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Journal articles on the topic 'Courses'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Enkin, Elizabeth. "Intensive online foreign language learning at the advanced level." Apples - Journal of Applied Language Studies 11, no. 1 (April 1, 2017): 67–86. http://dx.doi.org/10.17011/apples/urn.201705172388.

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Hybrid and online foreign language courses are becoming increasingly more important for students. However, several gaps in the literature point to needing studies investigating courses taught online, at the advanced level, and during intensive summer timeframes, since these classes can be advantageous for learners. This paper discusses an advanced-level online Spanish grammar course that was taught during the summer, and examines: (1) learning gains from a beginning-ofcourse test to end-of-course test (i.e., a pretest-posttest covering course content), and (2) students’ perceptions of the course gleaned from an end-of-course survey, which collected both quantitative and qualitative data. The pretest-posttest results showed a significant improvement in learners’ scores, and the survey results indicated mixed opinions. Specifically, positive course attributes included the course’s self-paced nature and practical benefits, however the course’s fast-paced nature may have led to several drawbacks. These findings offer insight into these types of courses, and may prove helpful for instructors who want to plan similar classes.

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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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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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Wasky, Raymond P. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 63, no. 1 (February 2021): 73–74. http://dx.doi.org/10.1109/map.2020.3039779.

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Wasky, Raymond. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 63, no. 2 (April 2021): 51–52. http://dx.doi.org/10.1109/map.2021.3053973.

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Wasky, Raymond P. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 64, no. 5 (October 2022): 72–121. http://dx.doi.org/10.1109/map.2022.3195468.

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Wasky, Raymond P. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 64, no. 3 (June 2022): 110–25. http://dx.doi.org/10.1109/map.2022.3162804.

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Wasky, Raymond. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 63, no. 3 (June 2021): 91. http://dx.doi.org/10.1109/map.2021.3069238.

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Wasky, Raymond. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 63, no. 4 (August 2021): 113–14. http://dx.doi.org/10.1109/map.2021.3085200.

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Wasky, Raymond P. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 64, no. 2 (April 2022): 59–104. http://dx.doi.org/10.1109/map.2022.3145805.

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Wasky, Raymond P. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 59, no. 5 (October 2017): 114–15. http://dx.doi.org/10.1109/map.2017.2731841.

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Wasky, Raymond P. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 59, no. 6 (December 2017): 104–15. http://dx.doi.org/10.1109/map.2017.2752727.

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Wasky, Raymond P. "Short Courses[Courses]." IEEE Antennas and Propagation Magazine 65, no. 1 (February 2023): 105–6. http://dx.doi.org/10.1109/map.2022.3223628.

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Wasky, Raymond P. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 65, no. 5 (October 2023): 68–69. http://dx.doi.org/10.1109/map.2023.3301390.

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Wasky, Raymond P. "Short Courses [Courses]." IEEE Antennas and Propagation Magazine 65, no. 2 (April 2023): 120–29. http://dx.doi.org/10.1109/map.2023.3239820.

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Yang, Shuai. "Construction of Video Courses of Physical Education and Health Education in Colleges and Universities under the MOOC Platform." Mobile Information Systems 2021 (June 3, 2021): 1–8. http://dx.doi.org/10.1155/2021/9925838.

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In the traditional construction process of educational video courses for physical and health education in universities, numerous problems are encountered, such as small storage capacity, significant delay error, and decreased information throughput rate. Therefore, an educational video course for physical and health education in universities based on the Massive Open Online Course (MOOC) platform is constructed. The course is built by constructing a creative environment for video courses, establishing a video course model under the MOOC platform, and the caching code design for video courses. Upon numerous modifications and test runs, with the campus network’s help, the construction of a network teaching video for physical and health theory courses is realized. Our proposed approach’s experimental result shows that the designed course’s frame rate is 10% higher than that of the traditional course designing. The node’s storage capacity is up to 130%, the delay error is significantly reduced, and the information throughput rate is not affected by the increase of network load.

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Gao, Bo, Zhi Qiang Zhao, and Wei Min Wang. "A Study on the Teaching of Basic Specialized Courses Based on the Cultivation of Practical Engineering Capabilities." Advanced Materials Research 591-593 (November 2012): 2254–57. http://dx.doi.org/10.4028/www.scientific.net/amr.591-593.2254.

