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Journal articles on the topic 'Course development'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Xu, Haixia, and Libby V. Morris. "Collaborative Course Development for Online Courses." Innovative Higher Education 32, no. 1 (January 19, 2007): 35–47. http://dx.doi.org/10.1007/s10755-006-9033-5.

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2

McDonald, Bruce A. "Begin course development with a course blueprint." Performance + Instruction 29, no. 7 (August 1990): 4–11. http://dx.doi.org/10.1002/pfi.4160290705.

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3

Demchenko, N. A. "Training course for students philologists scientific writing skills development." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (330) (2019): 122–30. http://dx.doi.org/10.12958/2227-2844-2019-7(330)-122-130.

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4

Timmers, Shannon. "Microcomputers in Course Development." PLET: Programmed Learning & Educational Technology 23, no. 1 (February 1986): 15–23. http://dx.doi.org/10.1080/0033039860230103.

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5

Hansen, Jamie M., Aaron P. Jackson, and Tyler R. Pedersen. "Career Development Courses and Educational Outcomes." Journal of Career Development 44, no. 3 (April 21, 2016): 209–23. http://dx.doi.org/10.1177/0894845316644984.

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Research suggests that career development courses have positive impacts on college students’ career development outputs. What is less established is the impact of these career courses on educational outcomes like retention, graduation rate, and academic performance. This study compared two groups of undergraduate students: one that successfully completed a career development course ( n = 3,546) and a matched group of students who did not take the career course ( n = 3,510). The groups were compared on graduation rate, time to graduation, course withdrawals, and cumulative grade point averages (GPAs). The career development course was not a significant predictor of graduation within 6 years, the number of semesters to graduate, or the number of withdrawals incurred. However, the career development course did significantly predict the total number of credits (participants graduated with about five more credits) and cumulative GPA at graduation (participants graduated with higher GPAs).

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6

Abeywardena, Ishan Sudeera, and Ho Sinn Chye. "Development of a Computer-Aided ODL Course Development Tracking System (CDTS)." Asian Association of Open Universities Journal 6, no. 1 (September 1, 2011): 43–50. http://dx.doi.org/10.1108/aaouj-06-01-2011-b005.

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Constant emphasis and close attention paid to Quality Assurance in the production of Open Distance Learning (ODL) course materials at Wawasan Open University (WOU) had necessitated that the whole process of course materials development be clearly defined and tracked systematically. Although a Standard Operating Procedure already exists, yet its implementation by way of manual tracking could not always guarantee that the work delivery timelines are diligently tracked and crucial inputs from all key stakeholders in the course development team are received in a timely manner. There was also a need to ensure that Schools and their academics (course coordinators), the Registry, Educational Technology and Publishing Unit, IT Services and Learning and Library Services could track the developmental stages of any named course at any specific time. A new software application had been developed in-house at WOU which enables all the key stakeholders to keep track of all stages of the course development chain from start to end. The application, built on the Microsoft .NET framework using a centralized MS SQL Server database, serves as a central repository of all the information relevant to the course development cycle and manages the archiving of all the documents. The application can generate (i) course development status reports for ongoing development, (ii) the complete course development report for the courses which have been completed and (iii) summary reports of the progress of any on-going or completed course development for management purposes by the Deans and Directors of the relevant academic support units. A pilot study was conducted involving participation of a small group of selected key stakeholders. It provided valuable feedback which had helped the software development team to further fine-tune the application before the system gets deployed in July 2010. This paper describes the development process and the workings of the Course Development Tracking System (CDTS). It discusses the implications of implementing the system in a real-world environment

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7

Wu, Ni. "English Online Course Development Model and Course Content Recommendation." Mobile Information Systems 2022 (August 10, 2022): 1–11. http://dx.doi.org/10.1155/2022/1835977.

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The process of education informatization has been accelerated in the Internet era. English course teaching in colleges and universities also gradually follows the development of the times and makes efforts to promote the reform of informatization teaching. This paper gives the design and application strategy of the English course development model in China’s colleges and universities and designs a diversified teaching model. In addition, aiming at the unreasonable selection of teaching resources and learning materials, this paper designs a multidimensional course recommendation algorithm with integrated features. The proposed algorithm uses a deep learning model for data feature extraction and extracts the information of course attributes and review texts. Then an improved association rule algorithm is conceived to perform association clustering analysis on the original course categories to increase the coverage of recommendations. Experimental results demonstrate that the proposed content recommendation algorithm can recommend high-quality course resources for English teachers, and its performance is better than other algorithms.

