Journal articles: 'Course design'

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Klein, Eberhard. "Course design." System 15, no. 3 (January 1987): 385–89. http://dx.doi.org/10.1016/0346-251x(87)90016-9.

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McGee, Patricia. "Blended Course Design." International Journal of Mobile and Blended Learning 6, no. 1 (January 2014): 33–55. http://dx.doi.org/10.4018/ijmbl.2014010103.

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Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.

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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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Ruwe, Donelle, and James Leve. "Interdisciplinary Course Design." Clearing House: A Journal of Educational Strategies, Issues and Ideas 74, no. 3 (January 2001): 117–18. http://dx.doi.org/10.1080/00098650109599174.

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Foster, Geoff. "Managing course design." British Journal of Educational Technology 24, no. 3 (September 1993): 198–206. http://dx.doi.org/10.1111/j.1467-8535.1993.tb00074.x.

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Jenkins, Daniel M. "Integrated Course Design." Journal of Management Education 39, no. 3 (June 25, 2014): 427–32. http://dx.doi.org/10.1177/1052562914540903.

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Siddiqui, Dr Mujibul Hasan. "Distance Education;Some Practical Aspects for Course design." International Journal of Scientific Research 2, no. 2 (June 1, 2012): 76–77. http://dx.doi.org/10.15373/22778179/feb2013/27.

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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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Saclarides, Evthokia Stephanie, Brette Garner, Gladys Krause, Claudia Bertolone-Smith, and Jen Munson. "Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses." Mathematics Teacher Educator 11, no. 1 (September 1, 2022): 9–25. http://dx.doi.org/10.5951/mte.2020.0081.

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Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative self-study, five teacher educators identified three time-related tensions in elementary mathematics methods courses: (a) teaching mathematics content and pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics. To address these tensions, we offer three design principles and illustrative examples: (a) addressing multiple goals for each course component; (b) developing PSTs’ dispositions over time; and (c) building on PSTs’ strengths to develop understanding of mathematics. We present a reflection tool to assist matsshematics teacher educators in designing their courses to maximize their instructional time.

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Jiang, Jiabei, Ding Zhou, and Yuqing Zou. "Integration of Industrial Design Method and Engineering Innovative Course." Journal of the Institute of Industrial Applications Engineers 4, no. 4 (October 25, 2016): 159–65. http://dx.doi.org/10.12792/jiiae.4.159.

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张, 媛. "The Application of Self-Efficacy Theory in the Teaching of History of Design Course." Design 05, no. 04 (2020): 63–68. http://dx.doi.org/10.12677/design.2020.54010.

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Ball, Philip. "A new design course." Nature Materials 15, no. 2 (January 22, 2016): 130. http://dx.doi.org/10.1038/nmat4547.

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Elliott, Kathryn Sabrena. "Course Design on Aging." Gerontology & Geriatrics Education 26, no. 1 (October 26, 2005): 23–41. http://dx.doi.org/10.1300/j021v26n01_03.

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McKimm, Judy, and Mark Barrow. "Curriculum and course design." British Journal of Hospital Medicine 70, no. 12 (December 2009): 714–17. http://dx.doi.org/10.12968/hmed.2009.70.12.45510.

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Howes, Loene M., and Jane Goodman-Delahunty. "Life Course Research Design." Journal of Career Development 41, no. 1 (February 2, 2013): 62–84. http://dx.doi.org/10.1177/0894845312474370.

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Knipe, Sally. "Innovation in Course Design." Australian Journal of Teacher Education 41, no. 3 (March 1, 2016): 55–65. http://dx.doi.org/10.14221/ajte.2016v41n3.4.

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Belcadhi, Lilia Cheniti, and Sonia Ayachi Ghannouchi. "How to Design an Active e-Course?" Journal of Information Technology Research 8, no. 1 (January 2015): 82–106. http://dx.doi.org/10.4018/jitr.2015010106.

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Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

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Morrison, Ann, and Hendrik Knoche. "Design transformations: teaching design through evaluations." Kybernetes 43, no. 9/10 (November 3, 2014): 1372–80. http://dx.doi.org/10.1108/k-07-2014-0153.

