Journal articles: 'Course'

1

Norcross, John C. "Which Course, Which Course? The Undergraduate Courses Expected by Graduate Psychology Programs." Eye on Psi Chi Magazine 1, no. 3 (1997): 16–18. http://dx.doi.org/10.24839/0033-2569.eye1.3.16.

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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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Winford, George M. "Reporting, Editing Courses Merged into Single Course." Journalism Educator 40, no. 4 (December 1985): 14–15. http://dx.doi.org/10.1177/107769588504000405.

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Stangroom, Jeremy. "A Course Is a Course, of Course?" Philosophers' Magazine, no. 4 (1998): 10–11. http://dx.doi.org/10.5840/tpm199843.

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Leggas, M., K. Kuo, G. Cloud, M. Li, H. Wang, R. Zhang, F. Robert, and J. J. Rinehart. "Effects of dexamethasone (Dex) pretreatment on toxicity and efficacy of carboplatin and gemcitabine (Carbo/Gem) in patients with non-small cell lung cancer (NSCLC)." Journal of Clinical Oncology 25, no. 18_suppl (June 20, 2007): 18124. http://dx.doi.org/10.1200/jco.2007.25.18_suppl.18124.

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18124 Background: Our preclinical data showed that treating mice with Dex 4 days prior to chemotherapy increased efficacy and decreased toxicity of Carbo/Gem in nude mice bearing human NSCLC by increasing drug concentration in tumors, and decreasing drug concentration in normal tissue without altering plasma pharmacokinetics (PK). Thus, we undertook a Phase I/II trial to determine the optimal dose of Dex, and the effect of Dex on Carbo/Gem plasma PK. Methods: Patients (n=30) with untreated, stage IV NSCLC and PS =2 received Gem, 1g/m2 days 1&8, and Carbo, AUC 5.5 on day 1. Patients were randomized (1:2:2) to receive no Dex (arm 1), or Dex at 8 and 16 mg bid po 4 days before and on day 1 (arms 2 and 3). Dex was administered in courses 2, 3, and 4 (only) to allow course 1 vs course 2 intra-patient toxicity and Carbo/Gem plasma PK assessment. Plasma samples were analyzed by HPLC for Carbo/Gem. Plasma PK analysis was performed with NONMEM v5 using a 5-compatment or 2-compartment structural models for Gem and Carbo. Results: Patients in arms 1, 2, and 3 were similar in PS, age, gender, and histology. In arms 1, 2, and 3, patients completing 4 planned courses of therapy: 1/6, 6/12, 9/12; partial responses (RECIST): 2/6, 7/12, and 8/12. Hematologic toxicity in arms 1 (no Dex), 2, and 3 (Dex) was compared. Platelet nadirs (course2÷course1): 0.6±0.2, 3.77±2.0, 3.4±0.72 (p<0.02); AGC nadirs: 1.1±0.3, 2.32±0.4, 4.95±1.04 (p< 0.01); Change in median time to recovery from day 1 (course 2-course 1) of AGC to 1,500 mm3 in days: +9, -15, -19; Change in median time to recovery of platelets to 100,000 mm3: +5, -1, -1.5. Comparison of nadir AGC and platelets between courses 2, 3, and 4 consistently demonstrated superiority of arm 3 over arm 2. No significant differences in non-hematologic toxicities were seen between arms 1, 2 and 3. Gem and Carbo clearance values were not significantly different among arms or courses. Area under the time-concentration curves (course2÷course1): 0.91±0.18, 0.77±0.15, 0.80±0.16. Conclusions: Dex pretreatment appears to reduce toxicity and improve efficacy of Carbo/Gem in NSCLC patients, with arm 3>2. These effects are not due to alteration of plasma PK since no significant decrease in chemotherapy exposure was observed in arms 2 and 3. [Table: see text]

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Jadhav AK, Jadhav AK, Mulla NH Mulla NH, Prasad HB Prasad HB, and Kadam DB Kadam DB. "Study of Clinical Course and Prognostic Factors Affecting Course of Septicemia." International Journal of Scientific Research 3, no. 2 (June 1, 2012): 397–99. http://dx.doi.org/10.15373/22778179/feb2014/130.

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Olszewski-Kubilius, Paula, and Jeff Yasumoto. "Factors Affecting the Academic Choices of Academically Talented Middle School Students." Journal for the Education of the Gifted 18, no. 3 (July 1995): 298–318. http://dx.doi.org/10.1177/016235329501800306.

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This study examines the factors that influence the couise choices of gifted middle school students who participated in a summer academic program. Specifically, we studied factors that influence the choices between math, science, and verbal oriented courses. The factors included gender, race, ability, previous educational experiences, interests, and parental attitudes. Results show that there was a gender difference favoring males for selection of math and science courses over verbal ones. Parental attitudes and previous educational experiences influenced the selection of a math class over a verbal course. Parental attitudes and race influenced the selection of a science course over a verbal course. The importance that parents place on mathematics and science for the child's future had the most powerful influence over a student's selections compared to other variables and appears to offset negative attitudes that might prevent females from selecting math courses.

