To see the other types of publications on this topic, follow the link: Modules/Courses.
Journal articles on the topic 'Modules/Courses'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Modules/Courses.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Fox, Edward A., and Linda M. Kieffer. "Multimedia curricula, courses, and knowledge modules." ACM Computing Surveys 27, no. 4 (1995): 549–51. http://dx.doi.org/10.1145/234782.234787.
Full text
2
Schaller, Chris P., Kate J. Graham, Henry V. Jakubowski, and Brian J. Johnson. "Modules for Introducing Macromolecular Chemistry in Foundation Courses." Journal of Chemical Education 94, no. 11 (2017): 1721–24. http://dx.doi.org/10.1021/acs.jchemed.6b00798.
Full text
3
Stark, Ruth E., and Holly C. Gaede. "NMR of a Phospholipid: Modules for Advanced Laboratory Courses." Journal of Chemical Education 78, no. 9 (2001): 1248. http://dx.doi.org/10.1021/ed078p1248.
Full text
4
CLEMENTS, JOHN, and KATHI FISLER. "“Little language” project modules." Journal of Functional Programming 20, no. 1 (2010): 3–18. http://dx.doi.org/10.1017/s0956796809990281.
Full textAbstract:
AbstractMany computer science departments are debating the role of programming languages in the curriculum. These discussions often question the relevance and appeal of programming-languages content for today's students. In our experience, domain-specific, “little languages” projects provide a compelling illustration of the importance of programming-language concepts. This paper describes projects that prototype mainstream applications such as PowerPoint, TurboTax, and animation scripting. We have used these exercises as modules in non-programming languages courses, including courses for first year students. Such modules both encourage students to study linguistic topics in more depth and provide linguistic perspective to students who might not otherwise be exposed to the area.
5
Raske, Martha P., and Wayne C. Evens. "Infusing Feminist Empowerment Content into Undergraduate Social Work Courses." Journal of Baccalaureate Social Work 5, no. 2 (2000): 15–26. http://dx.doi.org/10.18084/1084-7219.5.2.15.
Full textAbstract:
Using the feminist framework, six instructional modules were developed to teach empowerment practice to undergraduate social work students. The instructional modules, designed for 50 or 90 minute class sessions, used feminist strategies and materials on gender, race, oppression, and privilege to infuse content about women in poverty and women of color in six core social work courses. The modules built onto what was already being taught in each course and made no major changes to the undergraduate curriculum. A follow-up study examined whether feminist and nonfeminist faculty used the modules and if standardized modules were effective in infusing empowerment content. Survey findings from sixteen faculty and 481 students showed the modules were used by faculty regardless of their experience with feminism. Students reported improved understanding of empowerment and demonstrated the ability to define empowerment and name disempowered groups. Implications for social work education are discussed.
6
Mazzolini, Margaret, and Bronwyn Halls. "Astro Concepts: Learning Underlying Physics Principles in Conceptual Astronomy." Publications of the Astronomical Society of Australia 17, no. 2 (2000): 149–51. http://dx.doi.org/10.1071/as00149.
Full textAbstract:
AbstractAstro Concepts is a project within Swinburne University of Technology in Melbourne developing browser-based software modules on Optical Telescopes, Nebulae and Binary Stars. The modules are designed to enhance students' understanding of basic physics concepts, which underlie introductory-level conceptual astronomy courses. When complete, the Astro Concepts modules will be available for use in university courses in introductory astronomy, introductory physics teaching, secondary teaching and online astronomy education. The strategy outlined here is to obtain a reasonable level of understanding of the necessary physics concepts by presenting them embedded in relevant and interesting astronomy contexts, and by the use of an engaging educational approach requiring active learning by the student.
7
Booth, Christine S., Changsoo Song, Michelle E. Howell, et al. "Teaching Metabolism in Upper-Division Undergraduate Biochemistry Courses using Online Computational Systems and Dynamical Models Improves Student Performance." CBE—Life Sciences Education 20, no. 1 (2021): ar13. http://dx.doi.org/10.1187/cbe.20-05-0105.
