Rozprawy doktorskie: „Course”

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

Assadi, Hervé. "Réponses physiologiques au cours d'exercices intermittents en course à pied". Phd thesis, Université de Bourgogne, 2012. http://tel.archives-ouvertes.fr/tel-00817851.

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Les objectifs de ce travail étaient d'analyser les réponses physiologiques au cours d'exercices intermittents en course à pied et de déterminer i) un test d'évaluation de la vitesse maximale aérobie (VMA) adapté aux exercices intermittents ; ii) les exercices intermittents permettant une sollicitation maximale de la consommation d'oxygène (VO2max) ; iii) les facteurs physiologiques et neuromusculaires limitant la durée des exercices intermittents.La première étude a permis de montrer que la réalisation d'un exercice intermittent alternant des périodes d'effort de 30 s avec des périodes de récupération de 30 s (30s-30s), à la VMA atteinte à la fin du test intermittent incrémental 45-15FIT, permettait à la fois de réaliser un grand nombre de répétitions et de solliciter un fort pourcentage de la VO2max pendant la durée de l'exercice. Lors de la seconde étude nous avons montré que les exercices intermittents de type 5s-15s, 30s-30s et 60s-60s, courus à la VMA permettaient de solliciter un fort pourcentage de la VO2max. L'exercice intermittent de type 30s-30s est celui qui permet néanmoins de réaliser le plus grand nombre de répétitions. Une part plus importante de la glycolyse dans la production d'énergie réduit le nombre de répétitions lors de l'exercice de type 60s-60s par rapport à l'exercice de type 30s-30s ; une fatigue musculaire causée par un plus grand nombre d'accélérations et de décélérations réduit quant à elle le nombre de répétitions lors de l'exercice de type 15s-15s, par rapport à l'exercice de type 30s-30s. Les résultats de la troisième étude ont confirmé que les exercices intermittents de type 5s-15s, courus à la VMA, induisaient une fatigue musculaire plus importante, due essentiellement aux nombreuses accélérations et décélérations. Il a également été montré qu'à la suite d'un exercice pré-fatigant des muscles extenseurs du genou (contractions musculaires évoquées par électromyostimulation vs contractions volontaires isométriques), le nombre de répétitions lors de l'exercice intermittent 30s-30s était réduit, mais que le pourcentage de temps passé à plus de 90% de la VO2max n'était pas diminué par rapport à la réalisation sans pré-fatigue.L'ensemble de nos travaux permettent de définir un ensemble d'exercices intermittents qui, lorsqu'ils sont courus à la VMA évaluée lors du test 45-15FIT, permettent d'atteindre un niveau élevé de sollicitation du système aérobie, dont l'exercice de type 30s-30s pourrait constituer un exercice "standard"

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4

Engel, Jim, i Jim Menas. "Telemetry Course". International Foundation for Telemetering, 1995. http://hdl.handle.net/10150/611494.

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International Telemetering Conference Proceedings / October 30-November 02, 1995 / Riviera Hotel, Las Vegas, Nevada
This paper presents a new multimedia CD ROM course on Telemetry that has is just being developed for DoD by the Defense Test and Evaluation Professional Institute (DTEPI). The paper will discuss the Commercial Off the Shelf (COTS) software packages that were used to develop the course. It will discuss the methodology used to develop the course and lessons learned in its development. During the presentation of this paper a computer and VGA projector will be used to show some of the material in the course. This is the second CD ROM course developed by DTEPI, the first one was on Time, Space-Position Information (TSPI). The TSPI course has been completed, passed Beta testing at most of the National Ranges, and has been released. About 800 CD ROM disks have been distributed to the Ranges and other qualified users. The Telemetry course will be similarly completed and distributed. The course is intended to be an introduction to the subject of telemetry for use by engineering professionals just entering the workforce, by professionals cross training into T&E, and by others with a need or desire to understand telemetry. The value of developing an interactive course using audio narration, animations, as well as still pictures and video of actual instrumentation and equipment cannot be overemphasized. This multimedia environment makes the explanation of concepts like an optical encoder easily understandable as the student can "see" a simulation of the encoder in operation. The course is designed to be self paced with students controlling their own progress and choosing the topics they want to cover. The student also has the option to print a hard copy of the page narration or read them on screen. The course facilitates the rapid learning of the jargon of telemetry, all the essential acronyms, the way telemetry systems work, what they look like, and many of the limitations of telemetering systems. The course covers the History of Telemetering, Telemetry Subsystems, Range Applications, Telemetry Schemes, Theory of Operation, Telemetry Processing Systems, Testing Telemetry Systems, and other Miscellaneous Topics. It will afford the student a lot of insight into telemetry without the mathematics and detail required of a telemetry design engineer.