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8

Cornock, Claire. "Development of a Course Community." MSOR Connections 16, no. 1 (November 16, 2017): 15. http://dx.doi.org/10.21100/msor.v16i1.568.

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There are feelings of belonging amongst those involved with the mathematics course at Sheffield Hallam University. A number of factors contribute to this, including the use of year tutors, a peer assisted learning scheme, a shared working space, a Maths Arcade, an induction week programme, a final year de-stress day, and other social events. In addition to communication with peers in their own year group, interactions with staff and students in other year groups are encouraged. The students are given opportunities to form friendship groups, which has a large impact on their university experience. The desire from staff to work alongside students and support activities has resulted in students feeling part of a community.

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9

Gorbatov, V. S., and A. A. Meshcheriakov. "Secure software development training course." Bezopasnost informacionnyh tehnology, no. 2 (June 2017): 35. http://dx.doi.org/10.26583/bit.2017.2.04.

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10

Servoss, Jonathan, Connie Chang, Jonathan Fay, and Kevin Ward. "The Early Tech Development Course." Academic Medicine 92, no. 4 (April 2017): 506–10. http://dx.doi.org/10.1097/acm.0000000000001515.

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11

Flanagan, Madeleine. "Selecting a professional development course." Journal of Wound Care 7, no. 1 (January 2, 1998): 3. http://dx.doi.org/10.12968/jowc.1998.7.1.3.

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12

Noonan, Robert E., and John R. Hott. "A course in software development." ACM SIGCSE Bulletin 39, no. 1 (March 7, 2007): 135–39. http://dx.doi.org/10.1145/1227504.1227362.

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13

Ablett, Nicole. "OT/PT Role Development Course." Physiotherapy 75, no. 2 (February 1989): 95. http://dx.doi.org/10.1016/s0031-9406(10)62733-2.

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14

Dahlheimer, S. S. "Development of an Elective Course." Journal of the American Dietetic Association 99, no. 9 (September 1999): A105. http://dx.doi.org/10.1016/s0002-8223(99)00767-1.

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15

Sharp, Alastair. "Broadening horizons for course development." System 19, no. 3 (January 1991): 235–39. http://dx.doi.org/10.1016/0346-251x(91)90048-t.

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16

Taher, Mohamed. "Crash Course in Collection Development." Library Collections, Acquisitions, & Technical Services 33, no. 4 (October 1, 2009): 132. http://dx.doi.org/10.1080/14649055.2009.10766244.

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17

Fidishun, Dolores. "Crash Course in Collection Development." Library Collections, Acquisitions, & Technical Services 33, no. 4 (October 1, 2009): 132–33. http://dx.doi.org/10.1080/14649055.2009.10766245.

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18

Pineda de Gyvez, J. "Course development in IC manufacturing." IEEE Transactions on Education 37, no. 4 (1994): 341–50. http://dx.doi.org/10.1109/13.330101.

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19

:Lickorish, Leonard J. "Tourism policy and development course." Annals of Tourism Research 15, no. 2 (January 1988): 273–74. http://dx.doi.org/10.1016/0160-7383(88)90090-4.

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20

Chao, Ining Tracy, Tami Saj, and Doug Hamilton. "Using collaborative course development to achieve online course quality standards." International Review of Research in Open and Distributed Learning 11, no. 3 (October 15, 2010): 106. http://dx.doi.org/10.19173/irrodl.v11i3.912.

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The issue of quality is becoming front and centre as online distance education moves into the mainstream of higher education. Many believe collaborative course development is the best way to design quality online courses. This research uses a case study approach to probe into the collaborative course development process and the implementation of quality standards at a Canadian university. Four cases are presented to discuss the effects of the faculty member/instructional designer relationship on course quality, as well as the issues surrounding the use of quality standards as a development tool. Findings from the study indicate that the extent of collaboration depends on the degree of course development and revision required, the nature of the established relationship between the faculty member and designer, and the level of experience of the faculty member. Recommendations for the effective use of quality standards using collaborative development processes are provided.

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21

Vashchalova, T. V. "Sustainable development: interdisciplinary aspects of academic course development." RUDN Journal of Ecology and Life Safety 26, no. 2 (2018): 261–68. http://dx.doi.org/10.22363/2313-2310-2018-26-2-261-268.

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22

Chung, Hyun-Mi. "Development of ‘Self-Development & College Life’ Course." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 2 (January 31, 2018): 865–87. http://dx.doi.org/10.22251/jlcci.2018.18.2.865.