Full textAbstract:
This article reports the effectiveness of computer simulation modules to teach undergraduate students about familiar and unfamiliar metabolic systems. The modules were evaluated in large-enrollment biochemistry courses and show a medium effect size when compared with controls. The results also show that the modules did not create or reinforce gender bias.
8
Safitri, Baiq Rina Amalia. "INTERNET IS ONE MEDIUM THAT CAN BE USED IN TEACHING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) COURSES ONLINE ORIENTED BY USING BLOGGER." Lensa : Jurnal Kependidikan Fisika 4, no. 2 (2016): 95. http://dx.doi.org/10.33394/j-lkf.v4i2.833.
Full textAbstract:
Internet is one medium that can be used in teaching information and communication technology (ICT) courses at IKIP Mataram. The goal of this research is that students are able to develop distance learning tools based on the development of information and communication technology (ICT) through the use of computers, the internet, and other software to support the practicum. This research is classified into development research. Samples of this research were the students of IKIP Mataram who take ICT courses. Outcomes of the study are: (1) a models of learning modules on the internet ICT courses - online oriented by using blogger, (2) a model of learning modules on the internet ICT courses - online oriented in a blog engine form by utilizing blogger, and (3) the publication of the article in the jurnal.
9
Prasetya, Agus. "Electronic Module Development with Project Based Learning in Web Programming Courses." International Journal of Computer and Information System (IJCIS) 2, no. 3 (2021): 69–72. http://dx.doi.org/10.29040/ijcis.v2i3.38.
Full textAbstract:
Abstract—In this era of the Covid-19 pandemic, students are getting used to online learning or daring. In supporting online teaching and learning activities, electronic modules have been developed so that the learning system can run in two directions and be more interesting. For this reason, this study aims to (1) Design and implement the development of electronic modules based on learning projects in Web programming courses at ITB AAS Indonesia. (2) To find out student responses to the development of project-based e-modules based on Web programming courses at ITB AAS Indonesia. This study uses research and development methods. with the development of the ADDIE model. To determine student responses to the electronic module, the researcher uses questionnaires. The results of the study show that: 1) The results of the design and implementation of e-modules that have been developed on web programming courses that use learning project-based learning models can be applied. 2) The results of the percentage of students who gave a very good response really good were 58,1%, good 22,5% %, sufficientt 19,4% and there were no students who gave less, or very less responses.
10
Kartono, Gamal, Mesra Mesra, and Adek Cerah Kurnia Azis. "PENGEMBANGAN MEDIA AJAR GRAFIS KOMPUTER MATERI WPAP DALAM BENTUK E-BOOK DAN VIDEO TUTORIAL BAGI MAHASISWA SENI RUPA." Gorga : Jurnal Seni Rupa 9, no. 1 (2020): 127. http://dx.doi.org/10.24114/gr.v9i1.18191.
Full textAbstract:
AbstrakAdapun tujuan dari penelitian ini yaitu; 1). Meningkatkan minat dan hasil belajar mahasiswa Seni Rupa dalam membuat tugas materi WPAP pada Mata Kuliah Grafis Komputer, 2). Memaparkan validasi, praktikalitas, dan efektivitas modul dan video pada Mata Kuliah Grafis Komputer, dan 3). Menghasilkan sebuah publikasi ilmiah dalam prosiding Seminar Internasional. Modul dan video tutorial pembelajaran Mata Kuliah Grafis Komputer pada penelitian ini diperoleh bahwa tingkat pencapaian minat mahasiswa berada pada 95,23% dimana dari 42 orang mahasiswa hanya 1 (satu) orang mahasiswa saja yang tidak lulus dalam perkuliahan ini yaitu berada pada 4,78% saja. Selanjutnya validitas modul dan video berada pada pencapaian 71,25% berada pada kategori valid, kemudian untuk nilai praktikalitas modul dan video berada pada pencapaian 69% dapat dikatakan cukup praktis dan mampu meningkatkan minat pengguna dalam proses pembelajara pada Mata Kuliah Grafis Komputer, dan berada pada 84% keefektivitasan modul dan video, hal ini dapat dikatakan bahwa modul dan video sangat efektif selama proses pembelajaran pada Mata Kuliah Grafis Komputer. Diharapkan modul dan video tutorial hasil penelitian ini dapat terus meningkatkan minat dan hasil belajar mahasiswa dalam mengambil Mata Kuliah Grafis Komputer, namun diharapkan juga untuk Mata Kuliah lainnya ada penemuan baru yang dapat meningkatkan minat dan hasil mahasiswa baik itu dalam bentuk modul, video, dan lain sebagainya, yang tujuan utamanya untuk meningkatkan minat