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Carayannopoulos, Kallirroi Laiya, Shivani Dadwal, Marissa Laureano, John Neary, Leslie Martin, and Kim Lewis. "The McMaster Internal Medicine Royal College Review Course." Canadian Journal of General Internal Medicine 18, no. 3 (September 14, 2023): 16–25. http://dx.doi.org/10.22374/cjgim.v18i3.698.

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Background: Certification exams are the final hurdle residents overcome to complete training. Despite their high-stakes nature there are few dedicated preparation resources. In response, we created the McMaster Internal Medicine Royal College Review Course and administered a survey to participants to assess the design of the course and its perceived value. Methods: The course was offered as three-hour lectures hosted every one to two weeks for a total of 15 sessions. Each session was dedicated to a specific subspecialty. Following completion of the exam, we distributed a survey to participating residents. Three iterations of this course were studied between 2018–2021. Results: 112/139 residents completed the survey. 92.8% of participants found the course valuable and 70.6% felt it helped to reduce exam anxiety. Most participants (78.6%) engaged with the course during the presentations and used the resources for review during independent study. Conclusion: This review course presents a valuable exam preparation resource for residents. This survey demonstrated a desire for the course to continue and may present an opportunity for other residency programs to offer similar courses. RésuméContexte: Les examens de certification sont le dernier obstacle que les résidents doivent franchir pour achever leur formation. Malgré les enjeux importants qu’ils représentent, il existe peu de ressources dédiées à la prépa-ration. C’est pourquoi nous avons créé le cours de révision du Collège royal de médecine interne de l’Université McMaster et mené une enquête auprès des participants afin d’évaluer la conception du cours et sa valeur perçue. Méthodes: Le cours a été proposé sous forme de conférences de trois heures organisées toutes les une à deux semaines, pour un total de 15 sessions. Chaque session était consacrée à une sous-spécialité spécifique. Une ois l’examen terminé, nous avons distribué une enquête aux résidents participants. Trois itérations de ce cours ont été étudiées entre 2018–2021. Résultats: 112/139 résidents ont répondu à l’enquête. 92,8% des participants ont trouvé le cours utile et 70,6% ont estimé qu’il avait contribué à réduire l’anxiété liée à l’examen. La plupart des participants (78,6 %) ont participé au cours pendant les présentations et ont utilisé les ressources pour réviser pendant les études indépendantes. Conclusion: Ce cours de révision constitue une ressource précieuse pour la préparation des examens pour les résidents. L’enquête a montré que les participants souhaitaient que le cours se poursuive et que d’autres programmes d’internat pourraient proposer des cours similaires.

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Evans, Shelley M. "Personalities of Introductory Course Instructors and Course Completion." Journal of College Student Retention: Research, Theory & Practice 22, no. 1 (July 27, 2017): 2–16. http://dx.doi.org/10.1177/1521025117720389.

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Online courses are often criticized for having lower retention rates than traditional courses, especially introductory courses. This study aimed to determine whether there was a relationship between online and traditional instructor personality traits and course completion rate for introductory course instructors at a higher education institution in the Western United States. Instructor personality traits, as measured by the NEO Five-Factor Inventory-3 (NEO-FFI-3), were correlated with student course completion rate. Independent t tests were used to determine whether the relationship differed as a function of modality. There were no statistically significant relationships found between online and traditional instructor personality traits and course completion rate, but there were statistically significant differences between modalities for extroversion, agreeableness, and course completion rate. The results imply the traditional modality better supports individuals with these traits and allows for greater expression of the traits. The findings provide a greater understanding of the diversity among teachers in different modalities.

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Sullivan, Gary, and Ian R. Jones. "Membership course or Masters course?" Psychiatric Bulletin 21, no. 7 (July 1997): 449–50. http://dx.doi.org/10.1192/pb.21.7.449.

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Doctors who are embarking upon general professional training in psychiatry as Senior House Officers (SHOs) are now faced with making a choice between two types of training schemes. The first type offers training on a membership course aimed primarily at teaching the skills required to pass Part 1 and Part 2 of the MRCPsych. The second type offers training on a university course leading to the award of a Masters degree in psychiatry.

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Holt, Megan, Daniel Gillen, Sacha D. Nandlall, Kevin Setter, Paul Thorman, Suzanne Amador Kane, Christa Hixson Miller, Chelsea Cook, and Cary Supalo. "Making Physics Courses Accessible for Blind Students: Strategies for Course Administration, Class Meetings, and Course Materials." Physics Teacher 57, no. 2 (February 2019): 94–98. http://dx.doi.org/10.1119/1.5088469.

