. Through the research of this article, the management system of college English course scheduling has been made more intelligent, and the rational allocation of teaching resources and the completion of education and teaching plans have been improved.
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Shiue, Ya-Ming. "The Effects of Cognitive Learning Style and Prior Computer Experience on Taiwanese College Students' Computer Self-Efficacy in Computer Literacy Courses." Journal of Educational Technology Systems 31, no. 4 (June 2003): 393–409. http://dx.doi.org/10.2190/8qcn-63qg-dppq-5l7n.
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This study examines the influences of learners' characteristics on the development of computer self-efficacy using the GOMS (goal, operators, methods, and selection rules) model. Students' learning style, prior computer course experience, and computer self-efficacy were measured in the pretest, and computer self-efficacy was measured in the posttest to examine the development of computer self-efficacy during the fall of 2001 in a computer introductory course in a non-traditional Taiwanese University. Results indicate that there were statistically significant effects of learning style and prior computer course experiences on computer self-efficacy. The follow-up analysis revealed that the Converger learning style students (abstract learners) outperformed other learning style students (concrete learners). Furthermore, a positive linear relationship was found between computer self-efficacy and the number of prior computer courses taken, which indicates that the more courses students had taken, the higher the level of computer self-efficacy the students developed. The result did support the GOMS model as a useful theoretical model to improve the computer literacy instruction.
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Choi, Jin-Kook. "A Study on Improving Personality Development Education in Korea Polytechnics." Korean Society of Technical Education and Training 25, no. 3 (September 30, 2020): 17–24. http://dx.doi.org/10.29279/kostet.2020.25.3.17.
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This paper investigates how personality education can be improved among technicians in Korea, proposing a methodology for improving personality education of technicians of Korea Polytechnics. The personality education course for technicians is implemented to improve and reinforce the current liberal arts education in Korea Polytechnics. The methodology proposed in this study includes comparing the personality education at Korea Polytechnics with that of other junior colleges. Furthermore, it included selecting the best volunteer club at college, participating in technical volunteer work abroad, awarding best readers at college, and introducing the best teaching program for enhancing student motivation in the English class. Based on the findings of implementing this methodology, the study recommends nine suggestions for improving personality education, drawing on four case studies from two campuses of Korea Polytechnics, Further research is required in this field before implementing these recommendations.
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Jiang, Xiong, and Yu Zhang. "THE DEVELOPMENT OF PUBLIC HEALTH SPORTS IN COLLEGES AND UNIVERSITIES BASED ON THE ANALYTIC HIERARCHY PROCESS." Revista Brasileira de Medicina do Esporte 27, spe (March 2021): 73–75. http://dx.doi.org/10.1590/1517-8692202127012020_0119.
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ABSTRACT With the increasing public attention to public health sports in colleges and universities, the development of public health sports urgently needs more scientific methods to be optimized. Based on this, this paper proposes to use AHP to optimize the design of public health sports in colleges and universities. Based on the simple analysis of the development of public health sports in colleges and universities and the application of AHP, this paper takes the healthy development of public health sports in colleges and universities as the guiding ideology, applies the analytic hierarchy process to course selection and student evaluation, gives different weights to the influencing factors of course selection and evaluation, and carries out simulation analysis with an example. The test results show that the application of AHP in public health sports can improve the effect of course selection and realize the diversity of teaching evaluation.
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Sutrisna S, Anna, and Saiful Muchlis. "PEMAKNAAN PERAN MATA KULIAH AKUNTANSI SYARIAH DI PERGURUAN TINGGI DALAM PEMILIHAN KARIR DI LEMBAGA JASA KEUANGAN SYARIAH." Riset Akuntansi dan Keuangan Indonesia 1, no. 1 (March 22, 2018): 64–75. http://dx.doi.org/10.23917/reaksi.v1i1.1989.