dan hasil belajar mahasiswa Seni Rupa tentunya.Kata Kunci: minat belajar, hasil belajar, WPAP.AbstractThe purpose of this study are; 1). Increase the interest and learning outcomes of Fine Arts students in making WPAP assignments in Computer Graphic Courses, 2). Describe the validation, practicality, and learning modules and videos on Computer Graphic Courses, and 3). Produce scientific publications in International Seminars. Modules and video tutorials for learning Computer Graphic Courses in this study were obtained by students at the 95.23% level where of the 42 students only 1 (one) student could not be obtained in this lecture while at 4.78%. Furthermore the validity of the module and videos according to the achievement of 71.25% according to the valid category, then for the practicality value of modules and videos in accordance with the achievement of 69% can be accepted quite practical and able to increase user interest in the process of spending on Computer Graphic Courses, and depends on 84% effectiveness modules and videos, this can be requested modules and videos that are very effective during the learning process in the Computer Graphics Course. It is hoped that the modules and video tutorials of the results of this study can continue to increase students' interest and learning outcomes in taking Computer Graphic Courses, but it is also hoped that for other courses there are new discoveries that can increase student interest and results in the form of modules, videos, etc. etc., whose purpose is to increase student interest and learning outcomes.Keywords: learning interest, learning outcomes, WPAP
11
Eichler, Jack F., and Junelyn Peeples. "Flipped classroom modules for large enrollment general chemistry courses: a low barrier approach to increase active learning and improve student grades." Chemistry Education Research and Practice 17, no. 1 (2016): 197–208. http://dx.doi.org/10.1039/c5rp00159e.
Full textAbstract:
In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative group problem solving activities in 250–500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes.
12
Harti, Raya Sulistyowati, Tri Sudarwanto, Septyan Budi Cahya, Veni Rafida, and Tareq Furas. "Does Impact of Using an Online Learning on Salesmanship Course in The Era Covid 19 Pandemic?" IJORER : International Journal of Recent Educational Research 2, no. 3 (2021): 365–71. http://dx.doi.org/10.46245/ijorer.v2i3.114.
Full textAbstract:
This research aims to explore the application of learning salesmanship courses during the COVID-19 pandemic, where there are social policies and physical distance conducted by online lectures, while salesmanship courses will be effective if done with many direct practices. Approved implementation of planning, implementation, and evaluation of the implementation of online learning with the support of learning applications such as learning modules and videos. This research was conducted using descriptive qualitative, discussion, and collect data about responses and submissions of learning applications consisting of modules and video sales used during the online learning process. The technique of collecting data is done by collecting, observing, and questioning. Data were analyzed qualitatively using NVIVO software. The results showed that learning tools in the form of salesmanship modules and videos received very high responses, and were effective in fostering student interest in learning, the results of data analysis showed that with modules and videos made learning salesmanship easier, especially on the topic of effective selling techniques online at a pandemic period, very relevant to current needs.
13
Stiles, William B., Karen Maitland Schilling, Leonard G. Rorer, et al. "Pluralistic Professional Education: A Modular Curriculum in Clinical Psychology." Teaching of Psychology 19, no. 4 (1992): 211–16. http://dx.doi.org/10.1207/s15328023top1904_2.
Full textAbstract:
We describe a pluralistic curriculum for doctoral education in clinical psychology. Two successful curricular innovations are highlighted. First, the usual courses in psychopathology, psychological assessment, and intervention are offered as 5-week modules. Each module covers a subtopic within the broader area (e.g., introduction to the Minnesota Multiphasic Personality Inventory as an assessment module and depression as a psychopathology module). Second, students are introduced to alternative psychotherapeutic approaches in practicum courses that integrate didactic material with supervised practice in a particular approach. Students select the modules and practica that meet their career goals. All students acquire a core but not necessarily the same core.
