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Dissertations / Theses on the topic 'Courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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1

Olsson, Andreas. "Visualizing courses : Improved Tools for University Course Planning." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-173783.

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It is important for University students to be able to have a clear picture of their education, both what they have accomplished so far and what is ahead of them. Students at the technical faculty have a lot of freedom to study a great variety of courses. But with great freedom comes great responsibility. The problem is the lack of information given to the students about their progress towards graduation. This master thesis was made to find ways of visualizing the Information Technology program. The goal was to find visualizations that, at a later stage, could be made interactive and serve as a guidance tool for students. The work resulted in various graphs that presents the study program, as well as some interactive visualizations made from an application that served as a proof of concept on how the tool could work.
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2

Wopat, Alexander J. "Responsibilities of general managers of Wisconsin golf courses." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006wopata.pdf.

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3

Siler, Chrischele M. "Natural courses." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1408.

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4

Cheung, Simon. "To discover the common grounds between the concerned parties of golf course developments /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19130697.

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5

O'Laughlin, Nancy J. "A professional development program for converting classroom courses into hybrid courses." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 143 p, 2007. http://proquest.umi.com/pqdweb?did=1397911781&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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6

Wong, Man-kee Johnson. "Planning for golf courses in Hong Kong /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18154220.

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7

Hau, Chi-hang. "The Social and environmental impacts of golf course development in Hong Kong and ways to improve its environmental standards /." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13813547.

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8

Attilee, Sheryl. "Multicultural Competency in Online Counseling Courses: Before and After a Multicultural Counseling Course." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6302.

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The importance of multicultural counseling training received much attention for decades, however, studies on effective training focused on multicultural counseling training in a face-to-face environment with minimal focus on online training environments. These studies found that face-to-face interactions had the most impact on multicultural training. Therefore, the current study was an evaluation of online master's counseling students' and graduates' multicultural attitudes to determine the effectiveness of online multicultural training using Banks' transformative approach. The research questions focused on the significant difference in participants' recalled multicultural attitude scores (know, care, and act) before an online multicultural counseling course as compared to recalled multicultural attitude scores after an online multicultural counseling course as measured by the Multicultural Attitude Scale Questionnaire (MASQUE). A quantitative survey design was used with a convenience sample of 129 students enrolled in online counselor education programs to measure their multicultural attitude changes before and after a multicultural counseling course. Results were analyzed using MANCOVA with group designs and interpreted using a one-tailed F-test to determine if there were statistically significant differences in the multicultural attitude scores of students before and after completing an online multicultural counseling course. The results indicated a statistically significant difference in Knowledge scores (F(1, 112) = 59.23, p < .001) and Care scores (F(1, 112) = 73.57, p < .001) from before as compared to after taking the course. Ultimately, the results established the effectiveness and reputation of online counselor education programs and multicultural counseling training.
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9

Afsaneh, Afsaneh Sharif. "Quality of Online Courses." Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/277385.