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This study aims to discover the role of Accounting Sharia courses in college against the interests of students accounting for a career in the Organization of Islamic Financial Services. This study is a qualitative research and processed using interpretive paradigm in the level of theory and practice. The informants as many as five people who are accounting students who have passed the course Accounting Sharia in Politeknik Negeri Ujung Pandang. The results of this study showed that purport accounting subjects of sharia in college in the selection of a career in financial services institution of sharia are students there who were trapped in material values that are infused with the scent of mechanistic and unisex students who expect professionalism tiered in a career in LJKS and neglect the suitability of theory and practice in operational performance in LJKS. Those that are still stuck in the value circle material in the sense of an income. In addition there are also prioritizing the suitability of theory and practice. But there are still caught in a cycle value of the materials in an income and interpret the meaning of the latter is to ignore the suitability of theory and practice in operational performance in LJKS and still trapped inside the circle in the value of the material interpret the meaning of an income. Overall concluded that accounting sharia courses in college for students accounting role in the selection of a career in LJKS.
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Pyrialakou, V. Dimitra, Heidi A. Diefes-Dux, and Konstantina Gkritza. "Use of the TRB Research Needs Statements Database in an Introductory Transportation Course." Transportation Research Record: Journal of the Transportation Research Board 2614, no. 1 (January 2017): 10–17. http://dx.doi.org/10.3141/2614-02.
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The literature recognizes that the initial stages of a research project, including identifying and selecting a research topic, are the most challenging steps of project development for college students in the United States. Nevertheless, very limited literature exists on topic identification and selection, especially for undergraduate studies. TRB has built and maintains an extensive research needs statements (RNS) database. There is great potential for using this database as a tool to assist undergraduate and graduate students in transportation-related disciplines in selecting a research topic. This paper presents a case for using the RNS database for topic identification and selection in an introductory transportation engineering course for undergraduates at Purdue University in West Lafayette, Indiana. The students used the RNS database for the term design project. Data were collected through a survey distributed at the end of the course that aimed to solicit students’ feedback on their experiences using the database. The responses to the survey, along with other relevant information, were analyzed to explore the benefits of using the RNS database in a course. The findings of this study suggest that the students had a positive perception of the database. Both the instructor and the students found many benefits of using the database for finding topics for term projects. This paper provides recommendations based on the students’ feedback, the instructor’s experience, and the study findings. These recommendations should be considered by instructors who decide to use the RNS database for educational purposes, as well as by TRB staff tasked with maintaining the database.
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Dhungana, Sahadeb Prasad, M. S. Paudel, Bishal Khatri Chhetri, and Shamsuddin _. "Why a Medical Career and What are Pros and Cons of medical profession?" Journal of Lumbini Medical College 1, no. 1 (June 30, 2013): 10. http://dx.doi.org/10.22502/jlmc.v1i1.4.
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Introduction: Medicine is one of the noblest of all professions and is one of the rapidly expanding fields with increasing number of private medical colleges in the past few years. Several international studies over the years have explored perceptions and preferences of students in choosing a career in medicine. This study was done with the objective to assess students' views regarding selection of medicine as a career.
Methods: A survey study was conducted at Lumbini Medical College Teaching Hospital (LMCTH) where 300 students of both sexes were asked to fill a structured questionnaire.
Results: All medical students mentioned that they selected the medical profession because of personal interest. Of them, 285 (95%) students believed this profession offers services to humanity. However, 240 (80%) students felt that their family had an influence in their career selection. Among discouraging factors, 234 (78%) students mentioned that medical training is difficult and prolonged, 210 (70%) students said that the course is too expensive, 225 (75%) students felt that there is too much competition while 186 (62%) students expressed that doctors have excessive working hours and lack social life. Major factors in choosing LMCTH as study destination were compulsion because of failure to enroll at other colleges 180(60%), easy access to admission 120 (40%), cheaper than other medical colleges 165 (55%) and location near to hometown 24 (8%). Some of the discouraging factors were limited facilities 210 (70%), insufficient faculty members 270 (90%), newly established college and uncertain future 90 (30%).