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5

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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6

Allen, Michael S. (Michael Scott) 1975. "6.270 course notes". Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80037.

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7

Martin, Michael T. "Christian Crash Course". Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/116.

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8

Shailaja, Maddala. "Course review system". Kansas State University, 2015. http://hdl.handle.net/2097/19007.

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Master of Science
Department of Computing and Information Sciences
Mitchell Neilsen
The Course Review System (CRS) application reviews courses and their feedbacks, thereby providing a platform to learn about the courses being offered at Kansas State University (KSU) before enrollment. This can help current and also prospective students who are planning to enroll in courses at KSU to form an idea about the courses being offered at KSU. For the CRS application graduate and undergraduate level courses from 16 departments at KSU were included. Users can rate a course on a scale of 1 to 5 in three categories namely: Difficulty, Grading, and Learning Curve. Statistical analysis was used to display the top 10 courses in each department for each rating category. A recommendation feature which recommends courses to users based on the courses they are currently viewing was added to provide users with recommendations. Users could post their reviews and comments in the comments section. In addition to this we also have a ‘Questions and Answers’ section allowed users to ask questions and any interested user could answer them in that forum. Dimensional Research conducted a survey about the impact of opting courses via online reviews, in which 88% of respondents were influenced by online course reviews when selecting an online course [17]. In addition to the survey however, rational thinking suggests that obtaining an idea about a course involves reading through the experiences of actual users before deciding to select a course. Therefore, the proliferation of various review websites, including software application reviews, plays a major role. Reviews and ratings of a course provides users with an idea about the course they intend to take up and also helps in effectively planning out coursework for the semester. As users are looking for information to help them choose the most suitable course for their requirements course reviews are playing a larger role than they were in the past. It also helps students to make smart choices in laying out a flow chart for their program. The CRS application was a perfect platform for students to know everything they need to know about courses before they enroll.

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9

Malli, Raghavan Karthick Kumar. "KSU course reader". Kansas State University, 2011. http://hdl.handle.net/2097/13243.

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Master of Science
Department of Computing and Information Sciences
Gurdip Singh
KSU Course Reader is an android application developed for Kansas State University students to access their course materials, listen to the audio lectures, watch the video lectures and read the lecture slides or other materials from all their enrolled courses with a single application. A student can add RSS xml link associated with the courses enrolled in the current semester in the application and can receive the course materials for each course automatically after every lecture. The aim of this project is to develop a one stop android application for students to access the course materials of all their courses from their android smart phones and tablets. The project also provides a jsp form for course instructors to update the course materials for every lecture which automatically updates the xml file associated with the course. The application also allows students to add other RSS xml like K-State News, K-state Events etc. The same application can be used for adding public rss xml sites and can also be used as a podcast player. It is very essential to provide the course materials readily available to the students all the time wherever they are. Since most students have smart phones or tablets and use them for accessing emails, surf internet etc , it becomes easier for them to use this KSU course reader application to access, read or view all their course materials at one place which is also customized for mobiles and tablets. As android is one of the leading and fastest growing smart phone platforms the project becomes more appropriate to develop in android.

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10

Stein, Agathe. "Le controle anti-dopage du cheval de course". Bordeaux 2, 1995. http://www.theses.fr/1995BOR2P045.

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11

Ndaminin, Mohammed Bida 1953. "COURSE CONTENT USEFUL IN IRRIGATION COURSE AT DIPLOMA LEVEL IN NIGERIA". Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275555.