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Aquest estudi té una visió integral dels elements clau per al disseny de cursos en línia de qualitat en el camp del disseny d'instrucció mitjançant l'anàlisi dels elements bàsics del disseny eficaç de les directrius i criteris de referència existents, tenint en compte l'impacte dels contextos culturals i educatius dels dissenyadors instruccionals . La investigació també analitza els factors clau per a assegurar la qualitat de la formació en línia en les diferents fases del procés de desenvolupament del curs. Per comprendre millor les formes en què els dissenyadors desenvolupen la seva tasca i treballen per obtenir un resultat de bona qualitat, es van utilitzar diferents tècniques d'investigació . Es va utilitzar un enfocament quantitatiu, que va incloure l'aplicació d'un qüestionari a direrents grups, per determinar els indicadors que 52 dissenyadors defineixen per a determinar que entenen per un disseny de qualitat. Els qüestionaris es van aplicar a a dos grups, a Espanya i al Canadà, per examinar l'impacte de la cultura sobre els elements bàsics de disseny instruccional. Un enfocament qualitatiu, utilitzant com a eina de recollida de dades l'entrevista, i aquest va ser l'objectiu principal d'aquest estudi: explorar els punts de vista dels dissenyadors a l'hora de definir un curs de bona qualitat. L'estudi dels antecedents teòrics i les experiències de vuit dissenyadors d'instrucció així com els seus punts de vista d '"un curs ideal" ha permès definir els principals indicadors de qualitat. L'estudi i l'observació de l'evolució de la tecnologia, els rols dels instructors i dels dissenyadors (de les dues cultures) i la percepció dels alumnes han facilitat el desenvolupament d'una guia de per al disseny de cursos flexibles i en línia. La guia es pot trobar a http://wiki.ubc.ca/Design_Quality_OnlineCourse. L'estudi també proporciona informació valuosa sobre l'aprenentatge en línia i com un bon curs en línia es pot desenvolupar a través de l'avaluació continua i l'èmfasi en els elements clau en cada fase del disseny i dels desenvolupament del curs .
Este estudio tiene una visión integral de los elementos clave para el diseño de cursos en línea de calidad en el campo del diseño instruccional mediante el análisis de los elementos básicos del diseño eficaz de las directrices y criterios de referencia existentes, teniendo en cuenta el impacto de los contextos culturales y educativos de los diseñadores instruccionales. La investigación también analiza los factores clave para el aseguramiento de la calidad de la formación en línea en las diferentes fases del proceso de desarrollo del curso. Para comprender mejor las formas en que los diseñadores desarrollan su labor y trabajan para obtener un resultado de buena calidad, se utilizaron diferentes técnicas de investigación. Se utilizó un enfoque cuantitativo, que incluyó la aplicación de un cuestionario a direrentes grupos, para determinar los indicadores que 52 diseñadores definen para determinar que entienden por un diseño de calidad. Los cuestionarios se aplicaron a dos grupos, en España y en Canadá, para examinar el impacto de la cultura sobre los elementos básicos del diseño instruccional. Un enfoque cualitativo, utilizando como herramienta de recolección de datos la entrevista, y ese fue el objetivo principal de este estudio: explorar los puntos de vista de los diseñadores a la hora de definir un curso de buena calidad. El estudio de los antecedentes teóricos y las experiencias de ocho diseñadores de instrucción así como sus puntos de vista de "un curso ideal" ha permitido definir los principales indicadores de calidad. El estudio y la observación de la evolución de la tecnología, los roles de los instructores y de los diseñadores (de las dos culturas ) y la percepción de los alumnos han facilitado el desarrollo de una guía de para el diseño de cursos flexibles y en línea. La guía se puede encontrar en http://wiki.ubc.ca/Design_Quality_OnlineCourse. El estudio también proporciona información valiosa sobre el aprendizaje en línea y como un buen curso en línea se puede desarrollar a través de la evaluación continua y el énfasis en los elementos clave en cada fase del diseño y del desarrollo del curso .
This study takes a comprehensive look at the key elements for quality online courses within the field of instructional design by examining the core elements of effective design in existing guidelines and benchmarks while taking into consideration the impact of instructional designers’ cultural and educational backgrounds. The research also explores key factors for a quality online course in different phases of the course development process. To gain a better understanding of the ways in which designers approach their work and strive for a good-quality result, different research methods were used in this study. A quantitative approach, which included surveys in different steps and locations, was used to gather the elements that 52 designers focus on and find critical in their quality design. The surveys were conducted in both Spain and Canada to examine the impact of culture on core elements of design. A qualitative approach, an interview, was the main focus of this study and was used to explore the views of a good-quality course, examining the backgrounds and experiences of eight instructional designers and their views of “an ideal course”. The study and observation of the evolution of technology, instructors and learners’ roles, and designers’ cultural and educational differences led to development of a flexible online course development guideline within this field. The guideline can be found at http://wiki.ubc.ca/Design_Quality_OnlineCourse. The study also provides valuable insight into online learning and how a good online course can be developed through ongoing evaluation and emphasis of key elements in each phase of course development.
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10

Plummer, Audrey L. "Retrofitting closed golf courses." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/52239.

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In the 80s and 90s in America, residential developers believed that the best way to make money was to build a golf course community. Premiums of homes on golf courses ranged from 30% to 100% more than the price of a similar home not adjacent to a course. Today, the bottom has fallen out of the golf market leaving over 2,400 courses closed in America. Residential homes bordering a closed golf course experience an 11.7% loss of value. Many owners and potential developers want these large parcels of land to be up-zoned so they can build higher density residential and make a profit. Neighbors do not want to lose their greenspace and public officials do not want to be seen as harming single-family residential. This thesis argues that to retrofit a closed golf course, developers, community members and other stakeholders must first understand the morphological and environmental implications of the different types of golf courses, the context surrounding closed courses and the location of these courses in a greater regional area. By understanding closed golf courses in this way, a framework can be established that results from negotiation among golf course residents, neighbors, developers and public officials.
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11

Sladkih, I. A., and Wafic Zorkot. "Generative teaching academic courses." Thesis, НТУ "ХПИ", 2016. http://repository.kpi.kharkov.ua/handle/KhPI-Press/24097.

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12

Robertson, Laura. "STEM Courses at ETSU." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1319.

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13

Vonder, Haar Christine M. "Understanding learner engagement and the effect of course structure in massive open online courses." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129929.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February, 2020
Cataloged from student-submitted PDF of thesis.
Includes bibliographical references (page 44).
In this thesis, we analyze learner performance in two edX programming courses. We look at many dierent types of learners, such as learners who have taken both intro and advanced courses, learners who opt to pay for certification, learners who take the experimental self-paced course, learners who eventually become community teaching assistants, and learners who take the course after the implementation of gating. In particular, we focus on repeat learners, or learners who have taken the course multiple times. When courses undergo a change from semester to semester, for example changing the pacing of the course or making certain content only available to paid users, it can be very useful to look at learners who were in the course before and after this change. Our goal is to gain a baseline understanding of how dierent factors affect learner behavior and how a few changes that edX has made to courses affect learner performance. With the best understanding of how learners interact with and complete courses, edX instructors will be able to provide the best possible online education experience for their learners.
by Christine M. Vonder Haar.
M. Eng.
M.Eng. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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14

Hrubik-Vulanovic, Tatjana. "Effects of intelligent tutoring systems in basic algebra courses on subsequent mathematics lecture courses." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618883.

