Relevant bibliographies by topics / Courses

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "Courses"

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

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Hybrid and online foreign language courses are becoming increasingly more important for students. However, several gaps in the literature point to needing studies investigating courses taught online, at the advanced level, and during intensive summer timeframes, since these classes can be advantageous for learners. This paper discusses an advanced-level online Spanish grammar course that was taught during the summer, and examines: (1) learning gains from a beginning-ofcourse test to end-of-course test (i.e., a pretest-posttest covering course content), and (2) students’ perceptions of the course gleaned from an end-of-course survey, which collected both quantitative and qualitative data. The pretest-posttest results showed a significant improvement in learners’ scores, and the survey results indicated mixed opinions. Specifically, positive course attributes included the course’s self-paced nature and practical benefits, however the course’s fast-paced nature may have led to several drawbacks. These findings offer insight into these types of courses, and may prove helpful for instructors who want to plan similar classes.
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Horton, Michal. "The Theme Course." Pedagogy 21, no. 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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Yang, Shuai. "Construction of Video Courses of Physical Education and Health Education in Colleges and Universities under the MOOC Platform." Mobile Information Systems 2021 (June 3, 2021): 1–8. http://dx.doi.org/10.1155/2021/9925838.

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In the traditional construction process of educational video courses for physical and health education in universities, numerous problems are encountered, such as small storage capacity, significant delay error, and decreased information throughput rate. Therefore, an educational video course for physical and health education in universities based on the Massive Open Online Course (MOOC) platform is constructed. The course is built by constructing a creative environment for video courses, establishing a video course model under the MOOC platform, and the caching code design for video courses. Upon numerous modifications and test runs, with the campus network’s help, the construction of a network teaching video for physical and health theory courses is realized. Our proposed approach’s experimental result shows that the designed course’s frame rate is 10% higher than that of the traditional course designing. The node’s storage capacity is up to 130%, the delay error is significantly reduced, and the information throughput rate is not affected by the increase of network load.
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Xu, Haixia, and Libby V. Morris. "Collaborative Course Development for Online Courses." Innovative Higher Education 32, no. 1 (2007): 35–47. http://dx.doi.org/10.1007/s10755-006-9033-5.

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

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

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

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

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

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

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Dissertations / Theses on the topic "Courses"