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Purpose – The purpose of this paper is to synchronize two courses to focus on the students working with learning and applying tools in the one course and acting on understandings gained to produce artefacts in the other. Design/methodology/approach – Working with real users throughout all stages of the design process, the authors structured two courses so findings from the evaluation methods learnt in the one course (their analyses) were directly acted on in the other (their re-designs). The authors fostered a group-spirited learning environment where students presented designs-in-process; explained the findings from focused evaluation methods using tangible representations; identified the relationship from these findings for subsequent re-design rationales; and discussed and critiqued each other's work using multiple feedback, teach-back and discursive strategies. Findings – The authors found that in-depth coverage of material, working with real data and users at all stages of assessment and producing visualizations from evaluations, naturally forced student motivation to act and redesign better solutions. The authors noted improved attendance and students reported high engagement and content appreciation. Research limitations/implications – Ensuring relevance, by adding larger context concerns, expansive critical methods and feedback processes in a cycle of understanding, acting, learning can have useful practical and social implications. This is germane when designing for quality of everyday use in, for example, education, urban environments and mobile applications. Practical implications – The paper includes implications for the development of learning environments where course and semester content is developed in tandem to support integrated learning by acting with project output and teach back “presentations” throughout the course. Originality/value – The paper proposes a unifying tandem approach to learning and applying evaluation tools with real users, teachback and acting to improve redesigns with potential to improve human computer interaction educational standards for learning and design outcomes.

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Gürbüz, Riza. "Mechatronics Course Design for Industry." Solid State Phenomena 113 (June 2006): 599–602. http://dx.doi.org/10.4028/www.scientific.net/ssp.113.599.

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As the field and application of mechatronics grows, Engineering and Vocational and Technical education must grow with it to meet the needs of industry. This paper focuses on the designing of a mechatronics courses for industry. University-government-industry and Private Companies have collaborated in a project and shared responsibilities and tasks. In this article, we describe our experience in running mechatronics courses for Engineers, Higher Technician and Technician Courses in Ankara’s industry since 2001.We also describe an industryuniversity co-operation model, training of trainers, the designing of a mechatronics laboratory and course in accordance to the expectations of industry, setting up the feedback mechanism of keeping quality of courses, developing projects financing and management methods

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Wassermann, Selma. "Changing Course: Re-Thinking Teacher Education Course Design." Childhood Education 93, no. 4 (July 4, 2017): 346–55. http://dx.doi.org/10.1080/00094056.2017.1343592.

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Jervis, Kathryn J., and Carol A. Hartley. "Learning to Design and Teach an Accounting Capstone." Issues in Accounting Education 20, no. 4 (November 1, 2005): 311–39. http://dx.doi.org/10.2308/iace.2005.20.4.311.

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This paper describes the rationale, implementation issues, and our learning experiences in designing and teaching a senior accounting capstone course. A capstone course is usually a culminating academic experience that ties together all previous courses in an academic discipline and facilitates transition to a chosen career (Henscheid 2000). The rationale for our accounting capstone course is based on institutional and departmental objectives, as well as accounting education change initiatives. We review characteristics of capstone courses in undergraduate education, and discuss similarities to our course. We also address implementation issues with respect to course content, instructional methods, assignment of faculty, class size, and assessment. Finally, we describe course requirements and specific assignments from our accounting capstone course. Appendices include our course syllabus, and a comprehensive list of topics and readings.

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Çelik, Filiz. "BASIC DESIGN EDUCATION IN LANDSCAPE ARCHITECTURE." International Journal of Architectural Research: ArchNet-IJAR 8, no. 1 (March 3, 2014): 176. http://dx.doi.org/10.26687/archnet-ijar.v8i1.334.

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The basic design course, a 1st semester curriculum course at the Department of Landscape Architecture, forms the basis of design education as a part of landscape architecture education. The landscape design course, provided as part of the 2nd semester curriculum, is a continuation of the basic design course and allows basic design concepts to be transferred to landscape design. Similarly, courses for other semesters are also developed based on the knowledge and acquisitions attained through the basic design course. This article is based on the educational experiences that have been obtained in the basic design course administered at the Department of Landscape Architecture in the Faculty of Agriculture, Ankara University, between 2005 and 2010. The content and objectives of the basic design course, and the educational methods and the process used in the course are described; the challenges and problems faced with respect to the theory and practice of the course are presented. Additionally, instructions for education related to basic design are discussed, based on experience.

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Khoshaba, Samir. "English As Course Instruction Language. Experiences From Machine Design Courses." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 145–48. http://dx.doi.org/10.2478/cplbu-2014-0031.