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The purpose of this study was to investigate how intelligent tutoring system ALEKS, which was implemented in remedial Basic Algebra courses, affected students' success in subsequent lecture courses and how former ALEKS students and instructors in lecture courses perceived ALEKS learning environment. ALEKS courses were delivered in emporium style: instructors were available to answer students' questions, while ALEKS guided students through online exercises individually based on their skills and knowledge.

The participants were students from four mathematics lecture courses and their instructors. Some students took remedial courses in ALEKS prior to the lecture courses while some students did not. The quantitative part of the study compared ALEKS and non-ALEKS students on the final examination and students' self-reported-preparedness. The qualitative part of the study discussed students' and instructors' perceptions of ALEKS based on student surveys and instructor interviews.

No difference between ALEKS and non-ALEKS students was found in final examination scores and self-reported-preparedness. Students rated learning experience in ALEKS emporium on average at 2.74 on the scale of one to five, with five being the highest. One third of students liked studying at their own pace and ALEKS content (they rated ALEKS emporium at 3.29), while one fourth claimed that “nothing was good” in emporium courses (they rated ALEKS emporium at 1.55). Although ALEKS emporium was very different from lecture courses, only one fifth of students reported changes in their study habits. The instructors did not observe any difference between ALEKS and non-ALEKS students and mentioned benefits of ALEKS-like tool for drill-and-practice. One instructor observed positive shifts in student attitude towards mathematics but advised longer study to be conducted to confirm this observation.

Providing a choice to students between online and lecture courses, while increasing the role of instructors in online courses, may result in better student satisfaction. Students could also be gradually trained to effectively use online resources. The design changes in ALEKS could include the replacement of the “pie” with the bar chart, different types of feedback, explanation of how assessments are done, and ability to revisit problems on assessments.

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Hrubik-Vulanovic, Tatjana. "EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373337020.

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16

Stevenson, Angela. "Bridging the Gap: Transition from Collegiate IEP Writing Courses to First-Year Writing Courses." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1591777977234548.

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17

Hodgkison, Simon Charles. "The Ecological Value of Suburban Golf Courses in South-East Queensland." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/367634.

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Information is required on the ecological value of all urban land types in order to provide an ecological basis for urban zoning decisions, to predict development impacts and to identify much needed opportunities for off-reserve conservation. One land type (the suburban golf course) has experienced a dramatic global proliferation in recent decades, as courses are increasingly constructed as part of new housing developments and resorts. Golf courses account for a growing proportion of the urban land area in Australia and will have an increasingly significant impact on urban biodiversity. The nature of their influence is however contentious. While many suggest golf courses have a negative impact on biodiversity, others believe they can provide refugial habitat for native wildlife. This potential refuge value has been nurtured by the golf industry as a way to improve its environmental reputation. However while the industry has initiated programs to enhance the quality of habitats on golf courses, it is uncertain whether such small-scale conservation efforts can have more than a cosmetic effect. The ubiquity of suburban golf courses makes their possible ecological contribution more significant and thus worthy of investigation. This study assessed the conservation status of suburban golf courses in south-east Queensland Australia between 2001-2004, by comparing assemblages of birds, reptiles, mammals and amphibians on 20 representative golf courses with those in 10 nearby eucalypt remnants and with bird assemblages in 10 suburban areas. The ecological characteristics of wildlife utilising golf courses were compared with those shared by animals common to residential areas and to native eucalypt forest. Local changes in bird diversity were assessed following the clearance of small vegetation remnants on a suburban golf course. Finally, the ecological value gained by increasing the size and complexity of native habitats on golf courses was assessed, by investigating the extent to which differences in biodiversity among golf courses were attributed to the size, shape and complexity of local, landscape and regional habitats on and adjacent to golf courses. Golf courses displayed extreme variation in conservation value. While a number of golf courses had significant refuge value, supporting high densities of regionally threatened vertebrates, most supported only common urban-adapted species and therefore failed to realise that potential. Wildlife assemblages in residential areas and on most golf courses were more homogenised than those in eucalypt forests and were generally dominated by species with broad ecological tolerances. In contrast, ecological specialists were restricted to eucalypt forests and a minority of golf courses. The clearance of even small remnants of native vegetation on a single golf course had a significant homogenising effect on local bird assemblages with a diverse range of regionally threatened birds being replaced by a small number of urban-adapted species. Golf courses that did have refuge value had the capacity to accommodate most regionally threatened species. In general, golf courses were a better refuge for threatened birds and mammals than for threatened reptiles and amphibians. The relative absence of threatened herpetofauna may reflect heightened sensitivity to habitat isolation, faster rates of local decline, to increased local threats (i.e. predation or herbicide exposure) or a difference in the extent to which their habitats have been compromised. Differences in biodiversity among golf courses were attributed to environmental factors acting at local, landscape and regional scales. While the local diversity of all vertebrates was partly determined (and therefore restricted by) regional influences, the local abundance and species richness of threatened vertebrates still closely reflected the size and structural complexity of on-course habitats. The diversity of all vertebrates increased with the area of native vegetation retained locally. Species-area curves were observed among reptiles, birds and mammals. Contrary to other studies, there was no distinct threshold in the species-area relationship. Threatened species gradually disappeared from the landscape as patch sizes decreased below 5ha. The lack of any distinct threshold highlights the dangers of proposing spatially explicit guidelines to ecologically sound development. Patches should always be as large as possible if they are intended to provide refuge to threatened vertebrates. Remnant size was however, co-correlated with structural complexity, with the understorey of smaller remnants often cleared to increase course playability. Biodiversity in small remnants (less than 5ha) may therefore be increased by enhancing the structural complexity of local habitats. Bird diversity increased with foliage height diversity and native grass cover. Mammal diversity increased with tree density, native grass cover and the abundance of hollows. Reptile diversity increased with the abundance of woody debris and declined with the proportion of turfgrass cover. The diversity of amphibians increased with waterbody diversity, the complexity of aquatic and riparian vegetation, the number of connecting streams and declined with the steepness and proportion of turfgrass cover on waterbody banks. Golf courses can evidently provide locally valuable refuges for threatened vertebrates and have a clear opportunity to make an important localised contribution to urban wildlife conservation in SEQ. The extent to which this potential is realised will however depend on the extent to which ecological criteria are incorporated into golf course design and management practices. The current low conservation status of most existing golf courses reflects a historic lack of regulation and formal Environmental Impact Assessment within the golf industry. This has seen few golf courses retain any substantial area of complex core vegetation. While the industry is aware of its conservation potential, the economic pressures affecting modern course designs will tend to restrict the area of native vegetation that can be retained (particularly among housing development courses where there is pressure to maximise the area of land available for housing). Legislation recognising and protecting the value of small remnants in new golf developments may be required if the golf industry is to realise its conservation potential.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Centre for Innovative Conservation Strategies
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18