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

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

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

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

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

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

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Aquest estudi té una visió integral dels elements clau per al disseny de cursos en línia de qualitat en el camp del disseny d'instrucció mitjançant l'anàlisi dels elements bàsics del disseny eficaç de les directrius i criteris de referència existents, tenint en compte l'impacte dels contextos culturals i educatius dels dissenyadors instruccionals . La investigació també analitza els factors clau per a assegurar la qualitat de la formació en línia en les diferents fases del procés de desenvolupament del curs. Per comprendre millor les formes en què els dissenyadors desenvolupen la seva tasca i treballen per obtenir un resultat de bona qualitat, es van utilitzar diferents tècniques d'investigació . Es va utilitzar un enfocament quantitatiu, que va incloure l'aplicació d'un qüestionari a direrents grups, per determinar els indicadors que 52 dissenyadors defineixen per a determinar que entenen per un disseny de qualitat. Els qüestionaris es van aplicar a a dos grups, a Espanya i al Canadà, per examinar l'impacte de la cultura sobre els elements bàsics de disseny instruccional. Un enfocament qualitatiu, utilitzant com a eina de recollida de dades l'entrevista, i aquest va ser l'objectiu principal d'aquest estudi: explorar els punts de vista dels dissenyadors a l'hora de definir un curs de bona qualitat. L'estudi dels antecedents teòrics i les experiències de vuit dissenyadors d'instrucció així com els seus punts de vista d '"un curs ideal" ha permès definir els principals indicadors de qualitat. L'estudi i l'observació de l'evolució de la tecnologia, els rols dels instructors i dels dissenyadors (de les dues cultures) i la percepció dels alumnes han facilitat el desenvolupament d'una guia de per al disseny de cursos flexibles i en línia. La guia es pot trobar a http://wiki.ubc.ca/Design_Quality_OnlineCourse. L'estudi també proporciona informació valuosa sobre l'aprenentatge en línia i com un bon curs en línia es pot desenvolupar a través de l'avaluació continua i l'èmfasi en els elements clau en cada fase del disseny i dels desenvolupament del curs .<br>Este estudio tiene una visión integral de los elementos clave para el diseño de cursos en línea de calidad en el campo del diseño instruccional mediante el análisis de los elementos básicos del diseño eficaz de las directrices y criterios de referencia existentes, teniendo en cuenta el impacto de los contextos culturales y educativos de los diseñadores instruccionales. La investigación también analiza los factores clave para el aseguramiento de la calidad de la formación en línea en las diferentes fases del proceso de desarrollo del curso. Para comprender mejor las formas en que los diseñadores desarrollan su labor y trabajan para obtener un resultado de buena calidad, se utilizaron diferentes técnicas de investigación. Se utilizó un enfoque cuantitativo, que incluyó la aplicación de un cuestionario a direrentes grupos, para determinar los indicadores que 52 diseñadores definen para determinar que entienden por un diseño de calidad. Los cuestionarios se aplicaron a dos grupos, en España y en Canadá, para examinar el impacto de la cultura sobre los elementos básicos del diseño instruccional. Un enfoque cualitativo, utilizando como herramienta de recolección de datos la entrevista, y ese fue el objetivo principal de este estudio: explorar los puntos de vista de los diseñadores a la hora de definir un curso de buena calidad. El estudio de los antecedentes teóricos y las experiencias de ocho diseñadores de instrucción así como sus puntos de vista de "un curso ideal" ha permitido definir los principales indicadores de calidad. El estudio y la observación de la evolución de la tecnología, los roles de los instructores y de los diseñadores (de las dos culturas ) y la percepción de los alumnos han facilitado el desarrollo de una guía de para el diseño de cursos flexibles y en línea. La guía se puede encontrar en http://wiki.ubc.ca/Design_Quality_OnlineCourse. El estudio también proporciona información valiosa sobre el aprendizaje en línea y como un buen curso en línea se puede desarrollar a través de la evaluación continua y el énfasis en los elementos clave en cada fase del diseño y del desarrollo del curso .<br>This study takes a comprehensive look at the key elements for quality online courses within the field of instructional design by examining the core elements of effective design in existing guidelines and benchmarks while taking into consideration the impact of instructional designers’ cultural and educational backgrounds. The research also explores key factors for a quality online course in different phases of the course development process. To gain a better understanding of the ways in which designers approach their work and strive for a good-quality result, different research methods were used in this study. A quantitative approach, which included surveys in different steps and locations, was used to gather the elements that 52 designers focus on and find critical in their quality design. The surveys were conducted in both Spain and Canada to examine the impact of culture on core elements of design. A qualitative approach, an interview, was the main focus of this study and was used to explore the views of a good-quality course, examining the backgrounds and experiences of eight instructional designers and their views of “an ideal course”. The study and observation of the evolution of technology, instructors and learners’ roles, and designers’ cultural and educational differences led to development of a flexible online course development guideline within this field. The guideline can be found at http://wiki.ubc.ca/Design_Quality_OnlineCourse. The study also provides valuable insight into online learning and how a good online course can be developed through ongoing evaluation and emphasis of key elements in each phase of course development.
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Plummer, Audrey L. "Retrofitting closed golf courses." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/52239.

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

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Ltd, Ecctis. UK Course discover for Undergraduate Courses. england, 2002.

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Oxford Brookes University. Centre for Continuing Education., ed. Short course directory: Including taster courses. Oxford Brookes University, Centre for Continuing Education, 1999.

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Aberdeen College of Further Education. School of Rural Studies. Courses. the College., 1991.

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College, Glenrothes. Courses. the College., 1991.

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Business and Technician Education Council. [Courses]. BTEC, 1990.

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ltd, Ecctis. UK Course Discover for Further Education Courses. England, 2002.

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Brewer, Malcolm. Sandwich courses. Hobsons, 1985.

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university, Open. Undergraduate courses. (Open University Press), 1986.

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Llewellyn, Shiona. Media courses. Skillset, 1996.

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Council, Design, ed. Design courses. Design Council., 1991.

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Book chapters on the topic "Courses"

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McFarlane, Alexander C., Beate Herpertz-Dahlmann, Alan Apter, et al. "Courses." In Books of Abstracts of the 16th World Congress of the International Association for Child and Adolescent Psychiatry and Allied Professions (IACAPAP). Steinkopff, 2004. http://dx.doi.org/10.1007/978-3-662-21595-1_5.

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Mardan, Azat. "Online Courses." In Using Your Web Skills To Make Money. Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3922-3_2.

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Cochran, Amalia. "Leadership Courses." In Success in Academic Surgery. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19179-5_9.

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Fisher, Douglas H. "Online Courses." In Handbook of Science and Technology Convergence. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04033-2_60-1.

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Shaw, Mary. "Related Courses." In The Carnegie-Mellon Curriculum for Undergraduate Computer Science. Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-5080-7_12.

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Landin, H., Y. Persson, and J. Waldner. "Focus courses." In Udder Health and Communication. Wageningen Academic Publishers, 2011. http://dx.doi.org/10.3920/978-90-8686-742-4_33.

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Cochran, Amalia. "Leadership Courses." In Success in Academic Surgery. Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-4691-9_7.

