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Journal articles on the topic 'DAS course'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

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

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2

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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3

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

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4

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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5

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

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6

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

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

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7

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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8

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

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9

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

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

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10

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

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

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

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

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

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

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

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

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

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17

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

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18

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

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19

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

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20

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

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21

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

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22

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

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23

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

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

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24

Frank, Debra. "Selection of Collegewide Course Materials." Muma Case Review 6 (2021): 001–22. http://dx.doi.org/10.28945/4730.

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Due to COVID-19 pandemic a college with eight different campus locations moved its face to face courses online. The college decided to list all courses under one main campus since the regional locations did not matter now. There was a course materials issue since the professors from each of the campuses use their own materials. Now that courses are provided collegewide (as one campus), the students could sign up for a course with an instructor at another campus without knowing. This created a serious problem for the students. A student could potentially buy course materials for a course, for some reason switch to another of the same course and have the wrong materials purchased.

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25

Mann, John T., and Shida R. Henneberry. "Online versus Face-to-Face: Students' Preferences for College Course Attributes." Journal of Agricultural and Applied Economics 46, no. 1 (February 2014): 1–19. http://dx.doi.org/10.1017/s1074070800000602.

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The objectives of this article were to determine: 1) students' preferences for college course attributes; and 2) how the amount of course attribute information impacts enrollment. Results indicate students had the highest preferences for face-to-face (F2F) courses offered late morning and early afternoon and two to three days per week. Students selected online over F2F courses depending on course makeup; for example, course topic, online course design technology, and when the F2F version was offered. Additionally, students selected online courses more frequently when additional online course attribute information was available during course selection.

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

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

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

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

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

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

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

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

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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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31

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

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

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

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

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박혜숙. "Course Survey Response Patterns and Course Satisfaction." Studies in Humanities and Social Sciences 1, no. 22 (February 2009): 257–86. http://dx.doi.org/10.17939/hushss.2009.1.22.008.

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34

Faulconer, Dixon, Griffith, and Faulconer. "A Course in Context: Video Course Trailers." Journal of General Education 69, no. 1-2 (2021): 60. http://dx.doi.org/10.5325/jgeneeduc.69.1-2.0060.

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35

McGee, Reece. "Determining Course Content in the Introductory Course." Teaching Sociology 22, no. 4 (October 1994): 345. http://dx.doi.org/10.2307/1318929.

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Keengwe, Jared, and Joachim Jack Agamba. "Course Management Systems Integration into Course Instruction." International Journal of Information and Communication Technology Education 8, no. 2 (April 2012): 72–80. http://dx.doi.org/10.4018/jicte.2012040106.

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The emergence of e-learning tools such as Course Management Systems (CMS) offer instructors a practical means to transition from face-to-face to blended delivery modalities that could better serve the needs of digital learners. However, instructors fail to take advantage of such existing modern classroom technologies to provide better learning experiences for their learners. Part of this is due to the lack of a system to determine the underuse of technological tools in a CMS. This project focused on examining the degree of Moodle technology integration into course instruction to support effective student teaching and learning by three instructors. This article stimulates reflections on pedagogical experiences with regard to course content material and instructor practices. The study illustrates that instructors and learners can believe technology is being used well in a CMS course site when the opposite is true.

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Gazioğlu, Suzan. "Online course design: a statistics course example." Teaching Statistics 35, no. 2 (July 30, 2012): 98–102. http://dx.doi.org/10.1111/j.1467-9639.2012.00523.x.

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Collinson, Joseph W., Thomas Brown, Louis A. Chalmers, Alistair Gales, and Laura Shepherd. "IMPLSE course: a near-peer simulation course." BMJ Simulation and Technology Enhanced Learning 4, no. 2 (January 20, 2018): 71–76. http://dx.doi.org/10.1136/bmjstel-2016-000172.