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23

Mohamed, Omnia Ibrahim, and Nowar Nizar Alani. "English for Specific Purposes: An Overview: Definitions, Characteristics and Development." English Language Teaching 15, no. 12 (November 18, 2022): 28. http://dx.doi.org/10.5539/elt.v15n12p28.

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This paper discusses the importance of English for Specific Purposes (ESP) and traces its historical growth. It comprises the attempts of linguists to define it, each from a different prospective. This review also attempts to find out the purpose of ESP and its scope and how ESP courses are different from General English (GE) courses as well as the features and the requirements of an ESP course. It also discusses the needs analysis that is a crucial requirement for an ESP course and the importance of ESP courses for students as well as professionals. It discusses the teaching and learning process of an ESP course and highlights the fact that the creation, planning and structuring of an ESP course is a very challenging mission because it has to be tailored to the requirements of its learners.   

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24

Lin, Qing Fu. "Study on Design and Development of Mechanical Engineering Network Courses." Advanced Materials Research 225-226 (April 2011): 710–13. http://dx.doi.org/10.4028/www.scientific.net/amr.225-226.710.

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It’s hard to directly transmit ‘Mechanical Engineering Online Courses’ on the computer network, for there are many diagrams with complex structures and much information capacity. By course systems analysis, course scripts making, multimedia materials production; with choice of database server platform, application technologies like streaming media and dynamic web page technology, image and video processing, the essay makes the online course design more easily and the direct transmission speed on the computer network more quickly, and helps majority of teachers design and develop large-capacity online courses.

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25

Shahriari, Mohammad. "Teaching Risk Management and Safety as a Tool for Supporting Sustainable Development - A Curriculum Development." Journal of Teacher Education for Sustainability 13, no. 1 (January 1, 2011): 62–71. http://dx.doi.org/10.2478/v10099-011-0005-1.

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Teaching Risk Management and Safety as a Tool for Supporting Sustainable Development - A Curriculum DevelopmentTraining of engineers as one of the main factors for implementing sustainability in industry is a key task. Due to this fact, the courses given in Chalmers should be adapted to the goal of sustainability. This could not be gained without integrating of risk assessment, as a tool of loss prevention, into different course curricula. To meet the demands, a course entitled "Risk Management and Safety" is offered two times a year to pre-service teachers that study in Chalmers master and doctoral programmes. This paper is concerned with presenting a method for developing a course curriculum including designing, control and evaluation of the projects as an essential part of the course. Industrial patterns have an important role especially in designing and evaluating the projects. The learning outcomes and the work efficiency are also controlled and evaluated through a questionnaire and personal interviews.

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26

Naccarella, Lucio, and Bernice Murphy. "Key lessons for designing health literacy professional development courses." Australian Health Review 42, no. 1 (2018): 36. http://dx.doi.org/10.1071/ah17049.

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Health literacy courses for health professionals have emerged in response to health professionals’ perceived lack of understanding of health literacy issues, and their failure to routinely adopt health literacy practices. Since 2013 in Victoria, Australia, the Centre for Culture, Ethnicity and Health has delivered an annual health literacy demonstration training course that it developed. Course development and delivery partners included HealthWest Partnership and cohealth. The courses are designed to develop the health literacy knowledge, skills and organisational capacity of the health and community services sector in the western metropolitan region of Melbourne. This study presents key learnings from evaluation data from three health literacy courses using Wenger’s professional educational learning design framework. The framework has three educational learning architecture components (engagement, imagination and alignment) and four educational learning architecture dimensions (participation, emergent, local/global, identification). Participatory realist evaluation approaches and qualitative methods were used. The evaluations revealed that the health literacy courses are developing leadership in health literacy, building partnerships among course participants, developing health literacy workforce knowledge and skills, developing ways to use and apply health literacy resources and are serving as a catalyst for building organisational infrastructure. Although the courses were not explicitly developed or implemented using Wenger’s educational learning design pedagogic features, the course structure (i.e. facilitation role of course coordinators, providing safe learning environments, encouraging small group work amongst participants, requiring participants to conduct mini-projects and sponsor organisation buy-in) provided opportunities for engagement, imagination and alignment. Wenger’s educational learning design framework can inform the design of future key pedagogic features of health literacy courses. What is known about the topic? Health professionals are increasingly participating in health literacy professional development courses. What does this paper add? This paper provides key lessons for designing health literacy professional development courses by reflecting upon Wenger’s professional educational learning design framework. What are the implications for practitioners? To ensure health professionals are receiving evidence-informed health literacy professional education, we encourage future health literacy courses be designed, implemented and evaluated using existing professional educational learning design frameworks.