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Tibbie, J. W. "Curriculum Courses." In An Introduction to the Study of Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003491385-8.

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Behrend, Claudia, Javad Karimzad Hagh, Parvin Mehdipour, Heinz Schott, and Gesa Schwanitz. "Life Courses." In Human Chromosome Atlas. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-10588-3_17.

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Fisher, Douglas H. "Online Courses." In Handbook of Science and Technology Convergence. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07052-0_60.

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Conference papers on the topic "Courses"

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Lazaroiu, George, Elvira Nica, and Gheorghe h. Popescu. "THE FEASIBILITY OF COURSERA AS A PLATFORM FOR CREDIT-BEARING COURSES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-183.

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Coursera is an education platform affiliated with elite universities and other entities throughout the world, to provide courses online for any learners to take, furnishing choices for teaching and evaluation that are grounded on pedagogical investigation. Originally Coursera concentrated on producing free, online adaptations of courses taught by scholars at first-rate universities. Now Coursera provides the choice of peer assessment, in which learners are instructed to employ a grading rubric to assess and supply response on other learners' performance. Coursera functions outside higher education's tuition-based credentialing system, and this paper analyzes its feasibility as a platform for credit-bearing courses that are provided to learners enlisted at various campuses within a public university system: Coursera operates with university affiliates to establish a system for learners to supply response at the completion of the course, to be employed by scholars for subsequent enhancements to the course and university operations, and to be utilized by Coursera to improve its best practices standards and for eventual advancements to the platform. Coursera outsources course generation to elite organizations and adheres to its articulation as a platform for other individuals' material, but has developed job-significant "specialization" programs that charge for certificates. Coursera's novel offerings are subsidized and somewhat devised by relevant financial and technology firms, concentrating on skills instruction and professional advancement. The courses empower corporations to enlarge the international supply of achievable talent in their particular sectors and assist universities in furnishing courses that are in accord with what employers seek. Unfortunately, Coursera has only a source of revenues, i.e. having learners enlist for its Signature Track service, a choice that offers learners in select classes the chance to receive a Verified Certificate for finalizing their course.
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Salvati, Marc. "DevOps for Movie and Cartoon Production." In SA Courses '24: SIGGRAPH Asia 2024 Courses. ACM, 2024. https://doi.org/10.1145/3680532.3689583.

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Bui, Quynh Nhu, and Lucian Rodriguez Lovell. "Crafting AR Lanterns: Future Practice to Preserve the Past." In SA Courses '24: SIGGRAPH Asia 2024 Courses. ACM, 2024. https://doi.org/10.1145/3680532.3689588.

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Gobbetti, Enrico, Giovanni Pintore, and Marco Agus. "Automatic 3D modeling and exploration of indoor structures from panoramic imagery." In SA Courses '24: SIGGRAPH Asia 2024 Courses. ACM, 2024. https://doi.org/10.1145/3680532.3689580.

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Sharma, Rajesh, and Mia Tang. "Introduction to Generative Machine Learning." In SA Courses '24: SIGGRAPH Asia 2024 Courses. ACM, 2024. https://doi.org/10.1145/3680532.3689591.

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Rajendran, Megani, Aik Beng Ng, Chek Tien Tan, and Frank Yunqing Guan. "Unlock the Future of AI in the Metaverse: A Hands-On Experience." In SA Courses '24: SIGGRAPH Asia 2024 Courses. ACM, 2024. https://doi.org/10.1145/3680532.3689581.

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Singh, Gurprit, and Wenzel Jakob. "MCMC: Bridging Rendering, Optimization and Generative AI." In SA Courses '24: SIGGRAPH Asia 2024 Courses. ACM, 2024. https://doi.org/10.1145/3680532.3689592.

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Britton, Shaun. "Depict Collect Select: SIGGRAPH-Mascot design workshop." In SA Courses '24: SIGGRAPH Asia 2024 Courses. ACM, 2024. https://doi.org/10.1145/3680532.3689582.

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Mirocha, Lukasz. "Novel Approaches in Game Engine-Based Content Creation: Unveiling the Potential of Neural Radiance Fields and 3D Gaussian Splatting." In SA Courses '24: SIGGRAPH Asia 2024 Courses. ACM, 2024. https://doi.org/10.1145/3680532.3689584.

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Saito, Shunsuke. "Codec Avatar Tutorial." In SA Courses '24: SIGGRAPH Asia 2024 Courses. ACM, 2024. https://doi.org/10.1145/3680532.3689589.

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Reports on the topic "Courses"

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Helman, Shaun, Jill Weekley, Annabel Knightley, et al. Evaluation of NDORS courses. TRL, 2024. https://doi.org/10.58446/isak8436.