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Wintermute, Edwin H., Matthieu Cisel, and Ariel B. Lindner. "A survival model for course-course interactions in a Massive Open Online Course platform." PLOS ONE 16, no. 1 (January 22, 2021): e0245718. http://dx.doi.org/10.1371/journal.pone.0245718.

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Massive Open Online Course (MOOC) platforms incorporate large course catalogs from which individual students may register multiple courses. We performed a network-based analysis of student achievement, considering how course-course interactions may positively or negatively affect student success. Our data set included 378,000 users and 1,000,000 unique registration events in France Université Numérique (FUN), a national MOOC platform. We adapt reliability theory to model certificate completion rates with a Weibull survival function, following the intuition that students “survive” in a course for a certain time before stochastically dropping out. Course-course interactions are found to be well described by a single parameter for user engagement that can be estimated from a user’s registration profile. User engagement, in turn, correlates with certificate rates in all courses regardless of specific content. The reliability approach is shown to capture several certificate rate patterns that are overlooked by conventional regression models. User engagement emerges as a natural metric for tracking student progress across demographics and over time.

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Fukuhara, Yoshimi. "OCW (Open Course Ware)." Journal of The Institute of Image Information and Television Engineers 65, no. 6 (2011): 770–73. http://dx.doi.org/10.3169/itej.65.770.

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Solovov, A. V., and A. A. Menshikova. "Designing E-Course Navigation." Ontology of designing 13, no. 3 (September 14, 2023): 352–67. http://dx.doi.org/10.18287/2223-9537-2023-13-3-352-367.

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In the design of the e-course learning process, it is proposed to use the concept of a navigation model. This model provides convenient and didactically based navigation through the educational material of the course. The work is based on the recent research of the authors on the structuring of educational content in the form of an e-course content model, ordered in the form of a hierarchical structure of the ontologies of learning elements that make up the course. The navigation model concept includes a set of matrices of relations of order and logical coherence of learning elements and corresponding to these matrices of orgraphs of the sequence of study and logical coherence of fragments of educational content. The navigation model answers two important questions of designing an electronic course: 1) what should be the didactically rational sequence of studying the learning elements in the course that is being created; 2) what logical connections should be established between the individual learning elements of the course in order to ensure convenient and didactically based navigation of the course. The mathematical substantiation of the navigation model is given, its properties are investigated, and integral characteristics are introduced. The use of the e-course navigation model helps to: determine and visually represent a rational sequence of studying the educational material, as well as the logical reference links between its various fragments; provide effective assistance to students in navigating the course; analyze and compare different educational materials, assess the level of didactic significance of various learning elements; minimize the complexity of preparing exercises for training and control tests, and the complexity of training and control procedures for e-learning. The concept of a navigation model complies with the international e-learning standards SCORM and IMS, complements them with specific algorithms for aggregating learning objects (SCOs) into e-courses, and assists students in learning them. The mathematical substantiation of the navigation model makes it possible to automate the design of e-courses.

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Flynn, Clifton P. "A course is a course, of course, of course (unless it’s an animals and society course): challenging boundaries in academia." International Journal of Sociology and Social Policy 23, no. 3 (March 2003): 94–108. http://dx.doi.org/10.1108/01443330310790273.

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Aladdin, Ashinida. "A Needs Analysis for the Course Materials Design of the Arabic Language Course." International Journal of Social Science and Humanity 6, no. 6 (June 2016): 423–26. http://dx.doi.org/10.7763/ijssh.2016.v6.684.

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Said, Hazem, Lauren Kirgis, Brian Verkamp, and Lawrence J Johnson. "Online vs. Face-to-Face Delivery of Information Technology Courses: Students' Assessment." Journal of Information Technology Education: Research 14 (2015): 297–312. http://dx.doi.org/10.28945/2274.

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This paper investigates students’ assessment of on-line vs face-to-face delivery of lecture-based information technology courses. The study used end-of-course surveys to examine students’ ratings of five course quality indicators: Course Organization, Assessment and Grading Procedures, Instructor Performance, Positive Learning Experience, and Perceived Success. The study analyzed five semesters of students’ ratings and found no significant differences in the overall ratings of the course quality indicators between the on-line and face-to-face courses. There were differences between the overall ratings of the course quality indicators, with instructor performance and course organization receiving the highest ratings. More importantly, there was a significant interaction between the course quality indicators and the course structure. Examination of this interaction indicated that the course organization, the assessment and grading procedures, and the students’ perceived success in the course, were higher in on-line courses, while instructor performance was better in face-to-face courses. These findings suggest different ways to improve both the on-line and face-to-face courses. Finally, the most surprising outcome was that students perceived greater success in on-line courses. However, this result needs further exploration in future studies.

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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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Sadoski, Mark, and Charles W. Sanders. "Student Course Evaluations: Common Themes across Courses and Years." Medical Education Online 12, no. 1 (December 2007): 4463. http://dx.doi.org/10.3402/meo.v12i.4463.