Conclusion: Study concluded that reasons for joining medical profession are primarily based on personal interest, respect and honor, family influence and service to humanity; however, long working hours, prolonged training, expensive study, discourages many students.
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Huntington-Klein, Nick, James Cowan, and Dan Goldhaber. "Selection into Online Community College Courses and Their Effects on Persistence." Research in Higher Education 58, no. 3 (July 4, 2016): 244–69. http://dx.doi.org/10.1007/s11162-016-9425-z.
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Gai, Fangpeng. "ESP Course Construction for Transportation Majors." Theory and Practice in Language Studies 8, no. 12 (December 1, 2018): 1679. http://dx.doi.org/10.17507/tpls.0812.14.
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Since the traditional College English can no longer adapt to the current situation, its development has become the focus of the society. ESP has recently been paid more attention, whose goal is to develop the students’ comprehensive language skills required in future career and academic research. ESP teachers should not only follow the rules of English language, but also think about how to use English language to promote the study of professional knowledge. This study provides a design of ESP course for transportation majors in Shandong Jiaotong University. It is constructed from the perspectives of learners’ needs, objectives, content selection, teaching methods, and assessment.
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Hughes, R. Eugene, and David W. Glascoff. "Sex Differences in Criteria Used by College Students in Selection of Course Sections." Psychological Reports 62, no. 2 (April 1988): 675–76. http://dx.doi.org/10.2466/pr0.1988.62.2.675.
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The study examined eight criteria thought to be important to students in their class scheduling decisions. Factor analysis of 1377 observations identified two factors, Schedule and Environment. Analysis by t test indicated modest but significant sex-based differences for Environment but no differences for Schedule.
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Mendoza, Doris A., and Zenaida Antonio. "Influence of Pre-Medicine Course GPA and National Medical Admission Test on First Year GPA Among College of Medicine Students: A Retrospective Review." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 600–609. http://dx.doi.org/10.35974/isc.v7i1.1472.
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Introduction: The admission criteria used by medical schools in the Philippines in selecting future doctors are the same. These include academic ability, insight into medicine, extracurricular activities and interests, personality, motivation, linguistic and communication skills, and the National Medical Admission Test (NMAT). However, the evidence for using these criteria is limited. The Adventist University of the Philippines College of Medicine (AUP-COM), determined the significant predictors of its students’ GPA in their first year in medical school. The first-year GPA of the students was associated with their success in medical schools.
Methods: Utilizing the Pre-medical Board Course GPA and NMAT as factors in predicting future performance of the students in the medical field, this retrospective study utilized all students from four batches (N = 153) who were accepted in COM. 11.1% were from Batch 2019, 26% from Batch 2020, 33% from Batch 2021 and 30.1% from 2022. Majority were females (66%) and had pre-medical courses such as Medical Laboratory Science (49.7%), BS Biology (15.55%), and BS Nursing (11.1%). Statistical analysis included mean, standard deviation, percentage, correlation, and regression.
Results: The NMAT of the medicine students had an average of 72.01, with a pre-medicine course GPA of 90.69 (B) and first-year GPA of 84.6% (C+). The bivariate correlation revealed significant positive relationship of NMAT and pre-medicine course grade to the GPA of the students in their first year in medical school. However, regression analysis revealed that only pre-medicine course GPA significantly predicted the first year GPA of students.
Discussion: This result can be an eye-opener to medical schools on the percentage weight given to NMAT score as one of the major criteria in the selection process of future doctors. Future research may include other predictors of student performance since pre-medicine course GPA contributes only 13.2% of the variance in medicine students’ first year GPA.
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Platt, Carrie. "Accelerating Professional Socialization with an Undergraduate Proseminar Course." Journal of Communication Pedagogy 3 (2020): 121–27. http://dx.doi.org/10.31446/jcp.2020.10.