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12

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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13

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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14

Calapa, Amy K. "Life designing in a collegiate career course: The post-course narratives of students who completed a life design career course". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1604354223971716.

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15

Sweet, Jonathan A. "Predicting Undergraduate Student Course Success in a Lecture Capture Quantitative Methods Course". Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791016.

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The purpose of this study was to develop a methodological approach using secondary data that researchers, faculty, and staff can utilize to assess student course performance and to identify the input and course environment factors that best predict student course success in an undergraduate lecture capture quantitative methods course. Using the Astin and Antonio (2012) Input Environment and Outcome (IEO) Model as a framework, this quantitative study examined both input variables that students bring to a course as well as the course environment factors that students experience in the course. Three secondary data sources were utilized and analyzed using descriptive and multi-variate statistics.

The findings revealed that students with higher levels of student course engagement and academic self-concept were more likely to achieve student course success in this lecture capture quantitative methods course. In addition, prior University GPA along with live-class attendance, discussion board posts, and course quiz and exam scores were the strongest predictors of student course success.

The largest implication from this study was the methodological approach developed to identify factors that predicted student course success. This approach can be used to help faculty identify course-embedded measures for assessment as well as develop Keys for Success to help future students succeed in difficult courses. While this study added significantly to the limited research on lecture capture courses, future research should further explore qualitative aspects of the course, such as motivation and student video-viewing behaviors, as well as additional impacts on physical attendance in lecture capture courses.

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16

Fagelson, Marc A. "Two-Day Tinnitus Course". Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/1674.

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Fagelson, Marc A. "Two-day Tinnitus Course". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1684.

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Semones, Gary I. "Maintenance mishap investigation course". CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/418.

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Karrolla, Sanjay. "WEB APPLICATION FOR GRADUATE COURSE ADVISING SYSTEM". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/606.

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The main aim of the course recommendation system is to build a course recommendation path for students to help them plan courses to successfully graduate on time. The Model-View-Controller (MVC) architecture is used to isolate the user interface (UI) design from the business logic. The front-end of the application develops the UI using AngularJS. The front-end design is done by gathering the functionality system requirements -- input controls, navigational components, informational components and containers and usability testing. The back-end of the application involves setting up the database and server-side routing. Server-side routing is done using Express JS.

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20

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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21

Hornbeak, Jerrick L. "Teaching methods and course characteristics related to college students' desire to take a course". Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1367.

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22

Walker, Brooke. "Using the Stimulus Equivalence Paradigm to Teach Course Material in an Undergraduate Rehabilitation Course". Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1879993801&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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23

Beranek, Thomas R. "Global project management graduate course /". College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3756.

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Thesis (M.S.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Dept. of Civil and Environmental Engineering. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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24

Pulwitt, T. "Evaluating a safety leadership course". Thesis, University of Aberdeen, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.567706.

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Case, Michael A. "Network infrastructure essentials course development". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/MCase2007.pdf.

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26

McNulty, Michael A. "Dyslexia and the life course". Click here for text online. The Institute of Clinical Social Work Dissertations website, 2000. http://www.icsw.edu/_dissertations/mcnulty_2000.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2000.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

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Corry, Colette. "Suicide : a life-course perspective". Thesis, University of Ulster, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525141.

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Dubrau, Marlen, Anja Lorenz i Andrea Lißner. "SOOC - Saxon Open Online Course". Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-153543.

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Neben der Strukturierung der Informationsflut durch entsprechende Strategien, bedarf es einer Anpassung der Wissensaneignungsprozesse. Massive Open Online Courses (MOOCs) als offene Lehr-Lern-Arrangements haben das Potenzial, diesen Entwicklungen Rechnung zu tragen und die Bildungskultur der nächsten Jahre zu beeinflussen. So stehen Hochschulen vor der Herausforderung, Studierende auf zukünftige Berufswelten vorzubereiten und Handlungskompetenzen zu fördern. Dadurch ist nicht mehr nur die Vermittlung von fachlichem Wissen relevant, sondern auch die Entwicklung von Sozial-, Selbst- und Methodenkompetenzen. Insbesondere die Förderung des selbstgesteuerten Lernens, das die Basis der offenen Kurskonzeption von MOOCs darstellt, ist ebenfalls eine wichtige Grundlage dafür, sich lebenslang selbstständig weiterbilden zu können. Vor diesem Hintergrund wurde der Saxon Open Online Course (SOOC) konzipiert.