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27

Ren, Wei. "Research on the Application of Computer Photoshop Software in University Network Courses." BCP Education & Psychology 4 (May 31, 2022): 1–7. http://dx.doi.org/10.54691/bcpep.v4i.763.

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The design and construction of online courses is the beginning of online course teaching. The course content must follow the development trend of the industry, and constantly improve and update. This course can maintain the attractiveness and vitality of the online course platform and fully mobilize the enthusiasm of students. Using online courses platform for self-learning. Based on the development practice of Photoshop network course, this paper introduces the teaching design link in the network course, and studies and discusses the functional modules and development technology of the network course.

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28

Septiani, Nanda, Ankur Singh Bist, Cicilia Sriliasta Bangun, and Ellen Dolan. "Digital Business Student Development for Entrepreneurs with Software." Startupreneur Business Digital (SABDA Journal) 1, no. 1 (February 12, 2022): 33–43. http://dx.doi.org/10.34306/sabda.v1i1.74.

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Era revolution 4.0, universities throughout Indonesia are computer technology and the economy. This article provides sufficient detail about the course's pedagogical design and practical implementation to serve as a model for how entrepreneurship and business issues can be integrated into a software engineering program. Courses are evaluated using learning diaries and questionnaires, as well as principal lecturer learning in each of the three sample courses The aim of this course is to provide students with an introduction to lean startup methods for ideas/innovations and further product and company development. This course will teach students about the software industry, entrepreneurship, teamwork, and lean startup methodologies and This article provides sufficient detail about the course's pedagogical design and practical implementation to serve as a model for the Course to be evaluated using learning and questionnaires.

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29

Ramdass, Rowland. "Development of a Study Abroad Course." Journal of the World Universities Forum 8, no. 1 (2015): 1–14. http://dx.doi.org/10.18848/1835-2030/cgp/v08i01/56853.

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30

Stephenson, Evelyn, Julie Poore, Bobbi J. Byrne, Jennifer Dwyer, David Ebert, Greg Hasty, Karen Schroedle, Joseph Turner, and Dylan Cooper. "Interprofessional Educator Development Course for Simulation." Journal of Continuing Education in Nursing 50, no. 10 (October 1, 2019): 463–68. http://dx.doi.org/10.3928/00220124-20190917-08.

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31

Persky, Adam M., Pamela U. Joyner, and Wendy C. Cox. "Development of a Course Review Process." American Journal of Pharmaceutical Education 76, no. 7 (September 10, 2012): 130. http://dx.doi.org/10.5688/ajpe767130.

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32

Sucher, Brandon, Michael Nelson, and Daniel Brown. "An Elective Course in Leader Development." American Journal of Pharmaceutical Education 77, no. 10 (December 16, 2013): 224. http://dx.doi.org/10.5688/ajpe7710224.

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33

Irwansyah, Irwansyah, and Winarno Winarno. "Development Of Pocket Tennis Field Course." Jp.jok (Jurnal Pendidikan Jasmani, Olahraga dan Kesehatan) 4, no. 1 (November 12, 2020): 155–67. http://dx.doi.org/10.33503/jp.jok.v4i1.1150.

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Service is one of the materials studied in theoretical and practical course of tennis in the physical education study program, health and recreation, IKIP Budi Utomo Malang. To be able to master the theory and practice of servicing, teaching materials they are needed. The main obstacle for students that is still difficult to practice tennis service. Providing a pocket book is a solution can be done and easy to learn, under everywhere. The pocket book was developed with the Hannafin and Peck development model, which consists of 3 stages, namely (1) Need Assessment (Needs Analysis Phase), (2) Design (Design Phase), and (3) Develop / Implement (Development and Implementation Phase) , This development model is a product-oriented learning design model. The data obtained begins with needs analysis, product design, product manufacturing, and product validation. The instrument used to collect development research data used questionnaires and interview guides. Data were analyzed descriptively. Based on the results of the analysis, shows that structured teaching materials have met eligibility requirements. The validity level of the material content experts obtained results of 92% (very valid), Language obtained results of 96.7% (Very Valid), Media obtained results of 90.5% (very valid), and individual trials obtained results with results , 94.5% (Very Valid) and fit for use.