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Ben Dahmane Mouelhi, Norchène, Intissar Abbes, and Yousra Hallem. "Founa : faire la course (running) ou faire ses courses ?" Recherche et Cas en Sciences de Gestion N° 20, no. 2 (October 6, 2021): 57–74. http://dx.doi.org/10.3917/rcsg.020.0057.

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Koea, Jonathan B. "Horses for courses but which horse for which course?" ANZ Journal of Surgery 86, no. 3 (March 2016): 113–14. http://dx.doi.org/10.1111/ans.13408.

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Billings, Diane M., Mary M. Hoke, and Kurt Waldhuetter. "Licensing Web-Based Nursing Programs, Courses, and Course Materials." Journal of Professional Nursing 21, no. 5 (September 2005): 276–82. http://dx.doi.org/10.1016/j.profnurs.2005.07.008.

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Dana-Picard, Thierry, Ivy Kidron, Meir Komar, and Joseph Steiner. "ICT-aided engineering courses: a multi-campus course management." European Journal of Engineering Education 31, no. 4 (August 2006): 373–81. http://dx.doi.org/10.1080/03043790600676083.

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Nutting, Maureen. "The Linked Course." Teaching History: A Journal of Methods 26, no. 1 (April 1, 2001): 3–12. http://dx.doi.org/10.33043/th.26.1.3-12.

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All history instructors are familiar with stand-alone classes, where we teach a specific course devoted to a clear-cut subject over the course of a term to a particular group of students. As instructors, we determine the direction of the course, assign readings and other work, and assess the students' learning at the end of the term. These courses usually follow a lecture format, or a seminar format, and depending on the instructor, the course might or might not have discussion groups, group projects, service learning components, and computer instruction built in. Most of these courses are delivered in classrooms; some are delivered on line, via correspondence, television, or video.

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&NA;, &NA;. "COURSE." Nursing Administration Quarterly 18, no. 3 (1994): viii. http://dx.doi.org/10.1097/00006216-199401830-00003.

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Gabriel, Michael R. "Online Collection Evaluation, Course by Course." Collection Building 8, no. 2 (February 1987): 20–24. http://dx.doi.org/10.1108/eb023210.

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Smith, G. W. "Course compendium rather than course text." Computer Integrated Manufacturing Systems 1, no. 1 (February 1988): 54. http://dx.doi.org/10.1016/0951-5240(88)90011-0.

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Bollen, Edward, and Ganesh Paul. "Course Review: Yorkshire Microsurgery Course 2023." Annals of Plastic Surgery 91, no. 1 (July 2023): 12–13. http://dx.doi.org/10.1097/sap.0000000000003580.

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Abstract Microsurgery is an advanced set of techniques that require a high level of skill to be performed safely. Surgical skills courses offer safe environments for practice in such skills and form a fundamental part of surgical training. The Yorkshire Microsurgery Course is a 3-day course at Bradford Royal Infirmary, United Kingdom. Delivered via short lectures followed by supervised practical sessions, the course aims to provide delegates with the essential knowledge and skills required for microsurgery. We detail an outline and critical evaluation of the February 2023 iteration of the course, with recommendations for improvement. Overall, we found the course excellent. It provided delegates with a solid grounding in the fundamentals of microsurgery and the opportunity for personalized practice supervised by experts. We would recommend this course to colleagues interested in a career in plastic surgery.

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Yao, Weiqiang, Haiquan Sun, and Xiaoxuan Hu. "A Novel Search Ranking Method for MOOCs Using Unstructured Course Information." Wireless Communications and Mobile Computing 2020 (September 23, 2020): 1–13. http://dx.doi.org/10.1155/2020/8813615.

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Massive open online courses (MOOCs) are a technical trend in the field of education. As the number of available MOOCs continues to grow dramatically, the difficulty for learners to find courses that satisfy their personalized learning goals has also increased. Unstructured texts, such as course descriptions and course skills, contain rich course information and are useful for MOOC platforms in constructing personalized services. This paper proposes a novel search ranking method for MOOCs that integrates unstructured course information. We propose a latent Dirichlet allocation-based model to cluster courses into groups based on course descriptions. Courses in the same cluster are considered to share similar educational contents. We then propose the CourseRank algorithm based on the information of course skills to recommend and rank courses when students search for or click on a specific course. Our experiments on the dataset from Coursera indicate that our method is able to cluster courses effectively and produce satisfactory ranking results for courses in MOOC platforms.

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Galeshi, Roofia, and Jung-ah Choi. "Capstone Course." International Journal of Teacher Education and Professional Development 3, no. 1 (January 2020): 1–14. http://dx.doi.org/10.4018/ijtepd.2020010101.