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Guiding students on their professional paths, from selecting a major to pursuing a particular career after graduation, can be a significant challenge for faculty and program leaders. Students, particularly those in broad fields like Communication, rarely know what the major involves, or how their studies will translate into a meaningful career. This uncertainty makes it harder for students to see connections between their coursework, campus resources, and extracurricular activities, a disconnect that impacts engagement, academic performance, and retention. In this best practices article, I explain how an undergraduate proseminar can accelerate professional socialization and help students develop more integrated perspectives on their college experience. By identifying possible careers early in their education and discussing how different courses, resources, and activities can aid them in pursuing those professions, students will be better able to navigate the challenges and opportunities of college.
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Grupe, Fritz H., and Mary F. Maples. "Preadmission Student Advising: A Prototype Computerized System." NACADA Journal 12, no. 1 (March 1, 1992): 42–47. http://dx.doi.org/10.12930/0271-9517-12.1.42.
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One domain that is appropriate for expert system usage is student advising. For instance, students in universities can receive advising and counseling regarding financial aid, selection of majors, and course planning. This paper discusses the development of a prototypical computerized system designed to provide advice to high school students or college freshmen who are uncertain about the desirability of attending a university or undectded about a potential major. The on-demand consultation gathers information about a student's grades, interests, test scores, and aptitudes. It assesses student qualifications for admission and evaluate student's qualifications for a variety of majors. It then recommends curricula the student should consider and recommends appropriate courses for the student's first year.
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Wang, Yiyou. "Research on the Reform and Practice of Ideological and Political Courses in Higher Vocational Colleges Based on Teaching Competition." Review of Educational Theory 2, no. 2 (May 9, 2019): 17. http://dx.doi.org/10.30564/ret.v2i2.758.
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Firstly, the paper analyzes the value of teaching competition in the process of teaching reform and practice of ideological and political courses in higher vocational colleges, which mainly includes sharing the teaching experience of ideological and political teachers, facilitating the ideological and political teachers to learn from the professional education elements appearing in the follow-up teaching, and contributing to the creation of an active and active teaching atmosphere. Secondly, it analyzes the educational principles that ideological and political teachers should adhere to in the teaching competition, including focusing on the principle of the unity of education leading and subjectivity, strengthening the principle of unity of content and form, and effectively implementing the principle of combining document spirit with subject characteristics. Thirdly, it points out the problems that need to be paid attention to in the ideological and political course teaching of higher vocational colleges based on the teaching competition in the current stage, including the topic selection problem, the attraction of competition teaching, and the standardization and institutionalization of the coordination of competition teaching organization. Finally, five teaching reforms and practical methods of ideological and political courses in higher vocational colleges based on teaching competitions are proposed, which promotes the improvement of ideological and political education in higher vocational colleges.
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Rauf, Tamkinat. "How College Makes Liberals (or Conservatives)." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312098243. http://dx.doi.org/10.1177/2378023120982435.
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The author examines the role of affiliation networks in shaping the political identities of students in college, using panel survey data from a case study of a predominantly liberal institution, tracking students’ political identities and affiliation memberships throughout the course of college. Although there was some self-selection into politically homophilous student organizations and majors, the extent of political sorting was relatively low, which resulted in considerable political heterogeneity in the affiliation networks. During the course of college, students’ political identities shifted in both liberal and conservative directions. Results from hierarchical multinomial logistic regressions suggest that identity transitions were driven by both the political composition of peer networks and influences outside the educational institution, such as family and prior socialization. This research underscores the importance of considering network stratification and individual contexts for understanding heterogeneous influences of seemingly uniform institutional settings.
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Xie, Shu-tong, Qiong Chen, Kun-hong Liu, Qing-zhao Kong, and Xiu-juan Cao. "Learning Behavior Analysis Using Clustering and Evolutionary Error Correcting Output Code Algorithms in Small Private Online Courses." Scientific Programming 2021 (June 14, 2021): 1–11. http://dx.doi.org/10.1155/2021/9977977.