14
Deepalakshmi M, Vijay V, Navaneethakrishnan S, Manikandan P, Arun K P, and Ponnusankar S. "An Online Module Series to Prepare Pharmacists to Facilitate Cognitive Pharmaceutical Services." International Journal of Research in Pharmaceutical Sciences 12, no. 1 (2021): 66–71. http://dx.doi.org/10.26452/ijrps.v12i1.3913.
Full textAbstract:
An online module series offered to prepare pharmacists to facilitate cognitive pharmaceutical services. Four e-courses were uploaded in the e-based continuing pharmacy education (CPE) for community pharmacists. The four courses offered were the patient counselling aspects of hypertension, diabetes mellitus, peptic ulcer and asthma. Each course covered the necessary information about the disease, brief pathophysiology, treatment options, lifestyle modifications, expected side effects, ADR of treatment, Dos and Don’ts by the patients. The contents of these courses were presented online in the form of slides in reading format. The presentation included text, pictures and graphs. Out of 70 respondents, about 65.71% of (n=46) were male. Majority of the pharmacists (68.57%), (n=48) found to be D.Pharm. Holders Among 70 pharmacists about 55 pharmacists completed the patient counselling modules Majority of the respondents (n=38; 54%) believed that increasing the knowledge of the pharmacists would help to enhance the present status of pharmacy practice. More than three fourth (n=53; 76%) of the community pharmacists responded that continuing pharmacy education programs to be attended to develop their professional expertise. The feedback on the e-learn modules undergone by the participants was very encouraging and promising. All the participants agreed that the faculty of the module had got sound knowledge, and the modules were practical. This study's results suggest that a series of self-paced online modules with appropriate content can improve pharmacists confidence to provide cognitive pharmaceutical service.
15
Worley, Julie, and Michelle Heyland. "Evaluating competency based education modules in an online nurse practitioner course." Journal of Nursing Education and Practice 9, no. 3 (2018): 1. http://dx.doi.org/10.5430/jnep.v9n3p1.
Full textAbstract:
Competency based education (CBE) has been shown to improve academic performance and could help bridge the gap between education and clinical practice. There is a lack of evaluation data for new content added to courses, particularly CBEs and new technology. The aim of the study was to evaluate the use of CBE modules and GoReact technology in an online psychiatric nurse practitioner course. In a quality improvement study, four CBE modules were used to assess knowledge and clinical skills in an online psychiatric assessment course. Knowledge tests were used to assess student knowledge, adaptations of the Student Evaluation of Educational Quality Scale (SEEQ) and the Systems Usability Scale (SUS) were used to evaluate the students’ responses to the CBE modules. Faculty feedback and comparisons from prior years without CBEs were also examined. All students in the course successfully completed the CBE modules for course credit. The majority of the students who completed the surveys had a positive response to the CBEs and GoReact technology. Faculty were satisfied with using CBEs and the technology and overall student performance in the course and subsequent practicum course following the CBEs was the same or improved. CBE modules appear to be an effective and well received method of instruction in online clinical psychiatric nurse practitioner courses.
16
Rogers, Michael, Thomas Pfaff, Jason Hamilton, and Ali Erkan. "Using sustainability themes and multidisciplinary approaches to enhance STEM education." International Journal of Sustainability in Higher Education 16, no. 4 (2015): 523–36. http://dx.doi.org/10.1108/ijshe-02-2013-0018.
Full textAbstract:
Purpose – The purpose of this paper is to report on the Multidisciplinary Sustainability Education Project (MSEP) as a framework using sustainability-themed education modules to introduce students to the need for multidisciplinary approaches to solving twenty-first-century problems while retaining traditional course strengths and content. Design/methodology/approach – The MSEP uses sustainability-themed education models and a multidisciplinary approach to link courses across disciplines. Modules are identified by an overarching question with activities designed to address the overarching question from course-specific perspectives, resulting in students writing short technical reports summarizing their results. Students then read and evaluate technical reports from other classes, and complete a summary activity designed to connect perspectives from different disciplines. Findings – The multi-method assessment identified no loss or gain in discipline-specific learning; increased understanding about the characteristics of twenty-first-century problems, in particular those related to sustainability; and increased students ' favorable perceptions of introductory calculus. Assessment of increased understanding of how different disciplines can work together to understand complex problems was difficult to measure due to limitations of a project-developed assessment instrument. Originality/value – This paper contributes to undergraduate sustainability education by describing a framework for connecting courses using sustainability-themed modules. By implementing an asynchronous manner where courses use materials from the project Web site and contribute materials to the Web site after implementing a module, it is easy to incorporate a module into existing courses, any educational institution’s existing structure and across institutions. The framework’s flexible design allows new courses from any discipline to connect to a module, allowing for multidisciplinary connections to grow over time.