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Sheppard, Christine. "Course design and student epistemology". Thesis, University of Surrey, 1990. http://epubs.surrey.ac.uk/603/.

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Ляшенко, Ірина Володимирівна, Ирина Владимировна Ляшенко i Iryna Volodymyrivna Liashenko. "Designing a blended learning course". Thesis, ФОП Цьома С.П, 2019. http://essuir.sumdu.edu.ua/handle/123456789/72752.

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Стаття розглядає види моделей змішаного навчання і іх застосування у процесі навчання.
Статья рассматривает виды моделей смешанного обучения и их применение в процессе обучения.
The article examines the types of models of mixed learning and their application in the learning process.

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Муліна, Наталія Ігорівна, Наталия Игоревна Мулина i Nataliia Ihorivna Mulina. "Feedback in a distance course". Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33288.

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Distance education has a long history that vividly represents a way not only of how learning develops but also how it is dependent on the advancements in communication technologies. It can be traced back from the first attempts to use postal services in the 18th century. However, the beginning of the 21st century is claimed to involve electronic and IT tools in delivering teaching materials and implementation of learning practices. In general, distance education is considered as such that provides learning opportunities for those who are geographically distant. Once computers have been used there an electronic component is inseparably associated with distance education. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/33288

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32

Blackwelder, Reid B. "Osler Family Medicine Review Course". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6951.

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Blackwelder, Reid B. "Osler Family Medicine Review Course". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6954.

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Blackwelder, Reid B. "Osler Family Medicine Review Course". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/6956.

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35

Cameron, Nancy G. "MSN Orientation and Reference Course". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7055.

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Marrs, Jo-Ann. "Developing a Course from Scratch". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7111.

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37

Hennessy, Andrew. "A Hands-On Security Course". Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491578243129203.

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38

Gault, Yves. "Course de fond et dopage". Université Louis Pasteur (Strasbourg) (1971-2008), 1990. http://www.theses.fr/1990STR1M085.

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39

Wang, Pei. "Issues of online course design". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wangp.pdf.

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40

Lewis, Rhydian M. R. "Metaheuristics for university course timetabling". Thesis, Edinburgh Napier University, 2006. http://researchrepository.napier.ac.uk/Output/2392.

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The work presented in this thesis concerns the problem of timetabling at universities – particularly course-timetabling, and examines the various ways in which metaheuristic techniques might be applied to these sorts of problems. Using a popular benchmark version of a university course timetabling problem, we examine the implications of using a “twostaged” algorithmic approach, whereby in stage-one only the mandatory constraints are considered for satisfaction, with stage-two then being concerned with satisfying the remaining constraints but without re-breaking any of the mandatory constraints in the process. Consequently, algorithms for each stage of this approach are proposed and analysed in detail. For the first stage we examine the applicability of the so-called Grouping Genetic Algorithm (GGA). In our analysis of this algorithm we discover a number of scaling-up issues surrounding the general GGA approach and discuss various reasons as to why this is so. Two separate ways of enhancing general performance are also explored. Secondly, an Iterated Heuristic Search algorithm is also proposed for the same problem, and in experiments it is shown to outperform the GGA in almost all cases. Similar observations to these are also witnessed in a second set of experiments, where the analogous problem of colouring equipartite graphs is also considered. Two new metaheuristic algorithms are also proposed for the second stage of the twostaged approach: an evolutionary algorithm (with a number of new specialised evolutionary operators), and a simulated annealing-based approach. Detailed analyses of both algorithms are presented and reasons for their relative benefits and drawbacks are discussed. Finally, suggestions are also made as to how our best performing algorithms might be modified in order to deal with further “real-world” constraints. In our analyses of these modified algorithms, as well as witnessing promising behaviour in some cases, we are also able to highlight some of the limitations of the two-stage approach in certain cases.