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Basic specialized courses play a "bridge" and "link" role between the basic courses and specialized courses. The study on how to develop students’ practical engineering capabilities in the teaching of basic specialized theoretical courses is of great significance for the cultivation of application-oriented engineering students. “Post-Press Processing Technology” is an important core specialized course for printing engineering specialty. Using the course teaching of “Post-Press Processing Technology” as an example, based on the in-depth study of the course’s knowledge and theory layout, this paper seriously explores on the ways to improve the academic quality of printing engineering students and enhance their practical skills, and carries out some preliminary exploration and practice in cultivating and improving practical engineering capabilities of engineering students with comprehensive application of various teaching methods and so on.

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Wasky, Raymond P. "Short Courses [Short Courses]." IEEE Antennas and Propagation Magazine 64, no. 4 (August 2022): 147–66. http://dx.doi.org/10.1109/map.2022.3178298.

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Wasky, Raymond P. "Short Courses [Short Courses]." IEEE Antennas and Propagation Magazine 65, no. 4 (August 2023): 78–100. http://dx.doi.org/10.1109/map.2023.3280844.

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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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Flynn, Alison B. "Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French." Chemistry Education Research and Practice 16, no. 2 (2015): 198–211. http://dx.doi.org/10.1039/c4rp00224e.

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Organic chemistry is a traditionally difficult subject with high failure & withdrawal rates and many areas of conceptual difficulty for students. To promote student learning and success, four undergraduate organic chemistry and spectroscopy courses at the first to third year level (17–420 students) were “flipped” in 2013–2014. In the flipped course, content traditionally delivered in lectures is moved online; class time is dedicated to focused learning activities. The three large courses were taught in English, the small one in French. To structure the courses, each course's intended learning outcomes (ILOs) were analyzed to decide which course components would be delivered online and which would be addressed in class. Short (2–15 min), specific videos were created to replace lectures. Online and in-class learning activities were created in alignment with the ILOs; assessment was also aligned with the ILOs. A learning evaluation was undertaken to determine the impact of the new course structure, using Guskey's evaluation model. Analysis of students' grades, withdrawal rates, and failure rates were made between courses that had a flipped model and courses taught in previous years in a lecture format. The results showed a statistically significant improvement in students' grades and decreased withdrawal and failure rates, although a causal link to the new flipped class format cannot be concluded. Student surveys and course evaluations revealed high student satisfaction; this author also had a very positive experience teaching in the new model. The courses' overall design and evaluation method could readily be adapted to other chemistry, science and other courses, including the use of learning outcomes, the weekly course structure, online learning management system design, and instructional strategies for large and small classes.

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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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23

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

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

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Septiani, Nanda, Ankur Singh Bist, Cicilia Sriliasta Bangun, and Ellen Dolan. "Digital Business Student Development for Entrepreneurs with Software." Startupreneur Business Digital (SABDA Journal) 1, no. 1 (February 12, 2022): 33–43. http://dx.doi.org/10.33050/sabda.v1i1.74.

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

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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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Kucheriavyi, A. O. "Technological bases of projecting distance learning courses." CTE Workshop Proceedings 4 (March 21, 2017): 104–8. http://dx.doi.org/10.55056/cte.334.

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The purpose of the research: determining the technological basis for projecting distance learning courses. Objectives of the research: structuring technology projecting distance learning courses in stages; determination of the nature and characteristics of each of the projecting stages. Research methods: theoretical analysis, synthesis, generalization and modeling. The results of the research. The separate components of technology projecting of distance courses there are four stages. On the stage of creation the programs of distance learning course are determined its general aims, themes, which studies of separate themes, and its maintenance. The structuring stage of the course by modules envisages determinations separate components by contents that require successive working. Psychological peculiarities of the process of learning are taken into account at the stage of defining educational tasks for each module. The stage of development of requirements to the methodical providing of the on-line training course’s modules is predefined by the necessity of taking into account of features of study of educational material exactly in the process of distance studies. The main conclusions and recommendations. Development of the distance course requires its prior projecting on technological principles. The observance of corresponding technology will allow to produce intention of course and create it didactics model as required element of course development.

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Noone, Joanne, Glenise McKenzie, Lisa Hatfield, Karen Bean, Zoe Speidel, and Graciela Vidal. "Creating Structures to Support Quality Matters Certification Within a School of Nursing." Journal of Nursing Education 63, no. 4 (April 2024): 205–11. http://dx.doi.org/10.3928/01484834-20240207-04.