17
Sukmayadi, Dodi, Titi Chandrawati, Adhi Susilo, et al. "Building Teachers’ Understanding of Classroom Action Research: A Rural Case Study in Indonesia." Excellence in Higher Education 2, no. 2 (2011): 121–27. http://dx.doi.org/10.5195/ehe.2011.49.
Full textAbstract:
Indonesia Open University (UT: Universitas Terbuka) is a large, open university delivering distance education to students throughout Indonesia. An important aspect of its mission is to provide opportunities for Indonesian teachers to improve their education in-service. This includes two courses on classroom action research. In order to assess the effectiveness of these courses and, if necessary, improve them, a team of lecturers from UT conducted an investigation of the challenges teachers were facing in learning to conduct classroom action research through the UT modules. The team found that the modules did not adequately reflect an understanding of the actual characteristics of the teachers they were serving and were thus less effective than they might be in teaching teachers to conduct classroom action research. Changes in both the content and scheduling of the modules are recommended in order to more effectively promote classroom action research in Indonesian schools. Key Words: Classroom Action Research, Distance Education, Indonesia, Teacher Development
18
Lerra, Mulatu Dea. "The Dynamics and Challenges of Distance Education at Private Higher Institutions in South Ethiopia." Asian Journal of Humanity, Art and Literature 2, no. 1 (2015): 9–22. http://dx.doi.org/10.18034/ajhal.v2i1.290.
Full textAbstract:
Evidently, the implementation of a DL system does not ensure a high-quality education. The purpose of this study is to explore the dynamics and challenges of distance education at Private Higher Institutions in South Ethiopia. In a given study, a representative sample of tutors and academic program leaders selected through simple random and stratified sampling techniques. Questionnaires and interview were instrumental for data collection. The finding revealed that, the number of learners in a class during tutorial programs is not to the standard, the tutors’ are responsible for one to two courses at a time and the remainder for more than two courses, assignments were too difficult for the ability of the students on the courses some learners do not receive modules before tutorial sessions and, consequently, some were forced to share modules, modules were not given long enough in advance of the actual tutorial sessions less commitment of stakeholders to realize the DL program. It is recommended that, Intensification distance education units at the institution and ensuring that students have a suitable educational background when they join to the specific program would make distance education efficient. In addition to this, it is good to try to make the system more flexible and use different information and communication technologies to support distance education.
19
Hoffman, Kathleen, Sarah Leupen, Kathy Dowell, Kerrie Kephart, and Jeff Leips. "Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses." CBE—Life Sciences Education 15, no. 2 (2016): ar14. http://dx.doi.org/10.1187/cbe.15-09-0186.
Full textAbstract:
Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the development, implementation, and assessment of stand-alone modules that integrate quantitative reasoning into introductory biology courses. Modules are designed to improve skills in quantitative numeracy, interpreting data sets using visual tools, and making inferences about biological phenomena using mathematical/statistical models. We also examine demographic/background data that predict student improvement in these skills through exposure to these modules. We carried out pre/postassessment tests across four semesters and used student interviews in one semester to examine how students at different levels approached quantitative problems. We found that students improved in all skills in most semesters, although there was variation in the degree of improvement among skills from semester to semester. One demographic variable, transfer status, stood out as a major predictor of the degree to which students improved (transfer students achieved much lower gains every semester, despite the fact that pretest scores in each focus area were similar between transfer and nontransfer students). We propose that increased exposure to quantitative skill development in biology courses is effective at building competency in quantitative reasoning.