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The National Driver Offender Retraining Scheme (NDORS) comprises behaviour change courses offered to road traffic offenders instead of prosecution. This report presents an evaluation of the majority of these courses, to establish whether they changed behaviour, how long any change was maintained, what psychological mechanisms bring about the change, barriers to change experienced by attendees, and how the courses could be improved. Self-reported survey data on underlying attitudes and behaviours was collected before and after courses. Interviews and focus groups were used to gather detailed feedback from attendees. Survey data was only usable for the National Speed Awareness Course due to low sample size mainly caused by the COVID-19 pandemic. It showed improved attitudes to speed and knowledge of limits, better engagement with road safety, and fewer hazardous driving events after course attendance. Some specific changes in self-reported speed choice were also observed suggesting specific information from the course was retained and used. These changes were retained two months after the course. Attendees across all courses evaluated noted that trainers were very important in achieving change, as were the specific tips provided to help them identify specific triggers to offending when driving. Attendees were pleasantly surprised that the tone of the courses was not 'judgemental' and this approach helped people to move their self-image from someone who had been 'caught out' to someone who could benefit from challenging their driving behaviour. Overall, the findings suggest that the courses are having a positive impact on the behaviours they target and are working through a range of mechanisms to produce this. While the quantity and form of data collected varies across courses, there are consistent findings of positive impact. Several potential improvements to courses are also suggested.
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van Puffelen, E. A. M. Designing blended engineering courses. Wageningen University and Research, 2017. http://dx.doi.org/10.18174/424719.

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Casleton, Emily Michele, and Ulrike Genschel. Metrology in Introductory Statistics Courses. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1177994.

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Dyer, Jean L., Richard L. Wampler, and Paul N. Blankenbeckler. Tailored Training in Army Courses. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada552439.

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Bennett, John, Ellen Bunker, and Kurt Rowley. Managing the Development of Technology-Based Courses: Success Factors from Eight Government Training Courses. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada423604.

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Ray, Pradip Kumar, ed. Improvement Alternatives for Productivity Courses: A review of training courses in APO member countries. Asian Productivity Organization, 2018. http://dx.doi.org/10.61145/prmv6365.

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McGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/rsrp.005.

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The aim of this research is to generate a resource to assist construction lecturers in identifying opportunities where Building Information Modelling [BIM] could be employed to augment the delivery of subject content within individual courses on construction technology programmes. The methodology involved a detailed analysis of the learning objectives and underpinning knowledge of the course content by topic area, within the residential Construction Systems 1 course presently delivered at Unitec on the National Diplomas in Architectural Technology[NDAT], Construction Management [NDCM] and Quantity Surveying [NDQS]. The objective is to aid students’ understanding of specific aspects such as planning controls or sub-floor framing by using BIM models, and investigate how these could enhance delivery modes using image,animation and interactive student activity. A framework maps the BIM teaching opportunities against each topic area highlighting where these could be embedded into construction course delivery. This template also records software options and could be used in similar analyses of other courses within similar programmes to assist with embedding BIM in subject delivery.
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McGarrigle, M. Embedding Building Information Modelling into Construction Technology and Documentation Courses. Unitec ePress, 2014. http://dx.doi.org/10.34074/rsrp.005.

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Abstract:
The aim of this research is to generate a resource to assist construction lecturers in identifying opportunities where Building Information Modelling [BIM] could be employed to augment the delivery of subject content within individual courses on construction technology programmes. The methodology involved a detailed analysis of the learning objectives and underpinning knowledge of the course content by topic area, within the residential Construction Systems 1 course presently delivered at Unitec on the National Diplomas in Architectural Technology[NDAT], Construction Management [NDCM] and Quantity Surveying [NDQS]. The objective is to aid students’ understanding of specific aspects such as planning controls or sub-floor framing by using BIM models, and investigate how these could enhance delivery modes using image,animation and interactive student activity. A framework maps the BIM teaching opportunities against each topic area highlighting where these could be embedded into construction course delivery. This template also records software options and could be used in similar analyses of other courses within similar programmes to assist with embedding BIM in subject delivery.
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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry education and reviewed National Science Foundation project abstracts in the Improving Undergraduate STEM Education (IUSE) program. The case studies courses were drawn from 2- and 4-year colleges and were implemented at the level of individual instructors or were part of a department or college-wide intervention. Among the selected courses, both introductory statistics (n = 5) and general chemistry (n = 3) involved changes to the curriculum and pedagogy. Curricular changes involved a shift away from teaching formal mathematical and chemical equations towards teaching that emphasizes conceptual understanding and critical thinking. Pedagogical changes included the implementation of peer-based active learning, formative practice, and supports for students’ metacognitive and self-regulation practices.
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