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Capstone courses are uniquely positioned in higher education programs. A capstone course in teacher education programs provides an opportunity for preservice teachers to synthesize their undergraduate learning. A capstone course builds and connects a bridge between college learning and workplace environment to ease preservice teachers' transition into the workplace. In this transition process, faculty helps preservice teachers elicit, reflect, and interpret their own understanding of their content area and relate it to their teaching practices. This article draws upon a series of semi-structured interviews with capstone instructors across the United States. It explores the experiences of faculty, teaching capstone courses and provides rich accounts of how capstone courses serve preservice teachers. It offers an insight into the challenges faculty face while teaching capstone courses. The findings provide an overview of mathematics education capstone instructors' pedagogical approach and their belief about the role capstone courses within teacher education programs.

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St. Hilaire, Rolston. "166 An Internet Course Tool for Teaching Landscape Horticulture Courses." HortScience 34, no. 3 (June 1999): 470F—471. http://dx.doi.org/10.21273/hortsci.34.3.470f.

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A World Wide Web course tool (WebCT) developed by the Univ. of British Columbia was used as an aid in teaching landscape plant identification and landscape construction at New Mexico State Univ. WebCT is a set of educational tools that are easily incorporated into the teaching of classes. Course assignments, slides of plant materials, and course grades were posted on the Web. A chat tool provided real-time communication among students and the electronic mail facility allowed personal communication with a student or communication to all course participants. Access to WebCT is controlled by username and password, so course material is restricted to course participants. Student progress through materials posted on the Web site can be monitored because WebCT maintains records about student access to web pages. Course statistics, such as the total number of hits per page, time spent on each Web page, and the date and time when student first accessed or last accessed the Web site, are kept by WebCT. Students were able to review highly visual material such as slides of landscape plants at their own pace. Also, students had quick access to their grades.

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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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Johnson, James E., Robert M. Turick, Michael F. Dalgety, Khirey B. Walker, Eric L. Klosterman, and Anya T. Eicher. "Perceived Course Rigor in Sport Management: Class Level, Course Grades, and Student Ratings." Sport Management Education Journal 14, no. 1 (April 1, 2020): 37–47. http://dx.doi.org/10.1123/smej.2019-0058.

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Higher education in the United States, and sport management in particular, has faced contemporary attacks for its perceived lack of academic rigor. To investigate these criticisms, this study examined 830 students enrolled in 69 semester-long courses across four consecutive years in a single sport management program to measure perceived course rigor and its relationship to overall course ratings, course grades, and course level. Seven rigor questions were added to existing student ratings and distributed at the end of each semester. A factor analysis strongly supported the conceptualization of rigor utilized in the study. Pearson correlations indicated that student ratings and rigor were positively related. An ordinary least squares multiple regression also revealed that overall student ratings and course grades significantly aid in predicting course rigor. Pragmatically, the results suggest that sport management students appreciate rigorous courses and that faculty should strive to include elements of rigor into their courses without fear of retributional bias on student ratings.

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Horton, Michal. "The Theme Course." Pedagogy 21, no. 1 (January 1, 2021): 135–57. http://dx.doi.org/10.1215/15314200-8692737.

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Theme courses are a common practice despite their limited presence in composition scholarship, which contributes to a fractured understanding of the theme course’s purpose and place in the discipline. This article offers an aggregate picture of theme (or topic) based courses based on disparate scholarly publications and affirmed by data collected through an online survey of writing instructors and program administrators. To trace the theme course within our disciplinary tradition and as a continuing practice, this article defines the theme course, distinguishing between writing as subject matter and theme content as a form of reinforcement. It furthermore historicizes the theme course’s limited life in scholarship, synthesizing key features of theme course practice, reinforced by survey responses. Ultimately, this article offers a framework for reflective practice that all theme course practitioners can use for developing, implementing, and evaluating their teaching methods. The underlying argument is that theme courses can support learning about writing, so long as theme selection and implementation work in purposeful support of the course’s learning about writing goals.

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Kukharenko, Vladimir, Bohdan Shunevych, and Hennadiy Kravtsov. "Distance course examination." Educational Technology Quarterly 2022, no. 1 (February 3, 2022): 1–19. http://dx.doi.org/10.55056/etq.4.

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The article deals with the theoretical foundations of carrying out distance course (DC) examination with the aim of creating the program for expert training. An expert is defined as a specialist who has experience in compiling distance courses, organization of distance learning as well as has and uses content tutor skills.The article also describes the basic skills that an expert should have as well as typical mistakes of the developers of distance courses are presented. On the basis of the research a DC ``Expert examination of distance course'' was compiled for experienced developers of distance courses and administrators of distance learning systems at different institutions. During the training, the learners analyzed the purpose of Bloom's taxonomy and its accessibility, the complexity of the text and its design, the tasks and learning activities, the quality of tests and the evaluation system, etc. The result of the course training is learner's report on the distance course examination and analysis of this work. 47 lecturers of Ukrainian educational institutions were trained and only 12 of them successfully completed the training.