20
Robeva, Raina, Robin Davies, Terrell Hodge, and Alexander Enyedi. "Mathematical Biology Modules Based on Modern Molecular Biology and Modern Discrete Mathematics." CBE—Life Sciences Education 9, no. 3 (2010): 227–40. http://dx.doi.org/10.1187/cbe.10-03-0019.
Full textAbstract:
We describe an ongoing collaborative curriculum materials development project between Sweet Briar College and Western Michigan University, with support from the National Science Foundation. We present a collection of modules under development that can be used in existing mathematics and biology courses, and we address a critical national need to introduce students to mathematical methods beyond the interface of biology with calculus. Based on ongoing research, and designed to use the project-based-learning approach, the modules highlight applications of modern discrete mathematics and algebraic statistics to pressing problems in molecular biology. For the majority of projects, calculus is not a required prerequisite and, due to the modest amount of mathematical background needed for some of the modules, the materials can be used for an early introduction to mathematical modeling. At the same time, most modules are connected with topics in linear and abstract algebra, algebraic geometry, and probability, and they can be used as meaningful applied introductions into the relevant advanced-level mathematics courses. Open-source software is used to facilitate the relevant computations. As a detailed example, we outline a module that focuses on Boolean models of the lac operon network.
21
Maynard, Douglas C., Peter D. Bachiochi, and Ana C. Luna. "An Evaluation of Industrial/Organizational Psychology Teaching Modules for Use in Introductory Psychology." Teaching of Psychology 29, no. 1 (2002): 39–43. http://dx.doi.org/10.1207/s15328023top2901_10.
Full textAbstract:
Industrial/organizational (I/O) psychology has typically been neglected in introductory psychology textbooks and courses. The Society for Industrial and Organizational Psychology (SIOP) recently developed a series of teaching modules for introducing I/O psychology. We evaluated 4 modules with 12 samples (N = 333) for student learning and intentions and for student and instructor reactions. Overall, student knowledge of I/O concepts increased after presentation of the modules. Additionally, students were more likely to want to take a course in I/O psychology after the presentation. Finally, students found the presentations interesting and easy to understand. All instructors reported that the modules made presenting a lecture on I/O easy and that they were considering the use of the modules for future sections.
22
McNamara, Jade, Sara Sweetman, Priscilla Connors, Ingrid Lofgren, and Geoffrey Greene. "Using Interactive Nutrition Modules to Increase Critical Thinking Skills in College Courses." Journal of Nutrition Education and Behavior 52, no. 4 (2020): 343–50. http://dx.doi.org/10.1016/j.jneb.2019.06.007.
Full text
23
Payne, James E., Richard M. Murphy, and Linda L. Payne. "Development of Hybrid Courses Utilizing Modules as an Objective in ATE Projects." Community College Journal of Research and Practice 41, no. 6 (2017): 366–69. http://dx.doi.org/10.1080/10668926.2016.1270237.
Full text
24
Wesp, Richard. "Conducting Introductory Psychology Activity Modules as a Requirement in Advanced Undergraduate Courses." Teaching of Psychology 19, no. 4 (1992): 219–20. http://dx.doi.org/10.1207/s15328023top1904_4.
Full textAbstract:
Small-group activities provide more personalized attention in large introductory psychology classes but require considerable instructor time. Small groups of students in three upper level undergraduate courses were required to design, implement, and evaluate projects that would actively involve introductory students in a topic related to one that the upper level students were studying. Students in Introductory Psychology classes selected and participated in two activities. Advanced and introductory students said that involvement in these activities was a valuable experience and should be required in subsequent terms. This method allows upper level undergraduates the opportunity to apply what they have learned by requiring them to teach, and it increases the amount of individual attention provided students in the introductory class.
25
Spitzer, Robert J. "A Course Module The Politics of Abortion." News for Teachers of Political Science 53 (1987): 13. http://dx.doi.org/10.1017/s0197901900000350.
Full textAbstract:
Three years ago I proposed at SUNY Cortland (a liberal arts college emphasizing undergraduate education with a student population of about 5500) the creation of onecredit introductory level module topics courses in our Political Science Department. The purposes of these modules were several: 1) to provide faculty with a testing ground for new courses located at the upper level. One-credit topics modules would allow faculty to experiment with a new course or new subject on a smaller scale, avoiding the necessity of an intellectual and time investment in a full semester offering; 2)to provide some alternate introductory-level course offerings for non-political-science majors in addition to our two core offerings, Introduction to American Government, and Introduction to Comparative World Systems.