Gazi, Yakut. "Discourse indicators of culture in online courses." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1304.

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Powney, Janet. "Peer review of CNAA courses." Thesis, University of East Anglia, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359935.

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20

Elkins, Angie. "Student Satisfaction in Hybrid Courses." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2519.

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The purpose of this study was to investigate student satisfaction in hybrid education courses as compared to the traditional face-to-face courses. This was done by focusing on 2 main factors involved in student satisfaction: student-instructor connection and student-faculty connection. Other factors such as the students’ level of technical experience and influence of outside forces such as jobs and families were also studied. Students at one community college in Appalachia were involved in this study. Forty-four students participated in this student. They survey included a Likert-type scale and had additional questions on the student’s prior experience in online and hybrid education as well as two open-ended questions regarding the advantages and disadvantages of online learning. The survey contained 67 questions. Statistical analyses of the data revealed: (1) Students who felt more connected with their instructors were more likely to express satisfaction in their online or hybrid courses. (2) Students who felt more connected with other students were more likely to express satisfaction in their online or hybrid courses. (3) No significance in students’ opinions regarding having an in-person component in their hybrid courses. (4) Students who were more technologically experienced were more likely to express satisfaction with their online or hybrid courses. (5) A significant difference between the mean and students’ overall satisfaction with their hybrid courses showing that overall, students are not satisfied with their experiences. (6) A significant difference from the mean student instructor connectivity score showed that students do not feel connected with their instructors. (7) No significance between the mean and the student-student connectivity score. (8) A significant difference between the mean and the technology score showed that students were not experienced with the technology used in their hybrid courses. (9) A significant difference between the mean score and the students’ opinions of the course design showed that students do not feel that the course design helped them learn.
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Majure, Lucas Charles. "The ecology and morphological variation of Opuntia (Cactaceae) species in the mid-south, United States /." View online, 2007. http://www.msstate.edu/courses/ge14/students/Majure_Thesis.pdf.

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22

Wiltsher, Ruth. "Are Access courses successful? : a case study of Access courses in a Further Education college." Thesis, Open University, 2005. http://oro.open.ac.uk/49170/.

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Shaw, Donna Carole. "Academic dishonesty in traditional and online courses as self-reported by students in online courses." [Johnson City, Tenn. : East Tennessee State University], 2004. https://dc.etsu.edu/etd/896.

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Thesis (Ed. D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0331104-152112. Includes bibliographical references. Also available via Internet at the UMI web site.
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Mastroni, Nicholas A. "Feasibility and economic analysis for development of a public golf course facility." Master's thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-03302010-020502/.

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Flores, Diego Gonzalo. "Evaluation of a French 202 Website Used in a Traditional Face-to-face Environment." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2382.