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BackgroundNear-peer teaching is recognised for its benefit to both students and facilitators when used as an adjunct to traditional teaching. Simulation is an effective tool for teaching acute management. There are currently no published long-term objective data of the efficacy of near-peer simulation teaching.MethodsWe designed the ‘Immediate Management: Peer Led Simulated Emergencies’ course, a near-peer simulation course for medical students run by junior doctors covering common medical and surgical emergencies. Participants and teachers were objectively tested before and after sessions, and participant confidence in various areas was self-assessed. Participants were followed up at 18 months with both repeat testing and analysis of finals examination results.ResultsParticipants’ mean test scores improved significantly postcourse and remained significantly higher than baseline at 18-month follow-up. There was no difference between participants’ and non-participants’ final examination performance. Participant confidence increased in all areas immediately and at 18-month follow-up. Junior doctor facilitator test scores significantly improved after teaching on the course.ConclusionsNear-peer simulation courses can be effectively designed and run by junior doctors and our results suggest that they result in long-term improvement in test scores. Larger studies with randomised control groups are required to confirm the efficacy of such teaching.

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

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

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

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

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

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

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

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Koo, Alex. "Logic as a Blended Course." Teaching Philosophy 43, no. 2 (2020): 139–56. http://dx.doi.org/10.5840/teachphil2020511121.

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I present Modern Symbolic Logic, an introductory philosophy course in first-order logic, as a blended course. A blended course integrates online video learning with in-class activities, out of class supports, and deliverables into a cohesive and mutually supporting package. Blended courses are an enhancement on hybrid courses, which focus on online video learning but not on the additional supports needed for an effective learning experience. This paper has two central aims. The first is to present a blended course in action in order to address a need in the literature for detailed reports of blended classes. The second is to advance an iterative approach to blended course design that significantly lowers the bar of entry for instructions hoping to create a blended course.

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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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Wilson, Tonia J., and Melina Alexander. "HyFlex Course Delivery: Addressing the Change in Course Modality Brought on by the Pandemic." Journal of the International Society for Teacher Education 25, no. 2 (December 31, 2021): 41–58. http://dx.doi.org/10.26522/jiste.v25i2.3668.

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Teacher preparation programs need quality training courses that offer flexible, interactive alternatives to isolating online courses and classroom-based programs that limit students to a specific place and time. The HyFlex course design provides a solution by combining internet video instruction (such as Zoom), regular online learning, and face-to-face classroom experiences into one course where students can choose the method that best meets their individual learning needs and even alternate between methods throughout the course session. HyFlex aligns with learner centered instruction and offers a unique opportunity for educators to receive quality licensure courses. This article explores existing literature on the HyFlex course delivery method and discusses a case study done to examine student outcomes resulting from its use in a post-baccalaureate special education teacher licensure program.

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

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

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

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

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

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

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Oducado, Ryan Michael F. "Are Nursing Students’ Early Course and Perceived Performance Related to Their Final and Actual Course Performance?" Nurse Media Journal of Nursing 9, no. 2 (December 26, 2019): 167–75. http://dx.doi.org/10.14710/nmjn.v9i2.26675.

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Background: Assessing the academic performance of students is imperative for nursing educators. While it is commonly accepted that performance in quizzes is linked with final examination performance, little published empirical data is available among nursing student samples.Purpose: The purpose of this study was to determine the relationship between performance in regular short lecture quizzes and long quiz on the final examination performance of nursing students in a nursing course. Likewise, this study ascertained whether there is a significant relationship between perceived performance and actual performance in the final examination of the course.Methods: A descriptive-correlational study design was used. All 138 second-year nursing students enrolled in the Community Health Nursing course were included in this study. Grades in short quizzes, long test, and final examination were analyzed, and a one item global scale was utilized to determine students’ perceived performance in the final examination. Pearson’s r was employed to determine the relationship between variables.Results: Results revealed that performance in regular short lecture quizzes (p=0.000) and long quiz (p=0.000) were significantly correlated with final examination performance. Moreover, there was a significant relationship between perceived performance and actual performance in the final examination (p=0.000).Conclusion: This study suggests that early performance in the lecture course can significantly influence students’ performance in the final assessment of the course. Nurse educators are encouraged to be proactive in identifying students who are at risk of performing poorly early in the course so that prompt remediation and guidance may be provided to students who are not performing well.

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

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

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