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Background: Best practices for online course design aim to improve teaching and learning by emphasizing the relationship between a course's learning outcomes and all other parts of the course, from assessments to technology to student interaction with peers and instructors. The transition and expanded opportunities to online or hybrid learning in nursing education demonstrate the need for quality online learning experiences. Method: A university initiative to ensure high quality remote courses focused on expanding Quality Matters (QM) certification of hybrid and online courses, which ensures that a course has been developed according to standards for online learning. Results: Currently, 20 courses within a school of nursing are QM certified with 4 more actively preparing for formal review this academic year. Conclusion: This experience can aid schools to develop faculty competencies in evidence-based, online navigation and course design, and systematically improve the online learning experiences for all students. [ J Nurs Educ . 2024;63(4):205–211.]

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BAYNAZAROVA, T. B. "Elective Courses - Courses On Selection." SOCIAL MENTALITY AND RESEARCHER THINKERS JOURNAL 4, no. 7 (January 1, 2018): 27–31. http://dx.doi.org/10.31576/smryj.34.

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Stokes, Thomas A., Douglas J. Gillan, and Jeffery P. Braden. "Establishing the Link Between Usability and Student Satisfaction in Adaptive Online Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 60, no. 1 (September 2016): 1976–80. http://dx.doi.org/10.1177/1541931213601450.

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Online courses present a new element to learners in college courses. Interfaces (web pages) take the place of an instructor as the primary information delivery system. In other words, a student’s learning experience is now tied to the quality of a course’s human- computer interaction. One emerging method of online course delivery is an adaptive course that tailors to individual students needs, abilities, or preferences. There has been much work done on the algorithms that allow the course to adapt to individual students, but there seems to be a lack of research into the usability of these interfaces and how their quality affects student performance and satisfaction. This paper presents some of the data that was collected in a larger, grant-supported project and establishes relationships between usability metrics (ease of use and perceived usefulness) and student satisfaction and outcome measures in adaptive-online courses.

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Dwi Anggaini, Titi Ratnasari, and Miftahul Fikri. "The Effect of Theoretical University Courses Towards Practical Work Result Based on Learning Motivation." Ilomata International Journal of Social Science 1, no. 3 (July 31, 2020): 82–87. http://dx.doi.org/10.52728/ijss.v1i3.106.

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PLN Tertiary Education of Engineering is one of universities that focused on energy and electricity. The type of courses offered in Electrical Engineering major are theoretical courses and practical courses. One of the courses that consist both theoretical and practical courses is Electrical Measurement (EM). PLN Tertiary Education of Engineering suggested that students should apply for theoretical course before starting any practical course, or to take both courses in the same semester. However, there are still students who applied for practical courses before finishing theoretical course. Is there any correlation between theoretical and practical courses, as well as connection between Learning Motivation and Practical Course?. This research is conducted using Two-Way Analysis of Variance (two-way ANOVA) with factorial design of 2x2, and further testing using Tukey’s Range Test using the data of 2018 students’ results who are applying for practical courses with prior theoretical course participation and those without any prior theoretical course participation. Step 1: Data collection; Step 2: Requirement analysis test (normality and homogeneity); Step 3: Validity and Reliability test using learning motivation questionnaires; Step 4: Two-way ANOVA; Step 5: Tukey’s Range Test. Interaction found between EM course and student’s learning motivation towards the result of their EM practical work. This is evident from Fh = 16,66 and Ft = 4,04 at α = 0,05 with Fh > Ft which means H1 is accepted. Therefore, there is an impact between theoretical courses towards practical courses.

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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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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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Wasky, Raymond P. "[Courses]." IEEE Antennas and Propagation Magazine 63, no. 6 (December 2021): 94. http://dx.doi.org/10.1109/map.2021.3115763.

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Wasky, Raymond P. "[Courses]." IEEE Antennas and Propagation Magazine 64, no. 1 (February 2022): 101–11. http://dx.doi.org/10.1109/map.2021.3131099.

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Wasky, Raymond P. "[Courses]." IEEE Antennas and Propagation Magazine 63, no. 5 (October 2021): 86–87. http://dx.doi.org/10.1109/map.2021.3101435.

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Ma, Boxuan, Min Lu, Yuta Taniguchi, and Shin’ichi Konomi. "CourseQ: the impact of visual and interactive course recommendation in university environments." Research and Practice in Technology Enhanced Learning 16, no. 1 (June 30, 2021). http://dx.doi.org/10.1186/s41039-021-00167-7.