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The Center for Teaching and Learning, Independent Study, and the Department of French and Italian at Brigham Young University collaborated to develop the French 202 Website to be used with the French 202 course. Currently, the French 202 Website is used with the French 202 Independent Study course and with the traditional face-to-face course. This evaluation focused on the French 202 Website as it is used with the traditional face-to-face course. This evaluation was conducted in conjunction with the Center for Teaching and Learning at Brigham Young University (BYU). Based on the information collected, the evaluator found that (a) faculty used the website to supplement the face-to-face French 202 course, (b) students indicated that the website appears to function according to the criteria for this evaluation, and (c) students felt that because they used the website they were better able to achieve the learning outcomes of the course.
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Collins-Brown, Elaine Toledo Cheri. "Aspects of online courses that are more effective and successful than traditional, face-to-face courses." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225152501&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177271488&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Cheri A. Toledo (chair), Adel T. Al-Bataineh, Charles D. Dziuban, Vicky L. Morgan, Wendy G. Troxel. Includes bibliographical references (leaves 233-244) and abstract. Also available in print.
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del, Pilar Toral Maria. "A Comparative Study of Hispanic Students' Achievement in Traditional In-class courses and Internet-based Courses." NSUWorks, 2003. http://nsuworks.nova.edu/gscis_etd/483.

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This paper compared and evaluated different distance education models to determine if there was a significant impact on (1) student achievement and (2) level of satisfaction with the education experience in an Embry-Riddle Aeronautical University (ERAU) statistics course. In addition, it investigated if there were statistically and academically significant relationships between these factors and student-student and student-instructor interaction. The comparison addressed the following delivery system categories: traditional classroom instruction, independent learning, and open learning/online instruction. The study involved the achievement levels of three groups of college-level students enrolled in courses in statistics at the Embry-Riddle Aeronautical University, Daytona Beach, Florida. The population consisted of 85 students overall. The purpose of this study was threefold: (1) to determine if student's perceived needs are being met, (2) to identify a delivery system that will accelerate attainment of skills in statistics required for further educational and occupational achievement, and (3) to provide performance data to be used in continually improving distance education programs. To determine whether there were differences among groups on individual survey items, a survey and questionnaire was administered to students enrolled in the courses. To test the research hypothesis, collected data were statistically treated and analyzed by means of an analysis of variance that was conducted on the data for each item. The established level of significance for all tests was .05. The results of this study indicate a significant difference between achievement scores based on delivery method used. Achievement scores were significantly lower for students who took statistics in the traditional classroom and the independent study environment when compare to student in the open learning/online environment. The data yielded evidence of a statistically significant difference between levels of student satisfaction with the three delivery systems. The delivery method used to teach statistics did impact student satisfaction with the course design, content, and delivery. Study findings suggest that there were no statistically significant differences in students' perception of degree of interaction with delivery methods used. Neither performance nor student's perception of the course were significantly affected by gender or age.
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Lam, Ding Brian. "Golf course and resort development : design on coastal landscape of northern Lantau Island /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B34609015.

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Stancil, Clinton Freeman. "Metropolitan Atlanta golf course supply a market analysis." Thesis, Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/21675.

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Chin, Man Yi Maggie Lee Sui-chun Macella Lo Yi-wah. "Planning considerations for golf course development in rural areas in North-Western New Territories /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14799777.

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Khanna, Rebecca E. "The journey of course approval : hitting the target but missing the point?" Thesis, Coventry University, 2011. http://curve.coventry.ac.uk/open/items/b0cdf6c8-7963-4e7a-8f50-b4312f0a9c50/1.

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Whilst a significant body of research exists related to quality assurance in UK higher education (HE), few questions appear to have been raised about the commonplace practice of validation or approval of degree courses. Overall, current research tends to focus on complications arising from the procedural effects of the process, rather than exploring ways that staff dealt with the demands of these systems. This study examined staff experiences of course approval within Allied Health Profession degree courses in a UK university. The research focused on how governance structures surrounding the regulation of health professionals and universities shaped the practice(s) of approval, alongside ways in which this experience affected staff. Influenced by the work of theorists in critical and social theory traditions, this indepth study adopted narrative inquiry. Purposive sampling was used to locate twelve participants and included academics, manager-academics, staff who worked in professional bodies and within teams supporting quality in HE. In order to examine the issues related to the approval process, data was collected through interview conversations, participants’ drawings and prose, along with documentary analysis. This research revealed the narrative of approval as complex and akin to a journey involving a series of challenges, contradictions and multiplicity of stakeholders. Interpretation of the data illustrated that those participating were both constituted by, and contributed to the nature of approval. In other words, rather than being docile recipients’ of policy, it was apparent that staff appeared to take various approaches to thinking, acting and relating. A sense of adopting a position (termed here as positional identities) emerged and influenced not only participants’ journey through the approval process, but also that of others, as well as the shape and nature of courses being approved. Four positional identities were identified, namely: the Governance Trustee, Professional Guardian, Enabling Strategist and Boundary Broker. Each of these positions was subsequently explored through an exploratory conceptual map of positional identity. The emergent map stimulated the re-assessment of current conditions. Consequently, future possibilities in which approval scenarios may evolve are presented. Considering how policy changes within HE have promoted increasingly performative practices, and the ways in which participants in approval events have presented them ‘selves’, it is likely that the positional identities adopted by staff here may have resonance for academics across the sector, and that this study will inform wider debates about policy and validation of courses within HE in general.
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Gulati, Shalni. "Learning during online and blended courses." Thesis, City University London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433652.