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In recent years, online and offline teaching activities have been combined by the Small Private Online Course (SPOC) teaching activities, which can achieve a better teaching result. Therefore, colleges around the world have widely carried out SPOC-based blending teaching. Particularly in this year’s epidemic, the online education platform has accumulated lots of education data. In this paper, we collected the student behavior log data during the blending teaching process of the “College Information Technology Fundamentals” course of three colleges to conduct student learning behavior analysis and learning outcome prediction. Firstly, data collection and preprocessing are carried out; cluster analysis is performed by using k-means algorithms. Four typical learning behavior patterns have been obtained from previous research, and these patterns were analyzed in terms of teaching videos, quizzes, and platform visits. Secondly, a multiclass classification framework, which combines a feature selection method based on genetic algorithm (GA) with the error correcting output code (ECOC) method, is designed for training the classification model to achieve the prediction of grade levels of students. The experimental results show that the multiclass classification method proposed in this paper can effectively predict the grade of performance, with an average accuracy rate of over 75%. The research results help to implement personalized teaching for students with different grades and learning patterns.
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Su, Ja-Hwung, Yi-Wen Liao, Jia-Zhen Xu, and Yu-Wei Zhao. "A Personality-Driven Recommender System for Cross-Domain Learning Based on Holland Code Assessments." Sustainability 13, no. 7 (April 2, 2021): 3936. http://dx.doi.org/10.3390/su13073936.
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Over the past few decades, AI has been widely used in the field of education. However, very little attention has been paid to the use of AI for enhancing the quality of cross-domain learning. College/university students are often interested in different domains of knowledge but may be unaware of how to choose relevant cross-domain courses. Therefore, this paper presents a personality-driven recommender system that suggests cross-domain courses and related jobs by computing personality similarities and probable course grades. In this study, 710 students from 12 departments in a Taiwanese university conducted Holland code assessments. Based on the assessments, a comprehensive empirical study, including objective and subjective evaluations, was performed. The results reveal that (1) the recommender system shows very promising performances in predicting course grades (objective evaluations), (2) most of the student testers had encountered difficulties in selecting cross-domain courses and needed the further support of a recommender system, and (3) most of the student testers positively rated the proposed system (subjective evaluations). In summary, Holland code assessments are useful for connecting personalities, interests and learning styles, and the proposed system provides helpful information that supports good decision-making when choosing cross-domain courses.
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Pan, Jiejing. "An Online Teaching Design of Oral English against COVID-19: An “Ideological-and-Political-Theories-Education-in-All-Courses” Perspective." English Language Teaching 14, no. 9 (August 27, 2021): 39. http://dx.doi.org/10.5539/elt.v14n9p39.
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Under the outbreak of the Coronavirus Disease 2019 (COVID-19) and the philosophy of “Ideological and Political Theories Education in all Courses (IPTEC)” by China’s Ministry of Education, college curriculum reform has become a pressing issue in both form and content. Oral English course is characterized with flexible organization and a wide selection of teaching materials, thus closely related to the shaping of college students’ values. An online teaching mode of oral English featuring “DingTalk + WeChat Group + FiF” is proposed after a mining of “ideological and political elements”, with the sophomore oral English course of School of Foreign Studies, Guangzhou University of Chinese Medicine as a case. The highlights of this mode are as follows. First, all links of the teaching design are permeated with ideological and political elements, which realizes the blending of explicit and implicit educations. Second, it supports teacher-to-student and student-to-student voice interactions in a multi-party manner at any time. Third, a complex is created where one online classroom is systematically nested in another among the various platforms. Fourth, group and single games enrich the organization of the classroom. Fifth, it provides private and convenient classroom and homework management.
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Mo, Hong Wu. "The Application Study on Choosing Course System Based on JBoss Cache of Distributed Cache Technology." Applied Mechanics and Materials 496-500 (January 2014): 2121–26. http://dx.doi.org/10.4028/www.scientific.net/amm.496-500.2121.