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34

Foster, David. "Motivating Course Completion in Executive Development." International Journal of Advanced Corporate Learning (iJAC) 8, no. 2 (June 2, 2015): 41. http://dx.doi.org/10.3991/ijac.v8i2.4362.

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35

Van de Poel, Kris, and Jessica Gasiorek. "Evaluation in the course development process." English Text Construction 3, no. 1 (April 8, 2010): 120–40. http://dx.doi.org/10.1075/etc.3.1.07van.

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Evaluation is a critical but frequently underutilized part of the (language) course development process. Instructors’ reasons for avoiding it vary, but often include the concern that conducting evaluations will draw time and attention away from course content. Using All Write, a first-year writing course at the University of Antwerp, as a case study, this article shows how mechanisms for feedback and evaluation can be incorporated into course materials with minimal impact, as well as demonstrates the benefits of evaluation as both a validation process and a guide for course revision. Moreover, it will show how the stakeholders, primarily learners, but also teachers, may be drawn into the process and potentially benefit from it.

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36

Dooley, John F. "A software development course for CC2001." ACM SIGCSE Bulletin 40, no. 3 (August 25, 2008): 346. http://dx.doi.org/10.1145/1597849.1384388.

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37

Schaie, K. Warner. "The course of adult intellectual development." American Psychologist 49, no. 4 (1994): 304–13. http://dx.doi.org/10.1037/0003-066x.49.4.304.

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38

Andy Rudhito, Marcellinus, Yosep Dwi Kristanto, and Margaretha Madha Melissa. "Development of open online ethnomathematics course." Journal of Physics: Conference Series 1470 (February 2020): 012057. http://dx.doi.org/10.1088/1742-6596/1470/1/012057.

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39

Selby, Frank Wilson and Carolyn. "The PLSD approach to course development." International Journal of Continuing Engineering Education and Lifelong Learning 10, no. 1/2/3/4 (2000): 327. http://dx.doi.org/10.1504/ijceell.2000.000374.

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40

Burton, Dawn. "New Course Development in Multicultural Marketing." Journal of Marketing Education 27, no. 2 (August 2005): 151–62. http://dx.doi.org/10.1177/0273475305276689.

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41

Widyani, Yani. "Experience in Software Development Project Course." Procedia Technology 11 (2013): 1018–26. http://dx.doi.org/10.1016/j.protcy.2013.12.289.

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42

Apple, Thomas M. "Course and Curriculum Development Program Awards." Journal of Chemical Education 73, no. 6 (June 1996): 525. http://dx.doi.org/10.1021/ed073p525.2.

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43

Crain, Stephen. "Charting the course of language development." Behavioral and Brain Sciences 14, no. 4 (December 1991): 639–50. http://dx.doi.org/10.1017/s0140525x00071764.

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44

King, Tara Spalla, and Jami M. Nininger. "Quality Improvement in Online Course Development." CIN: Computers, Informatics, Nursing 37, no. 7 (July 2019): 349–56. http://dx.doi.org/10.1097/cin.0000000000000517.

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45

Finnerty, Pete, Kristopher M. Goodrich, Amanda Brace, and Amber Pope. "Charting the Course of Ally Development." Journal of LGBT Issues in Counseling 8, no. 4 (October 2, 2014): 326–30. http://dx.doi.org/10.1080/15538605.2014.974385.

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46

Blane, D., G. Netuveli, and J. Stone. "The development of life course epidemiology." Revue d'Épidémiologie et de Santé Publique 55, no. 1 (February 2007): 31–38. http://dx.doi.org/10.1016/j.respe.2006.12.004.

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47

Cooperman, Larry. "Instructional Design for Online Course Development." Journal of Veterinary Medical Education 34, no. 3 (July 2007): 238–42. http://dx.doi.org/10.3138/jvme.34.3.238.

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48

Moher, Thomas. "Videocassette Course Development Using Microcomputer Graphics." IEEE Computer Graphics and Applications 5, no. 6 (1985): 34–40. http://dx.doi.org/10.1109/mcg.1985.276497.

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49

Oliveira, Karla M. C., Lukas Pindur, Zhihua Han, Mit B. Bhavsar, John H. Barker, and Liudmila Leppik. "Time course of traumatic neuroma development." PLOS ONE 13, no. 7 (July 16, 2018): e0200548. http://dx.doi.org/10.1371/journal.pone.0200548.

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50

Diamond, John, and Anne Kearney. "Access Course Development: A Case Study." Journal of Further and Higher Education 11, no. 2 (June 1987): 51–57. http://dx.doi.org/10.1080/0309877870110204.

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