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Abstract Globalization and internationalization of higher education around the world is “forcing” many universities and colleges from non-English speaking countries to offer a significant part of their educational programs in English. The main motivation to do so is partly to successfully implement student exchange programs such as the European Erasmus Program, and partly to attract “fee-paying free-moving” students from abroad. A third long-term reason to teach in English is to educate young pre-professionals for the global market. However, the adaptation of technical courses from national languages to English cannot be done overnight. On the contrary, this process demands time-consuming preparations that typically involve the expansion of background references and careful planning. In addition, the English skills of course instructors must assure the effective transmission of information, and very often professors face certain difficulties and uncomfortable limitations. Generally speaking, instructing in a foreign language results in less “colourful” expressions. Recent investigations conducted in Sweden on higher education show that teaching efficiency is inferior for courses taught in English when compared with the same courses given in Swedish. This paper deals with various experiences related to the process of changing the language of instruction from Swedish to English in three Machine Design courses taught at Linnaeus University.

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

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

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Busquets, Anna, and Muriel Gómez. "Instructional Design and Quality." International Journal of Knowledge Society Research 2, no. 4 (October 2011): 47–61. http://dx.doi.org/10.4018/jksr.2011100104.

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Quality in e-learning should be measured from three perspectives: technology, pedagogy, and management and administration. This paper examines the pedagogical and methodological perspective, specifically in the work developed by the professors of the course “East Asian Geography”, a compulsory course of the Programme of East Asian Studies. The authors consider that the teaching and learning methodology applied to the UOC model has reached the proper level of quality when students are satisfied, follow the courses and not drop out, and perform appropriately. In that sense, satisfaction, permanence, and academic performance are the three levels of measurement of the quality of the each course and program, as well as the UOC model in general. On the basis of the data obtained and results of the first two years 2003-2004 and 2004-2005, in terms of performance and satisfaction of the students in the course “East Asian Geography”, is considered for revision and improvement. This process has two phases. In the first one, during 2005-2008, the authors focus on the instructional design process and the conceptualization of the course plan with new activities; in the second, from 2009 to present, the authors examine the design and diversification of course materials and e-learning activities.

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Yang, Yuxin, Qi Zhou, Haofeng Xie, Rongchun Ding, Jiayi Li, and Guilian Wang. "Design and exploration of university fluid simulation course." International Journal for Innovation Education and Research 10, no. 12 (December 1, 2022): 202–5. http://dx.doi.org/10.31686/ijier.vol10.iss12.4023.

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With the development of the times, fluid simulation technology has been used in university courses. As many university courses are too theoretical and difficult to understand, in order to achieve better learning results, the author believes that visualizing abstract concepts with simulation tools can help promote the course and enable students to achieve ideal learning results. This course introduces CFD, a fluid simulation tool. Through learning this course, students can more deeply understand the principles of fluid mechanics and enhance their understanding and application ability of theoretical knowledge through simulation practice.

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Romero-Díaz de la Guardia, José Javier, Tomás Sola-Martínez, and Juan Manuel Trujillo-Torres. "Reflections on E-Course Design." International Journal of Online Pedagogy and Course Design 11, no. 1 (January 2021): 36–52. http://dx.doi.org/10.4018/ijopcd.2021010103.

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This paper presents a two-year research work with the main goal of analyzing the resources production for online scenarios, as well as enhancing in-service primary and secondary school teachers' competence in this area. After detecting training shortfalls from 1,192 in-service Andalusian teachers using an ad-hoc Likert scale, an online training activity on e-course production was developed, and, upon completion, the participating teachers were surveyed regarding design alternatives (N=86). Results gathered were complemented by conducting a focus group with the course tutors. Initial data allowed to prioritize certain training pathways in the online education extent, such as OER authoring, e-learning standards, repositories, and e-course development. As per the instructional design study, it was emphasized the need for institutional support in course creation initiatives and appropriate designs by combining internal VLE tools and externally produced OER. Finally, feedback, peer evaluation, rubrics, and digital badges were denoted as key elements in e-course designs.

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Hairong, Xiao, and Pan Weigang. "Design of Yacht Course Controller." Open Automation and Control Systems Journal 7, no. 1 (September 15, 2015): 1352–55. http://dx.doi.org/10.2174/1874444301507011352.

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Eppes, Tom A., and Ivana Milanovic. "Capstone Design Project Course Pathways." American Journal of Engineering Education (AJEE) 2, no. 1 (May 12, 2011): 35–42. http://dx.doi.org/10.19030/ajee.v2i1.4274.