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LeClerc, Joshua Elliott. "Bird Conservation Value of Golf Courses." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539626454.

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Pisutova, Katarina. "Collaboration in online courses in Slovakia." Thesis, Open University, 2012. http://oro.open.ac.uk/49152/.

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Comprehensive analyses of online and collaborative learning methods in the post-communist countries of Central and Eastern Europe are nearly non-existent. Yet, these nations typically have authoritarian teaching and learning traditions which present unique and significant challenges to the development of these methods, and which are poorly understood at present. This thesis provides a thorough examination of how collaborative activities are used in online courses, and of student and teacher perceptions of these methods, in the Slovak Republic (Slovakia), and postulates that its findings are relevant and valuable for the many newly open societies in the region that are now entering the online teaching world. Research involved case studies of two Slovak higher education institutions, and interviews with administrators and teachers from a number of Slovak educational institutions. Findings can be summarized as follows: • Collaboration is rarely used as a teaching method in Slovakia, particularly in online settings • Students do not expect to be asked to participate in discussions, but when asked they seem to have no problem embracing the method. • Instructors at many Slovak institutions lack the motivation and training to promote and use collaborative methods in their online courses • The few instructors who make the effort to implement some of these methods use mostly asynchronous discussions. Further analysis of data and findings leads to suggestions for improving the use of collaborative methods in online learning on three key levels: the course level, the institutional level, and the national policy level.
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Des, Armier David R. Jr. "Techniques to promote active learners in introductory philosopy courses a curriculum for a philosophy 101 course /." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:105.

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Cheng, Hsiu-Jen. "THE PERCEPTIONS OF TAIWANESE COLLEGE STUDENTS TOWARD THE ENGLISH COURSES USING AN ONLINE COURSE MANAGEMENT SYSTEM." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1177709445.

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Cheng, Sheng-Lun. "The Relationships Between Perceived Course Structures, Conscientiousness, Motivational Beliefs, and Academic Procrastination in Online Undergraduate Courses." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565872460207536.

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Virguez, Barroso Lilianny Josefina. "A Quantitative Analysis of First Year Engineering Students' Courses Perceptions and Motivational Beliefs in Two Introductory Engineering Courses." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/93206.

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As a national initiative to support retention of engineering students, engineering programs have undergone a surge of revisions to their coursework in recent years, most notably in relation to first-year programs. These program modifications are generally intended to enhance student success in engineering, including both students' achievement and students' motivation to persist in an engineering degree. This study examines motivational constructs as it compares two versions (standard and revised) of an introductory engineering course taught in a general first year engineering program. The purpose of this dissertation is to examine students' course perceptions, students' Expectancy-Value beliefs, and the relationship between perceptions and beliefs in the two versions of an introductory engineering course. Students' perceptions of the class were measured at the course level using the MUSIC model of Academic Motivation, and students' Expectancy-Value beliefs were measured within the engineering domain level using Expectancy-value theory. The dissertation is divided into three stages: In the first stage I provide a quantitative comparison of students' perceptions of the course, from students enrolled in each of the two versions of the course. In the second stage, I describe comparisons of Expectancy-Value engineering-related beliefs between students in each of the two versions of the introductory course, as well as within students in one of the courses. In the third stage, I develop structural models to test the relationship between students' perceptions of the introductory engineering courses and their Expectancy-Value engineering-related beliefs. This study suggests three main outcomes: First, students' perceptions of success and caring are statistically and significantly different between the two versions of the course. Second, students' Expectancy-Value beliefs are discovered to have declined significantly in the standard version of the course, whereas in the revised version of the course, there are no statistically significant differences. Third, the fit indices of the models suggest a good model data-fit providing strong support for the hypothesis that students' perceptions of introductory engineering courses have effect on students' broader motivational beliefs. These outcomes have practical implications for students, instructors, and researchers in first year engineering education.
PHD
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Murray, Richard. "A comparison of interactive televised courses, and traditional face-to-face courses at California State University, San Bernardino." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2352.

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This study compares a face-to-face format of teaching with closed circuit interactive television courses offered to off campus students at California State University, San Bernardino. The study provides comparisons of student satisfaction and student performance between the two mediums.
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Cleugh, Christina. "Sense of community in post-secondary online blended courses| Importance of, opportunities and implications for course development." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601445.