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The Web server delays while selecting course online in college. Adopting JBoss Cache to construct distributed multi-level cache of application server can solve the problem of lack throughput and respond time long effectly.
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Ulum, Pateh, and Desti Fitriani. "IMPLEMENTATION OF GENETIC ALGORITHM IN THE CURRENT SCHEDULING SYSTEM." Jurnal Riset Informatika 3, no. 2 (March 1, 2021): 119–26. http://dx.doi.org/10.34288/jri.v3i2.167.
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Scheduling courses is a routine job in academic activities at a college. In its implementation, the scheduling process is not easy to do because many factors need to be considered, several factors that are considered, such as the willingness of lecturers to teach, the availability of classrooms. Besides that, it is also necessary to pay attention to the number of classes in each subject. Course scheduling is a combination of courses, days, time, lecture space, and consideration of lecturers' willingness to teach. To solve the course scheduling problem, a system that can handle the scheduling process is needed. The method that can be used to solve this problem is to use the Genetic Algorithm approach. The genetic algorithm is a scheduling algorithm that can combine lecture time and space automatically by applying a natural or gene selection system. Based on the research that has been done, the genetic algorithm can solve scheduling problems quickly, which only takes 15 seconds for 78 classes and uses as many as 16 chromosomes. Also, the fitness value of all chromosomes is 0, this means that the scheduling results obtained are optimal.
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Blay, Allen D., and M. G. Fennema. "Are Accountants Made or Born? An Analysis of Self-Selection into the Accounting Major and Performance in Accounting Courses and on the CPA Exam." Issues in Accounting Education 32, no. 3 (September 1, 2016): 33–50. http://dx.doi.org/10.2308/iace-51583.
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ABSTRACT This study examines whether college students self-select into the accounting major based on accounting decision-making ability that they bring with them to their first accounting course and whether such ability is associated with performance in accounting coursework and on the CPA Examination. We analyzed the performance on three financial and managerial accounting-related tasks of 1,110 students prior to taking a principles of financial accounting course for the first time. We found that students who intend to be accounting majors performed no better on these tasks than other first-time accounting students. However, we found a strong correlation between performance on these tasks and ultimate performance in accounting courses and on the CPA Examination after controlling for measures of intelligence, academic performance, task effort, and demographic factors. Thus, we conclude that high-performing accounting majors start their college education with a greater ability to perform at least some accounting-related tasks, but that those students do not self-select into the accounting major based on these abilities. In a follow-up study upon completion of their accounting degree, we found that students with lower incoming ability to complete these tasks were not able to catch up with their higher-ability accounting major peers. In addition, they did not improve performance on the accounting-related tasks any more than a lower-ability non-accounting major despite having earned an accounting degree. Data Availability: Data are available from the authors upon request.
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Keng, Shao-Hsun. "The Effect of a Stricter Academic Dismissal Policy on Course Selection, Student Effort, and Grading Leniency." Education Finance and Policy 11, no. 2 (April 2016): 203–24. http://dx.doi.org/10.1162/edfp_a_00179.
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This paper uses data from a four-year college in Taiwan to examine the effect of adopting a stricter dismissal policy on course selection, student effort, and grading practices. Under the new rule, students are dismissed if they fail 50 percent or more credits in any two semesters as opposed to two consecutive semesters. The results show students who had failed 50 percent or more credit hours in a semester are more likely to strategically enroll in leniently graded courses after the policy change, especially in classes with a low failure rate. Study time and class attendance increase significantly after the policy change, suggesting the policy has achieved its goal of encouraging student effort. Instructors are found to grade more leniently after the policy change and the effect remains strong after student effort is controlled for. More importantly, instructors lower grading standards mainly through failing fewer students, as opposed to giving higher grades.
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张, 煜. "The Design and Implementation of College Course Selection Management Information System Based on “Will Point”." Computer Science and Application 09, no. 04 (2019): 731–48. http://dx.doi.org/10.12677/csa.2019.94083.
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