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Capstones are open-ended undertakings where students are expected to creatively analyze, synthesize, and apply a wide-variety of learning outcomes from prior coursework. This paper discusses the structure, approach and evolution of the capstone project pathways within our College. Specifically two programs, MET and EET, have adopted different solutions towards the planning, organizing and execution. The areas of contrast among projects are: 1) sourcing, 2) type, 3) feedback and evaluation, 4) assessment methodology, 5) supplemental resources and 6) curricular strategy. For the first five, the advantages and disadvantages of different approaches are discussed along with the issues and benefits experienced by students, faculty and industry sponsors. In the sixth, a means to improve capstone readiness and performance is presented in which experiential courses within a topical area sequentially introduce challenging and open-ended assignments that foster cognitive learning.

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Hall, Larry D., Larry Lovell-Troy, and Paul Eickmann. "Course Design for College Teachers." Teaching Sociology 21, no. 4 (October 1993): 418. http://dx.doi.org/10.2307/1319097.

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Uras, H. Mehmet, and Adnan Akay. "Mechanical Engineering Capstone Design Course." International Journal of Mechanical Engineering Education 21, no. 4 (October 1993): 347–54. http://dx.doi.org/10.1177/030641909302100405.

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A capstone mechanical engineering design course is described. It is suggested that design education should start early in the curriculum, by providing open-ended problems and by emphasizing teamwork. Discovery-based leaching should be integrated into the curriculum to enhance creativity. In the capstone design course, a project is utilized as a vehicle for leaching design methods and related topics. The philosophy of reduced iteration and testing is espoused.

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Elmore, Andrew Curtis. "International Experiential Learning Course Design." Applied Environmental Education & Communication 5, no. 2 (July 2006): 117–25. http://dx.doi.org/10.1080/15330150600648978.

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Dean, A. J., and I. Perez-Fournon. "Design course in space astronomy." European Journal of Physics 24, no. 2 (January 9, 2003): S25—S31. http://dx.doi.org/10.1088/0143-0807/24/2/304.

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Baldwin, Sally J. "Assimilation in Online Course Design." American Journal of Distance Education 33, no. 3 (May 26, 2019): 195–211. http://dx.doi.org/10.1080/08923647.2019.1610304.

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Fuller, Mike. "Course Design and the Internet." Teaching Statistics 19, no. 3 (September 1997): 87–90. http://dx.doi.org/10.1111/j.1467-9639.1997.tb00345.x.

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Kukharenko, V. "DESIGN COURSE PROGRAM "BLENDED LEARNING"." Information Technologies in Education, no. 33 (December 27, 2017): 080–92. http://dx.doi.org/10.14308/ite000651.

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Basturkmen, Helen. "Specificity and Esp Course Design." RELC Journal 34, no. 1 (April 2003): 48–63. http://dx.doi.org/10.1177/003368820303400104.

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Soucy, Alexander, and Shelagh Crooks. "Course Design in Religious Studies." Studies in Religion/Sciences Religieuses 44, no. 1 (September 16, 2014): 91–105. http://dx.doi.org/10.1177/0008429814548174.

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Metacognitive reflection on the process of thinking is widely believed to be an essential ingredient in successful learning. Students who are metacognitively aware of how they are processing new information are better able to take strategic control over their learning. They are able to plan, monitor, evaluate, and even revise their thinking when it is called for. In this paper, we seek to answer the question: How can educators promote the development of metacognitive thinking in Religious Studies courses? We provide a case study of a class of senior students in a seminar on the subject of ghosts who were challenged to perform the complex and consequential task of designing a new course which would be taught in a subsequent term to first- and second-year undergraduates. We argue that course design is inherently metacognitive, and we discuss the impact of the design task on the students’ willingness and ability to engage in metacognitive thought.

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Everhart, Deborah. "Learner-Centered Arthurian Course Design." Arthuriana 15, no. 4 (2005): 24–30. http://dx.doi.org/10.1353/art.2005.0052.

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Andersen, Donald A. "Civil Engineering Capstone Design Course." Journal of Professional Issues in Engineering Education and Practice 118, no. 3 (July 1992): 279–83. http://dx.doi.org/10.1061/(asce)1052-3928(1992)118:3(279).

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Dubas, Khalid M., and James T. Strong. "Course Design Using Conjoint Analysis." Journal of Marketing Education 15, no. 1 (April 1993): 31–36. http://dx.doi.org/10.1177/027347539301500105.

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Take, Mary L. "Course Design for Multicultural Management." Cornell Hotel and Restaurant Administration Quarterly 29, no. 2 (August 1988): 67–68. http://dx.doi.org/10.1177/001088048802900224.

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Varushkin, V. "CAD Use for Course Design." Геометрия и графика 2, no. 3 (September 10, 2014): 41–45. http://dx.doi.org/10.12737/5591.