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Greene, Robert Allan. "The Effect of Modality on Student Achievement and Course Completion in a Developmental Mathematics Course". UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/815.

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Students taking courses in developmental mathematics do so in one of three modalities - some take the classes face-to-face in a classroom with a professor who is physically present, others take the classes in what is known as a blended or hybrid mode in which the professor uses a combination of classroom and online time to teach the course, and another group takes the classes completely online. Increasingly, a growing number of students are taking these courses in a hybrid mode or completely online, and this phenomenon is causing educators to redesign their programs, offering more courses in these two modalities. However, some program leaders do so without any data about the achievement and course completion rates of students in the different modalities. This research 1) investigated the achievement rates of students taking an eight week developmental mathematics course, taught in three different modalities and 2) investigated the course completion rates of students taking an eight week developmental mathematics course, taught in three different modalities. Specifically, the purpose of this study was to examine the achievement and course completion rates of students enrolled in an eight week developmental mathematics course, Elementary Algebra, based on the delivery modality. The study was conducted at a large multi-campus institution located in the southeast United States as the research site. The theories used to frame the research were the Information Processing Theory and Cognitive Load Theory.

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Sankey, Michael David. "Multimodal design for hybrid course materials : developing and evaluating a new paradigm for course delivery". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16363/1/Michael_Sankey_Thesis.pdf.

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In early 2003, in a major shift in policy, the University of Southern Queensland (USQ) announced that its learning materials would progressively move from a predominantly print-based mode of delivery to a new 'hybrid' mode of delivery across all discipline areas. Central to this delivery would be a resource-rich CDROM containing all study materials, supported with a range of multimedia based enhancements, online support and selective print materials. As this represented a fundamentally new approach to the delivery of materials at USQ, it was essential to ascertain a clear understanding of about the implications of this change for student learning. In implementing this policy it was necessary to establish a range of pedagogically sound, cost effective delivery guidelines, for the development of the course materials and the multimedia based enhancements. In response to this need, this study has developed a set of 10 multimodal design heuristics used to guide the development of these materials. In establishing these guidelines, this thesis contextualises important issues associated with hybrid delivery and considers how catering for a multiliterate clientele by using a combination of multimedia based enhancements in an electronic environment may improve the learning opportunities for students. Two Faculty of Business courses delivered in 2004, ECO2000 'Macroeconomics for Business and Government' and MGT2004 'People Development', were chosen to pilot the new hybrid mode of delivery. The combination of qualitative and quantitative approaches was used to investigate how students have utilised this new environment. This approach rendered a clear indication of student views about the CD based delivery and, more particularly, an appreciation of how they utilised the multimedia based enhancements to augment their studies. Analysis of the research data indicated a strong acceptance of the CD based learning environment. This was particularly true for off-campus and international students. On the whole, students reported a preference for a CD based resource, though this acceptance was moderated by a desire to still receive some print-based materials. Importantly, from this analysis it was possible to add a further four multimodal design heuristics to the original set of ten which informed the design of the multimedia based enhancements for each course. This study demonstrates that higher levels of student engagement are possible when integrating a range of multimedia based enhancements to cater for a range of student learning modalities, whilst also maintaining a balanced environment for more traditional learners1.

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Sankey, Michael David. "Multimodal design for hybrid course materials : developing and evaluating a new paradigm for course delivery". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16363/.