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AbstractThe abundance of courses available in a university often overwhelms students as they must select courses that are relevant to their academic interests and satisfy their requirements. A large number of existing studies in course recommendation systems focus on the accuracy of prediction to show students the most relevant courses with little consideration on interactivity and user perception. However, recent work has highlighted the importance of user-perceived aspects of recommendation systems, such as transparency, controllability, and user satisfaction. This paper introduces CourseQ, an interactive course recommendation system that allows students to explore courses by using a novel visual interface so as to improve transparency and user satisfaction of course recommendations. We describe the design concepts, interactions, and algorithm of the proposed system. A within-subject user study (N=32) was conducted to evaluate our system compared to a baseline interface without the proposed interactive visualization. The evaluation results show that our system improves many user-centric metrics including user acceptance and understanding of the recommendation results. Furthermore, our analysis of user interaction behaviors in the system indicates that CourseQ could help different users with their course-seeking tasks. Our results and discussions highlight the impact of visual and interactive features in course recommendation systems and inform the design of future recommendation systems for higher education.

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Wang, Juan. "Evaluation and Enhancing Path of the Teaching Quality of English Courses in Colleges and Universities Based on Fuzzy Evaluation Model." Applied Mathematics and Nonlinear Sciences 9, no. 1 (January 1, 2024). http://dx.doi.org/10.2478/amns-2024-0052.

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Abstract As an important part of the college curriculum, the English course has certain practical significance in the exploration of its curriculum construction. In this paper, we first constructed a teaching quality index system for English courses in colleges and universities, solved the weights of the indexes based on triangular fuzzy hierarchical analysis, and then introduced the theory of topology and simple correlation to improve the comprehensive fuzzy evaluation method for the assessment of the teaching quality of English courses. Finally, an empirical study is conducted to evaluate indicators at every level and their comprehensive quality. According to the study, the first-level indicators have the highest weight of 0.6016 for courses. The teaching quality of English courses in all 20 universities is good, with 53.34% of universities evaluating it as good or above. The teaching quality index of course B among the three English courses is the highest, 81.69. 90% of colleges and universities have received an evaluation grade of medium or above when teaching English courses. Among the indicators, curriculum, teaching, and teaching scholarship were rated as excellent. The evaluation of the course’s pioneering innovation, equipment support, and evaluability was very poor. Optimizing course content, equipment support, and course assessment can improve the quality of teaching English in higher education, according to this study.

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"Short Courses: Short courses." Analytical Chemistry 70, no. 1 (January 1998): 57A. http://dx.doi.org/10.1021/ac981689h.

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"London Consortium Courses: The courses." Critical Quarterly 42, no. 2 (July 2000): 111–22. http://dx.doi.org/10.1111/1467-8705.00291.

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Che, Xiaoqi, Yang Xiao, Long Su, and Lei Bao. "Optimizing Allocation of Course Resources in the Colleges of Science and Engineering: a Case Study on the Course Enrollment Database of a University in Beijing." Research in Education Assessment and Learning 5, no. 1 (April 28, 2020). http://dx.doi.org/10.37906/real.2020.4.

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A course selection (CS) model is constructed based on the course enrollment database from a Chinese university in this research. By using big-data analysis on the database, we study the factors that may determine the students’ CS and we investigate how to optimize allocation of course resources. Our results reveal that the allocation of course resources (type of courses) and the recent revision of academic programs will significantly influence students’ CS. Courses on natural science and engineering (type-b courses), as well as on literature and art (type-d courses), are becoming most popular in course enrollment, which are followed by practical employment-related courses (type-c courses) such as law and management. The core courses of the major (type-a courses) are least selected. Since the new academic program was implemented, type-b courses have been becoming more popular but type-c and type-d courses are less enrolled than before. Our findings can be referenced by policy makers to improve the allocation of course resources in universities, which will benefit the students’ CS and satisfy the demands from society. Our results will also serve as important information for improving education efficiency.

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Kathuria, Hitesh, and David Wayne Becker. "Leveraging Course Quality Checklist to Improve Online Courses." Journal of Teaching and Learning with Technology 10, no. 1 (April 9, 2021). http://dx.doi.org/10.14434/jotlt.v10i1.31253.