26
Grierson, David, and Karen Elizabeth Munro. "TOWARDS TRANSFORMATIVE LEARNING METHODS FOR INTERDISCIPLINARY POSTGRADUATE EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD): A CASE STUDY." International Journal of Architectural Research: ArchNet-IJAR 12, no. 1 (2018): 209. http://dx.doi.org/10.26687/archnet-ijar.v12i1.1430.
Full textAbstract:
This paper explores the relationship between education for sustainable development (ESD) and interdisciplinarity in the context of architecture and engineering higher education, presenting a case study of the University of Strathclyde Glasgow’s Sustainable Engineering (SE) postgraduate programme, within the wider context of common principles and practices present across HEIs. The paper - one of a series - offers an overview of the SE programme between 2004 and 2015 (coinciding with UNDESD) and discusses its growing focus on interdisciplinarity and the introduction of transformative learning methods over the study period. The study uses a methodology of statistical analysis of enrolment and graduation trends on the SE programme alongside a discursive analysis of course and module provision specific to learning methods for ESD and interdisciplinarity. The study finds that, within the SE programme, both the courses and modules that have an SD focus exhibit the greatest longevity over the study period and are selected by students significantly more often than other courses and modules. The finding supports previous studies that report an increased appetite for such courses and classes. The learning methods employed on the modules align with those considered exemplary in the literature surrounding ESD, and demonstrate the programme’s aspirations towards increased interdisciplinarity in postgraduate ESD. The paper provides insight into the practices and outcomes of a specific long-standing programme, offering opportunity for reflection, discussion and comparison with similar programmes.
27
Marinsah, Syamsul Azizul, Abang Mohd Razif Abang Muis, Mohd Sohaimi Esa, et al. "THE TEACHING OF PHILOSOPHY AND CONTEMPORARY ISSUES (FIS) IN FORMATION OF CRITICAL THINKING: A STUDY MODULES OF FIS COURSE IMPLEMENTED AT CENTRE FOR THE PROMOTION OF KNOWLEDGE AND LANGUAGE LEARNING (PPIB), UNIVERSITI MALAYSIA SABAH." International Journal of Education, Psychology and Counseling 6, no. 39 (2021): 137–49. http://dx.doi.org/10.35631/ijepc.639009.
Full textAbstract:
The Philosophy and Contemporary Issues (FIS) course is one of the generic courses that must be taken by students in all Malaysian HEIs starting from the 2019/2020 intake session. The FIS module was developed with the aim of preparing students to be able to think critically and integrally in responding to various thinking challenges related to current issues. Critical thinking is an important element that needs to be applied in the curriculum of study at all levels. Therefore, the objective of this study is to analyse the elements of the formation of critical thinking in the study modules of FIS courses implemented at Universiti Malaysia Sabah. This study is included in a qualitative study. Thus, this study uses a document analysis design consisting of FIS modules, journals, and review articles related to the formation of critical thinking. The results of the study found that there are several elements of skills and sub-skills that can contribute towards the formation and application of critical thinking in the study modules of FIS courses offered at Universiti Malaysia Sabah. By studying this course, it is hoped that students' appreciation of this course will continue to increase and can help in the process of forming critical thinking in line with the direction of the national education system, namely value-based education.
28
Bai, Er Jing, and De Li Lin. "The Enterprise Oriented Computer Graphic Design Courses Construction of Practice Teaching System." Advanced Materials Research 989-994 (July 2014): 5237–40. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.5237.
Full textAbstract:
Nowadays, the computer graphics technology is widely used in the area of design. The author puts forward the enterprise oriented computer graphic design courses construction of practice teaching system, which is for improving the employment rate of the computer students and making the students can directly blend in the enterprise after graduation. This system includes four big modules. They are the construction of teaching staff, the construction of practical condition and cooperation with enterprise, practice teaching system, teaching quality supervision and feedback system[1]. Each module is decomposed into several small modules.