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In early 2003, in a major shift in policy, the University of Southern Queensland (USQ) announced that its learning materials would progressively move from a predominantly print-based mode of delivery to a new 'hybrid' mode of delivery across all discipline areas. Central to this delivery would be a resource-rich CDROM containing all study materials, supported with a range of multimedia based enhancements, online support and selective print materials. As this represented a fundamentally new approach to the delivery of materials at USQ, it was essential to ascertain a clear understanding of about the implications of this change for student learning. In implementing this policy it was necessary to establish a range of pedagogically sound, cost effective delivery guidelines, for the development of the course materials and the multimedia based enhancements. In response to this need, this study has developed a set of 10 multimodal design heuristics used to guide the development of these materials. In establishing these guidelines, this thesis contextualises important issues associated with hybrid delivery and considers how catering for a multiliterate clientele by using a combination of multimedia based enhancements in an electronic environment may improve the learning opportunities for students. Two Faculty of Business courses delivered in 2004, ECO2000 'Macroeconomics for Business and Government' and MGT2004 'People Development', were chosen to pilot the new hybrid mode of delivery. The combination of qualitative and quantitative approaches was used to investigate how students have utilised this new environment. This approach rendered a clear indication of student views about the CD based delivery and, more particularly, an appreciation of how they utilised the multimedia based enhancements to augment their studies. Analysis of the research data indicated a strong acceptance of the CD based learning environment. This was particularly true for off-campus and international students. On the whole, students reported a preference for a CD based resource, though this acceptance was moderated by a desire to still receive some print-based materials. Importantly, from this analysis it was possible to add a further four multimodal design heuristics to the original set of ten which informed the design of the multimedia based enhancements for each course. This study demonstrates that higher levels of student engagement are possible when integrating a range of multimedia based enhancements to cater for a range of student learning modalities, whilst also maintaining a balanced environment for more traditional learners1.

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Lutes, Lyndell E. "Exploring the Retention of Credit-Hour Value in Terms of Workload for University Core Courses Taught in a Time-Compressed Format". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4021.

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This study compared the workload and value of work done outside of class reported by 3512 undergraduate students at Brigham Young University completing 16-week semester and 8-week term University Core (General Education and Religion) classes. Based on the results of this analysis, significant differences in workloads were found when comparing them by occasion (semester versus term). Significant differences were also found in workload and value of homework based on the autonomy of the instructors. On average, the workload difference by occasion equates to approximately 54 minutes more per week in a 3-credit semester course when compared to a term course. While term workloads are lighter than semester workloads in general, both could be called "University Core lite," in that none of the courses exceeded the expected workloads of two hours outside of class per hour in class. The value of homework reported by occasion was overall not significantly different between semester and term. When comparing the reported workload based on the autonomy of the instructor to make changes to a course, statistically significant differences were found. Regardless of occasion, workload tended to decrease when the instructor had greater autonomy in designing the course. The difference in the value of homework reported by autonomy was also found to be significant. The pattern for this factor was reversed in comparison to workload. Students reported greater value in the homework done outside of class in courses when the instructor had greater autonomy. Overall, based on calculated workloads coupled with changes instructors made to their term courses, the impact to the course in terms of workloads was greatest for reading- and writing-intensive courses. Each of which reported a substantial decline in workloads when taught in term format. Math and physics courses came closest to meeting the expected workloads and remained constant between semester and terms. These and other implications are discussed, and recommendations are made regarding the types of courses that are best suited to being taught in a time-compressed format.

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Masri, David N. "A Correlational Analysis of Secondary Data for Factors Influencing Graduation from Adult Drug Court". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4456.

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The proliferation of drug courts throughout the world over the last two decades presents an opportunity and a challenge. The drug court approach involves a combination of treatment and judicial supervision which is a diversion from incarceration and/or ‘traditional’ criminal justice supervision. Despite widespread study of drug courts, there is much that researchers still do not know and there is still controversy as to how and why drug courts work. This research study is an examination of secondary data from an urban, mid-Atlantic drug court to attempt to correlate factors that contribute to success (as defined by graduation) in drug court. This study examines drug courts using Life Course Theory, Social Capital Theory and Recovery Capital Theory as a theoretical foundation for understanding the influences of drug courts on participants. Findings from the Discriminant Function Analysis employed in this study demonstrate low to moderate ability to predict drug court graduation and program attrition based on a combination of demographic information and drug court program requirements. Among the factors found to contribute to drug court success were participants having children, their employment status, 30-day abstinence, age, and race. Additional implications for social workers practicing in drug courts are discussed as well as suggestions for future research directions in the study of drug courts.

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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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Sutton, R. "Fuzzy set models of the helmsman steering a ship in course-keeping and course-changing modes". Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377871.

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Mulder, Clara Helena. "Migration dynamics a life course approach /". Amsterdam : Thesis Publishers, 1993. http://catalog.hathitrust.org/api/volumes/oclc/29745272.html.

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