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Designing high quality, interactive online courses in a technologically rich environment can be a daunting task even for experienced faculty. This process becomes more difficult when faculty are teaching multiple classes, juggling service and research/creative scholarship. In order to help faculty focus on key aspects of online teaching and course design, we developed a checklist with links to institutional resources which help faculty meet several best practices for online teaching. Use of checklists and rubrics to meet quality assurance standards is common (e.g. - OLC OSCQR Course Design Review Scorecard, 2018; Quality Matters Higher Education Rubric, 2018), however they vary significantly with the time required to review a course (Baldwin, Ching, & Hsu, 2018). Our goal was to create a checklist that helps faculty design basic elements of the course and expedite the self-review process. Given the current COVID-19 situation, when instructors were suddenly asked to teach remotely, this Course Quality Checklist will help faculty self-review their existing or new online course via multiple lenses such as course orientation, policies, organization, alignment, as well as Universal Design for Learning and interaction. Faculty may use this checklist to create a clear and consistent structure within their course. The checklist also links to several online, just-in-time resources (e.g. course templates, design and pedagogy training, and standards for interaction and accessibility). This will ensure they meet essential standards, save time, reduce cognitive load, and meet specific compliance requirements.

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Park, Young. "Enhancing Grade Prediction via Course Attribute-Aware Student Similarity in Collaborative Filtering." International FLAIRS Conference Proceedings 35 (May 4, 2022). http://dx.doi.org/10.32473/flairs.v35i.130544.

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Collaborative filtering has been used in predicting personalized students’ grades in courses at higher educational institutions. The traditional collaborative filtering through student-to-student correlation is based on similarity between students with respect to their grades in all courses that they have taken. However, courses are not completely independent each other. Given a course, the grades of its prerequisite, corequisite and similar courses will affect the grade of the course more than the grades of other unrelated courses will. We propose a course attribute-aware student-to-student collaborative filtering-based grade prediction method that incorporates course-relevant attributes such as prerequisite courses, corequisite courses and similar courses for enhanced grade prediction. To predict the grade of a target course C for a target student S, we identify all direct and indirect prerequisite and corequisite courses of C and compute two types of similarity values between C and other courses, i.e., a) the collaborative course-to-course-based similarity values via the Pearson correlation coefficient (PCC) and b) the semantic textual course content description-based similarity values via the Cosine similarity on the numeric vector representations of the course content descriptions via Doc2Vec. The course attribute-aware student similarity between S and other students for C is computed as a weighted similarity measure such as the Weighted Pearson correlation coefficient (WPCC) by assigning appropriate weights on each direct/indirect prerequisite course of C, each direct/indirect corequisite course of C, and each course based on two types of similarity values between C and the course. The weights can be adjustable and tuned for optimization.

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Ahmad, Amal, and Mohammad Abduljawad. "How to Attract Learners Using the Content of Online Interactive Courses? A Case Study." Journal of Higher Education Theory and Practice 24, no. 4 (May 7, 2024). http://dx.doi.org/10.33423/jhetp.v24i4.6950.

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This study aimed to get input on how learners felt about and preferred online course options. According to the study, teachers’ prior experience instructing online courses, applications’ practicality in course delivery, learner interactions, the quality and timeliness of learner-teacher interactions, consistency of course design across courses, and session duration are all crucial for learners’ satisfaction with online instruction. The convenience, availability of technical support, and flexibility of online courses compared to face-to-face courses a group of students were surveyed after completing online training courses in various specializations to evaluate the quality of the courses, which were selected from reputable and well-known sites in the field of providing online training courses. The results, according to students’ feedback, showed that the courses that attracted students’ interest were those that took into account the student’s needs in terms of interaction with professors and colleagues, course content, and duration, especially if there was a practical aspect. The findings also indicate the need to develop a coherent course structure so that students’ needs and attractions are considered before starting the course.

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"COURSES." Adolescent Psychiatry 6, no. 1 (July 14, 2016): 59. http://dx.doi.org/10.2174/221067660601160714193341.

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"Courses." Journal of the European Academy of Dermatology and Venereology 9, S1 (September 1997): S59—S77. http://dx.doi.org/10.1111/j.1468-3083.1997.tb01076.x.

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"Courses." Journal of the European Academy of Dermatology and Venereology 11 (September 1998): S41—S62. http://dx.doi.org/10.1111/j.1468-3083.1998.tb00988.x.

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"COURSES." Journal of the European Academy of Dermatology and Venereology 12, s2 (September 1999): S83—S98. http://dx.doi.org/10.1111/j.1468-3083.1999.tb00915.x.

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"COURSES." Journal of the European Academy of Dermatology and Venereology 14, S1 (September 2000): 61–74. http://dx.doi.org/10.1111/j.1468-3083.2000.tb01088.x.

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"Courses." Analytical Proceedings including Analytical Communications 31, no. 7 (1994): 224. http://dx.doi.org/10.1039/ai9943100224.

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"Courses." Analytical Proceedings including Analytical Communications 31, no. 9 (1994): 288. http://dx.doi.org/10.1039/ai9943100288.

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