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Bhuyan, Muhibul Haque, and Sher Shermin Azmiri Khan. "Calculation and appraisal of the course outcomes of the electronics course." Contemporary Educational Researches Journal 13, no. 2 (May 31, 2023): 110–27. http://dx.doi.org/10.18844/cerj.v13i2.6902.

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The purpose of this research work was to assess and evaluate the course outcomes of the electronics course of the Bachelor of Science in Electrical and Electronic Engineering program incorporating higher-order thinking skills and complex engineering problem-solving skills among the students. This course is one of the essential course courses of BSc in EEE program of study and as such, its course outcomes are associated with three program outcomes. To compute and appraise the course outcomes of this course and hence its impact on the program outcomes, we used direct assessment data from various formative and summative assessment tests during a particular semester. For this purpose, an assessment plan was prepared and then test data were used to evaluate the outcome. Finally, statistical analysis is performed to check whether a particular student cohort of electronics courses could achieve this or not. All of the 46 participating students have attained the benchmark set before the start of the course. Finally, course survey results and a few recommendations are provided as a measure of the continuous quality improvement method. Keywords: Assessment; course outcome; electronics; evaluation; outcome-based education

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Shoukat, Amna, Malik Tahir Hassan, and Hira Asim. "Automatic Generation of Teachers’ Course Preferences Using Document Clustering." Journal of Applied Research and Multidisciplinary Studies 1, no. 1 (September 23, 2020): 1–16. http://dx.doi.org/10.32350/jarms/2020/0101/903.

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The current study examined the automated course preferences of teachers using document clustering. Data regarding teachers’ course preferences and course outlines were collected and preprocessed for further analysis. Two separate clustering solutions were generated for teachers and courses datasets. The clustering solution for teachers contained clusters of similar faculty members grouped together on the basis of their course preferences and courses taught by them in previous years. The clustering solution generated for courses contained the list of course outlines of assigned courses. Good quality clusters for both teachers and courses were generated using K-means clustering method in CLUTO software package. The generated clustering solutions were mapped for automated generation of course preferences for each teacher in the dataset. Precision, Recall and F-measure values were also reported and they indicated promising results.

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Matlin, Margaret W. "Teaching Psychology of Women: A Survey of Instructors." Psychology of Women Quarterly 13, no. 3 (November 1989): 245–61. http://dx.doi.org/10.1111/j.1471-6402.1989.tb01000.x.

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A 38-item questionnaire was sent to 440 instructors of psychology of women courses; 230 surveys were returned. This article examines characteristics of people who teach courses in psychology of women, characteristics of their institutions, characteristics of the course itself, and the instructors' reactions to the course. Among the findings are: (a) instructors in this course vary greatly in the number of years they have taught the course and in their area of graduate training; (b) few instructors had taken a formal course in psychology of women; (c) the course is usually a highly emotional one; and (d) almost all instructors enjoyed teaching the psychology of women course more than their other courses.

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Osborne*, Dennis J., Douglas C. Sanders, Leigh Jay Hicks, and Donna Petherbridge. "Using Dreamweaver and WebCT to Support an Online Horticulture Course." HortScience 39, no. 4 (July 2004): 810C—810. http://dx.doi.org/10.21273/hortsci.39.4.810c.

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The software package Macromedia Dreamweaver™ and learning management system WebCT™ are becoming de facto standards used to develop university distance education courses. NC State Univ. adopted these tools as part of its extensive support program for creating new distance courses, transforming existing classroom presentations into distance courses or upgrading existing distance courses. While production tools are becoming standardized, a “standard” course framework does not exist because most faculty believe that “no other course is like mine”. However, initial course placement online and course maintenance thereafter would be facilitated if a standardized course framework could be adopted and widely implemented. We developed such a framework, readily adaptable to many courses, by using the Libraries feature in Dreamweaver™ to create a model for easy navigation and standard course formatting for distance courses. Library items can be easily changed for use in different courses, and the entire framework can then be uploaded into WebCT™ for delivery to students. The model is used for several graduate level horticulture courses at NC State Univ.. Using this framework will allow any faculty member to easily fit his or her course into a replicable framework.

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Vassilas, Christopher A., and Giles S. Berrisford. "Running an MRCPsych course." Advances in Psychiatric Treatment 17, no. 1 (January 2011): 72–80. http://dx.doi.org/10.1192/apt.bp.108.006569.

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SummaryThis article outlines how MRCPsych courses have developed historically and gives an account of the factors that are currently driving changes in postgraduate psychiatric education. A brief description of educational theory that is applicable to the teaching of these courses is given, followed by a description of the teaching methods used. We also describe the different elements of an MRCPsych course, from the resource requirements to the way the course is structured and delivered. The principles described and examples given may be of interest to experienced course organisers and may be helpful to those taking on the role of course organiser for the first time.