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The need to belong and connect with others is universal among human beings. Technological advances make connecting and belonging possible via technologies, without face to face interaction. This new ubiquitous way of belonging and connecting is seen in all areas of communication, including work, schools and social environments. Online learning programs pose new challenges and questions. The purpose of this study was to learn more about the importance of sense of community within blended online programs and to determine whether there are specific learning activities that either enhance or detract from a sense of community. This information will inform course developers as to how to build community enhancing learning activities into blended online courses.

Forty-three graduate students enrolled in three different blended online programs from one University participated in an online survey process. The Classroom Community Scale (CCS) was used to assess an overall sense of community as well as 2 subscales; connectedness and learning. Overall, 86% of the subjects reported a sense of community within their educational program. Specific learning activities were assessed for use as well as student perceptions regarding whether the activity enhanced or detracted from the sense of community. Learning activities that were both collaborative in nature and synchronous were those rated by students as enhancing the sense of community. The most utilized learning activities were reading, synchronous discussions, collaborative assignments, writing and asynchronous discussions. Enhancing activities included face to face orientation pre-program start, collaborative projects, synchronous virtual sessions and group presentations.

To enhance community in online programs, it is recommended that an initial pre-program face to face session can best serve to build the initial community and support more effective learning. Additionally, course developers should incorporate synchronous and collaborative learning activities as much as possible within the structure of the course. Finally, faculty could use the CCS to measure connectedness and learning as a way to understand the learning and community preferences of the students in order to determine options and alternatives for learning and assignment completion.

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Glerum, David Richard Jr. "The relationship between course syllabi and participant evaluation reactions across web-based and face-to-face courses." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4766.

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A common form of training or education evaluation involves the examination of course participant reactions towards various aspects of the course for summative evaluation purposes. Participant reactions have been examined within the framework of a comparison between online and face to face courses often with a slight positive weight towards online courses (Sitzmann et al., 2006). Past research on this topic has denoted a need for studies examining the relationship between objective course characteristics and participant reactions. This paper seeks to examine the relationship between participant reactions of a sample of geographically disbursed teachers enrolled in a large, national professional development company and objective course characteristics as communicated by course syllabi within a framework of comparison between online and face to face courses. The delivery format, knowledge base, specificity of course objectives, and student interaction levels were all related to some degree to various participant reactions, although the effect sizes were notably small. In many cases, an interaction between the delivery format and objective course characteristic in question influenced the participant reaction. Objective course characteristics as communicated by the syllabi appeared to be major predictors of participant reactions within the face to face courses that were examined, but not for the online courses. Course development stakeholders are recommended to pay attention to the course syllabus design process and craft quality syllabi that communicate relevant information while concurrently anticipating potential participant reactions.; Organizations may be able to align the outline for instruction or "contract" as presented by the syllabus with recommendations as offered by participant evaluations so as to instill consistent expectations within the participants and maximize positive reactions towards the courses within which they are enrolled.
ID: 030646245; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (M.S.)--University of Central Florida, 2011.; Includes bibliographical references (p. 124-132).
M.S.
Masters
Psychology
Sciences
Industrial Organizational Psychology
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Calvin, Jennifer. "Explaining learner satisfaction with perceived knowledge gained in web-based courses through course structure and learner autonomy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1117203568.

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Lancaster, Audrey B. "Enhanced Cross Country Running Course Design: A Study of Historic and Recent Courses, Other Landscape-Based Sports, Athlete Psychology, and Course Elements." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/939.

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Literature suggests that the original and "pure" elements of cross country course design have faded through time; in order to wholly enhance course design the original elements must be preserved and united with desired modern course elements. "Pure" sport is defined by an athlete's struggle and persistence that occur amidst tough competition, rugged course elements, and physical pain. In addition to identifying the desired elements through literature review, case studies, and self-experience of cross country course design, it was necessary to confirm the desired elements through interviewing eight key informants. The key informants were renowned and accomplished NCAA cross country coaches selected to represent a wide geographic. These eight informants were interviewed to unveil which elements of cross country courses were desired, important, essential, would advance design, and are underutilized and present in their favored courses. The results from the interviews confirmed a deep desire for enhanced course design by unionizing the elements present in the "pure" sport of cross country with contemporary desired elements. The new "pure" sport of cross country can be obtained through the utilization of the elements revealed within this thesis. Designing courses that will provide unchanged emotions from the "pure" sport of cross country, yet do not incorporate excessively rough course elements, will be the new "pure" sport of cross country. Overall, the results show designing for the athlete, which includes safety, well defined routing and proper carrying capacity, an accomplished sense of place, advanced technologies and facilities, sport appropriate and safe footing and reasonable terrain, and spectator engagement, would considerably improve design. In order to preserve the "pure" sport of cross country while also integrating modern desired and necessary elements, course designers must use pioneering design methods in order to incorporate all of the desired elements. The main objective of this research was accomplished and has established a foundation upon which subsequent research efforts may begin. This work serves as a catalyst to improving cross country course design by attaining the knowledge of proper, intensified, and innovative design.
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Hederra, Francisco J. "Timetabling courses at the Naval Postgraduate School." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA288398.