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Dally, J. W., and G. M. Zhang. "A Freshman Engineering Design Course." Journal of Engineering Education 82, no. 2 (April 1993): 83–91. http://dx.doi.org/10.1002/j.2168-9830.1993.tb00081.x.

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Srijono, Djoko. "NEEDS ANALYSIS AND COURSE DESIGN." Kajian Linguistik dan Sastra 18, no. 1 (March 25, 2015): 47–55. http://dx.doi.org/10.23917/kls.v18i1.5128.

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Identifying learner needs is essential in English course design. Needs Analysis or Needs Assessment refers to an array of procedures for identifying and validating the learner needs and establishing priorities among them. Learner needs can b categorized into learning needs and target needs. Target needs comprise necessi- ties, lacks , and wants. Course designer uses a number of ways such as question- naire, interview, observation, and the like to collect information about learner needs. Needs Analysis has two categorizes of purposes; first, it is related to course design or curriculum development, and second, it is concerned with language teaching. Key words: Needs Analysis, Target Needs, Course Design, and Course Design Pro- cess.

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Kahraman, Z. Ezgi Haliloğlu. "Using user-centered design approach in course design." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 2071–76. http://dx.doi.org/10.1016/j.sbspro.2010.03.283.

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Yu, Xue. "Print advertising design and production demonstration course design." Highlights in Art and Design 1, no. 3 (January 2, 2023): 154–57. http://dx.doi.org/10.54097/hiaad.v1i3.4155.

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The course of Graphic Advertising Design and Production is a core course for sophomore undergraduates of visual communication design, which plays an important role in the curriculum system setting of college design major. In print advertising design and production course teaching design, through the regional culture and core values of ideological elements, guide students to deeper ideological and political culture, and the integrated use of ideological elements to the print advertising design, which not only helps students more comprehensive grasp of print advertising design ability, also helps the students in more close to the real life environment of the new creative inspiration, improve students' comprehensive design ability.

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Mudd, Alex, Terri Summey, and Matt Upson. "It Takes a Village to Design a Course: Embedding a Librarian in Course Design." Journal of Library & Information Services in Distance Learning 9, no. 1-2 (January 2, 2015): 69–88. http://dx.doi.org/10.1080/1533290x.2014.946349.

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Varonis, Evangeline Marlos, and Maria Evangeline Varonis. "Deconstructing Candy Crush: what instructional design can learn from game design." International Journal of Information and Learning Technology 32, no. 3 (June 1, 2015): 150–64. http://dx.doi.org/10.1108/ijilt-09-2014-0019.

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Purpose – The purpose of this paper is to explore four general design features of King Digital Entertainment’s game “Candy Crush Saga” – structural, social, cognitive, and emotional – that reflect the principles of Universal Design for Learning and discusses how these features can be applied to course design in order to motivate learner persistence and increase student success. Design/methodology/approach – Both authors are casual Candy Crush game players intrigued by how the game motivates users to continue. The methodology began with participant observation and expanded to “deconstruction” of game features and application of research findings in multiple disciplines to build the argument that game design strategies can be applied to course design to enhance learning outcomes. Findings – Many factors influence game play, but it is crucial for each level to provide increasing challenges that motivate increased mastery but do not frustrate a player to the point of quitting. Similarly, course design that provides the opportunity for learners to achieve a sense of “flow” through the opportunity to identify goals, meet challenges, and receive feedback may encourage them to persist even when they are working autonomously as in some online environments. Research limitations/implications – This paper is based on an analysis of the design of a single game and has not been formally tested on course design. Some suggestions may be easier to implement in courses than others. Practical implications – The paper offers 14 structural, three social, four cognitive, and six social design strategies that can be implemented in course design as a way to potentially enhance learner engagement and learning outcomes. Originality/value – No published research exists that connects game design and course design in this fashion.

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Dondlinger, Mary Jo. "Technology and Inquiry-Based Instructional Methods: A Design Case in Student-Centered Online Course Design." International Journal of Designs for Learning 12, no. 2 (June 16, 2021): 93–110. http://dx.doi.org/10.14434/ijdl.v12i2.29583.

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Although online course design is no longer new, few design cases describe the development of entire courses based on principles of student-centered learning design. This design case chronicles the context, design challenges, and successes and failures of a graduate course on Technology & Inquiry-based Instructional Methods for an online master’s program in educational technology at a regional university in the southwestern United States.

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Journal articles on the topic 'Course design'

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