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Ahmad, Hafsa Kabir, Bo Liu, Bello Ahmad Muhammad, and Mubarak Umar. "PreBiGE: Course Recommendation Using Course Prerequisite Relation Embedding and Bipartite Graph Embedding." Journal of Networking and Network Applications 2, no. 4 (2022): 161–71. http://dx.doi.org/10.33969/j-nana.2022.020404.

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A growing number of students enrol in online education to improve their skills. However, students are faced with the challenge of finding courses that meet their individual needs. Recommender systems were introduced to help students choose the courses that best meet their needs. To learn better representations of students and courses for improved recommendation results, existing graph-based recommender systems utilize the high-order collaborative signals between set of students or set of courses from a bipartite graph. However, courses also have prerequisite dependency between them, which when utilized together with collaborative relations can improve recommendation results. On this basis, we propose a model that utilizes the high-order relation between set of courses, the prerequisite dependency between courses, as well as the direct relation between students and courses. Using meta-paths generated from the knowledge graph, our model extracts the prerequisite dependency between courses, which is then used to generate a course prerequisite graph. The course prerequisite graph and the student-course bipartite graph are used to learn the representation of the students and courses, jointly capturing the prerequisite dependency, high-order collaborative relations as well as direct relations. The learned representations are used for recommendation. The experiments on real-world dataset show the superiority of our proposed method, achieving 3.61% on F1@10 and 1.38% on Mrr@10.

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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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Bälter, Olle, Martha Cleveland-Innes, Kerstin Pettersson, Max Scheja, and Maria Svedin. "Student Approaches to Learning in Relation to Online Course Completion." Canadian Journal of Higher Education 43, no. 3 (December 31, 2013): 1–18. http://dx.doi.org/10.47678/cjhe.v43i3.184673.

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This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short version of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics course, a combination of deep and strategic approaches correlates positively with course completion. In the programming course, students who demonstrate a surface approach are less likely to complete. These results are in line with the intentions of the course designers, but they also suggest ways to improve these courses. Furthermore, the study demonstrates that ASSIST can be used to evaluate course design.

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Krieg, John M., and Steven E. Henson. "The Educational Impact of Online Learning: How Do University Students Perform in Subsequent Courses?" Education Finance and Policy 11, no. 4 (October 2016): 426–48. http://dx.doi.org/10.1162/edfp_a_00196.

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Using a large student-level dataset from a medium-sized regional comprehensive university, we measure the impact of taking an online prerequisite course on follow-up course grades. To control for self-selection into online courses, we utilize student, instructor, course, and time fixed effects augmented with an instrumental variable approach. We find that students’ grades in follow-up courses can be expected to be nearly one twelfth of a grade point lower if the prerequisite course was taken online. These results are robust to self-selection into online courses and into subsequent course enrollment.

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Roldan, Cheselle Jan, Yogi Tri Prasetyo, Ardvin Kester S. Ong, Irene Dyah Ayuwati, Satria Fadil Persada, and Reny Nadlifatin. "Copywriters’ preference evaluation on online copywriting course attributes during the COVID-19 pandemic." PLOS ONE 19, no. 5 (May 23, 2024): e0292467. http://dx.doi.org/10.1371/journal.pone.0292467.

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Copywriting online course has become a famous online training over the past years and the reliance on online courses increased even during the COVID-19 pandemic. In recent years, online courses have become a popular training platform, especially for copywriting courses. The demand for online courses increased during the COVID-19 pandemic, prompting the need to optimize the learning experience of an online course’s target audience. This study aimed to determine the combination of online course attributes most preferred by Filipino copywriters such as course style, payment method, course delivery, module duration, and course type. 292 Filipino copywriters from a leading Philippine-based copywriting group voluntarily participated in this study and answered an online questionnaire quantitative survey which was distributed using the purposive sampling method. Conjoint Analysis with an orthogonal design revealed that copywriters consider the course style attribute as the most important (46.007%), followed by payment method (18.236%), and course delivery (15.435%). Module duration (10.489%) and while the course type (9.833%) were was the least considered attribute of an online course. The result shows that Filipino copywriters prefer an intermediate-level video course on a Facebook group that lasts 1 to 3 hours per module and is paid per course for a total utility score of 0.281, while the least preferred combination was a beginner-level audiobook course that lasts less than 30 minutes per module, delivered via email, and paid per module, for a total utility score of -0.281. This study is the first study that analyzed the copywriters’ preference for online copywriting course attributes during the COVID-19 pandemic. The findings of this study are beneficial to online course creators who are targeting copywriters. Finally, the result of this study can be expanded further to other online courses worldwide.

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Meinecke, Mary Ann. "Identifying student preferences in online content and language integrated learning courses." DIGILEC. Revista Internacional de Lenguas y Culturas 6 (March 24, 2020): 89–104. http://dx.doi.org/10.17979/digilec.2019.6.0.5944.