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Sprinkle, Amy Lyn. "Nutrient management on golf courses in Delaware." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.01Mb, 155 p, 2005. http://wwwlib.umi.com/dissertations/fullcit/1428197.

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Merena, Penny S. "Increasing retention in online distance education courses." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.51 Mb., 84 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3221128.

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Kamppi, Tomi. "ICT System for Courses in Computer Networking." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-53605.

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The project focuses on renewing the current ICT-system in the 8th floor server room, at KTH, Kista. The current ICT-system, surrounding administrative tasks and user functionality are described, and a new improved ICT-system proposal is given. The current and proposed systems are compared. The current ICT-system gives users access to 16 Intel E7501, servers with 2.4 GHz Xeon processors, and 1.5-2 GB of RAM, and 16 SUN Fire v120 servers. These servers are in the proposed ICT-system replaced with hardware capable of running 64-bit software. The future ICT‐system proposal is based on VMware vSphere 4, and surrounding VMware management software. The solution focuses on providing a more flexible and easier administration of the environment, as well as more possibilities for the users, for example in the form of virtual networking configurations. The server room has networking equipment most notably in the form of HP switches, which are kept in the proposed system. The servers that support the server room are also incorporated into the proposed system, these supporting server provide the server room with all surrounding services. Due to hardware incompatibilities the proposed ICT-system has not yet been implemented.
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Davis, Antoinette M. "Measuring Student Satisfaction in Online Math Courses." UKnowledge, 2014. http://uknowledge.uky.edu/edc_etds/10.

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Colleges and universities worldwide have struggled to find a way to measure student satisfaction in online courses. This study examined the growth of math courses that are delivered in the online format. This study aims to address many gaps in the research literature concerning distance education using technology. In particular, it is the intention of this study to investigate satisfaction and performance of students as a result of taking online courses. There has been an expanding concern over whether students are satisfied and can perform well in courses taken in an online environment. Satisfaction and performance in distance education have always been examined in comparison with traditional education that implements instruction through face-to-face interactions. A careful examination of the research literature also indicates that researchers apply vastly different ways to measure satisfaction and performance. This situation may well be responsible for the inconsistencies among empirical studies in the research literature. The first purpose was to develop and validate an instrument that measures satisfaction regarding taking online courses. The second purpose was to predict student satisfaction (measured through the developed instrument) from the learning characteristics of an online environment. The third purpose was to predict student performance from student satisfaction (measured through the developed instrument) in an online environment. A deductive approach was adopted for this research project and utilized a quantitative research design including surveys. Survey data was collected from adult students who were students in the online College Algebra course at a certain Community & Technical College. The instrument was developed and found to be reliable through confirmatory factor analysis. Using multiple regression for the second question, it was found that age (of students) demonstrated statistically significant absolute and relative effects on satisfaction with online mathematics courses. In other words, satisfaction with online mathematics courses depended on age both individually and collectively. Lastly, using multiple regression and ANCOVA to answer question three, it was found that gains from pretest to posttest did not depend on individual characteristics, learning preferences, and online (learning) environment. Meanwhile, gains from pretest to posttest did not depend on satisfaction with online mathematics courses.
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Wong, Man-kee Johnson, and 黃文基. "Planning for golf courses in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31259303.

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Poe-Greskamp, Marlene. "Pedagogical issues in online nursing graduate courses." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560836.

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One of the core issues in distance education has been the adequacy of assessment of student experiences and the interaction between faculty and students. This challenge has become even greater with the increase in the numbers of online courses in nursing. Distance education programs that are delivered totally online have many advantages and some disadvantages. Masters level nursing students are choosing online programs for convenience, flexibility, and quality. The purpose of this study was two-fold: to describe Masters nursing students’ perceptions of online courses between 2005 and 2009, as expressed through word data in a web evaluation survey; and to analyze the student perceptions of the online learning environment for trends and themes. The questions of this investigation were the following: 1. What perceptions do Masters nursing students have of their online courses (2005-2009) as expressed through word data in a web evaluation survey? 2. What recommendations can be made for continuous improvement and best practices in programming and evaluation methods based on student perceptions. This research utilized Constructivist Theory as a theoretical model. There were 1625 student comments and 903 suggestions that were analyzed for themes and placed in categories. A qualitative analysis approach was utilized to create categories and look for trends in the data. There were six categories gleaned from the comments and six more that were found as a result of reviewing the suggestions that were made for future course offerings. The researcher found that there was some overlap between the categories of the comments and those of the suggestions. The perception of the students regarding their online course experience in the graduate nursing program was very positive. The flexibility and independence that the online environment offered was appreciated. Blackboard was viewed very positively and students felt that it was easy to use. Students enjoyed the interaction with peers and with faculty and felt it was a valuable learning experience. Recommendations were identified, based on the findings related to the use of technology, recruitment and retention of faculty, and teaching strategies and learning styles.
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Department of Educational Studies
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