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Currently in Mexico, 51% of Mexicans who are studying use online platforms and courses. A study was conducted in the Fall of 2019, 162 students’ perceptions in various online Content and Language Integrated Learning courses offered completely in English in a university in Monterrey, Mexico. The purpose of the study was to determine students’ perceptions of the most important and least important components, as well as students’ greatest challenges in taking online courses in a foreign language. The students’ perceptions were categorized into six areas: course organization, interaction with teachers and classmates, ease of navigation, technology, course materials and content, and assessment. Students selected the following as the most important course components: course organization, easily understood content, quality of course materials. The online course components that students selected as the least important were interaction with classmates, videos recorded by the instructor, and course objectives. The study also revealed a weak relationship in the student to student interactions. This study provided the instructor with feedback on the online courses so that the instructor can make future course modifications to increase student success in the online courses.

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Matuga, Julia M., Deborah Wooldridge, and Sandra Poirier. "Assuring Quality in Online Course Delivery." International Journal of Adult Vocational Education and Technology 2, no. 1 (January 2011): 36–49. http://dx.doi.org/10.4018/javet.2011010104.

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This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and tools for designing high impact online courses that support student learning. Second, in this paper, the authors provide suggestions for faculty teaching online courses to assist in creating high quality online courses that supports teaching and, consequently, facilitates opportunities for student learning. Quality online course delivery is also contingent on the support of faculty by administration. Lastly, this paper provides suggestions for conducting course evaluation and feedback loops for the continual improvement of online learning and teaching. These four components are essential elements in assuring quality online courses.

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Feng, Yin. "Gold Course Teaching Design of Undergraduate Courses in Education Majors." Frontiers in Humanities and Social Sciences 2, no. 11 (November 21, 2022): 346–50. http://dx.doi.org/10.54691/fhss.v2i11.2920.

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China Ministry of Education proposed the construction of golden courses, which has become the best opportunity to realize the new form of university education and teaching and establish the quality culture of undergraduate courses. The history of western education is a basic course and a core course in the undergraduate courses of education majors in universities. Constructing a golden course in the history of western education helps to improve students awareness of historical thinking and critical thinking ability. The teaching design of the construction of the gold course in the history of western education can be carried out from three aspects: creating a mind map to cultivate divergent thinking; teaching people how to fish and advocating independent learning; exchanges and cooperation to build a learning community. The teaching design of the gold class is of great significance for getting rid of the disadvantages of traditional teaching and cultivating high-quality talents.

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Shrestha, Prithvi N. "Designing an online business communication course in English by responding to student needs through an evidence-based approach." Journal of China Computer-Assisted Language Learning 1, no. 1 (August 1, 2021): 47–79. http://dx.doi.org/10.1515/jccall-2021-2003.

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Abstract Communication skills are essential for the employability and academic success of business graduates. These skills are either embedded in undergraduate business management courses or taught in a separate course. Designing an English communication course for business management students is reported widely in the literature. However, research on such courses for distance education is scarce despite their increasing demand for distance courses due to an increasing globalisation of higher education and workplaces. This paper reports on the evidence-based design of an award-winning online business communication course in English which responded to changing needs of distance business management students at The Open University, UK. It draws on student needs analysis data (student surveys, online forum posts, industry skills survey reports and a content analysis of business management courses and assignments) and course evaluation surveys to investigate how the online course addressed student needs in terms of course content, teaching and learning and assessment. It argues that student needs analysis is paramount for any new course design and online delivery because the success of a course relies on meeting student needs. The paper has implications for business communication course design and business communication teachers.

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Kennette, Lynne N., Dawn McGuckin, and Deborah Tsagris. "The good and bad of an online asynchronous general education course: Students’ perceptions." Psychology Teaching Review 29, no. 2 (December 18, 2023): 4–18. http://dx.doi.org/10.53841/bpsptr.2023.29.2.4.

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The pandemic resulted in many courses being shifted to online delivery, but some courses are designed as online courses from their conception. Courses intentionally designed for online delivery should be well-received by students, but it is not clear which aspects of courses students find particularly appealing and unappealing. We examined students’ perceptions of one such online asynchronous course in psychology in order to better understand students’ preferences in terms of specific course elements. Students were asked to identify what they particularly liked and disliked about the course in two open-ended questions. Responses were then coded to quantify the frequency of each aspect of the course. An inductive and latent approach to coding was used, with codes being used to develop themes based on the underlying meaning of the text. Overall, students identified few negative aspects about the course. They particularly enjoyed the specific psychology content, format, and structure of the course, that it related to their real lives, and the flexibility provided by the asynchronous nature. The hope is that this information can be used to improve this particular course as well as inform instructor decision-making related to the design of online asynchronous courses in general.

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Journal articles on the topic 'Course'

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