29
Chuchalin, A. I. "Evaluation of the Engineering Curriculum Elements for Compliance." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 7 (2020): 9–21. http://dx.doi.org/10.31992/10.31992/0869-3617-2020-29-7-9-21.
Full textAbstract:
Rubrics have been developed to evaluate the level of compliance of curriculum elements with the recommendations of the CDIO-FCDI-FFCD Standards in the process of modernizing engineering programs for undergraduate, graduate and postgraduate studies. As an example, the author presents the results of the evaluation of engineering undergraduate program courses for compliance with the recommendations of the CDIO Standards in the form of total and differentiated ratings of the modules of the humanities and social sciences, natural sciences and mathematics, basic engineering and specialized professional courses. Based on the ratings, the initial (before modernization) and planned (after modernization) levels of compliance of the program modules with the recommendations of each of the 12 CDIO Standards are determined. Using the rubrics enables to involve all the instructors in the process of engineering program modernization.
30
Knight, Jonathan D., Rebecca M. Fulop, Leticia Márquez-Magaña, and Kimberly D. Tanner. "Investigative Cases and Student Outcomes in an Upper-Division Cell and Molecular Biology Laboratory Course at a Minority-serving Institution." CBE—Life Sciences Education 7, no. 4 (2008): 382–93. http://dx.doi.org/10.1187/cbe.08-06-0027.
Full textAbstract:
Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings.
31
Asim, Taimoor, Rakesh Mishra, and Mohamed Alseddiqi. "Development of an Information Quality Framework for Mechanical Engineering Modules with Enhanced Treatment for Pedagogical Content." International Journal of Handheld Computing Research 7, no. 3 (2016): 16–23. http://dx.doi.org/10.4018/ijhcr.2016070102.
Full textAbstract:
The technology based learning systems have capability to comply with diverse requirements of all the stakeholders in the modern education system. In technology based modules, such as those taught in Mechanical Engineering courses, the psychomotor content takes precedence over other domains of teaching and learning. Effective integration of pedagogical content within the Mechanical Engineering modules is of utmost importance for effectiveness in teaching and learning processes in these modules. Published literature is limited in this regard, and hence, the present study focuses on developing a novel an information quality framework for Mechanical Engineering modules, through which an enhanced treatment has been provided to the pedagogical content, in order to meet the educational goals and the industrial requirements worldwide. The novel information quality framework developed in the present study can be used as a guideline for measuring the effectiveness of Mechanical Engineering modules.
32
Moraes, Marcia, Bruno Galasso, Ricardo Janoario, and Dirceu Esdras. "Graduates: an overview of the trajectory of graduates in education from the National Institute for the Deaf." Ensaio: Avaliação e Políticas Públicas em Educação 26, no. 100 (2018): 1084–107. http://dx.doi.org/10.1590/s0104-40362018002601546.
Full textAbstract:
Abstract This study focuses on the trajectory of graduates from the Instituto Nacional de Educação de Surdos (National Institute for the Education of the Deaf) – INES. It aims at analysing the career development and academic outcomes of students who followed Education degree courses at the INES. One of the objectives of our research was to assess the relationship between these students’ degree courses and graduate follow-up. As a survey tool, we used a bilingual online questionnaire (BSL – Brazilian Sign Language – and Portuguese Language), comprising multiple choice and essay questions, designed for 41 graduates in Education, who obtained their degrees between 2009 and 2016. The majority of the participants were mixed-race women, with no hearing disability, average age of 37, and a monthly income of 3 to 4 minimum wages. The analysed data reveals that more than 90% of the graduates regarded their INES degree courses as good or excellent. In relation to the content of these degree courses, twelve categories were considered rather unsatisfactory, and the most criticised of all was the “curriculum”. Other topics frequently criticised were: the lack of BSL modules in the curriculum, the standard of teaching, lack of modules related to deafness, internship and materials available.
33
Luz, Emeli Borges Pereira. "Pre-service language teacher training for distance education." Texto Livre: Linguagem e Tecnologia 11, no. 3 (2018): 26–39. http://dx.doi.org/10.17851/1983-3652.11.3.26-39.
Full textAbstract:
ABSTRACT:This research questions whether English language teaching courses offered by Brazilian public universities equip the next generation of teachers with the necessary skills to teach via distance learning through online environments. The methodology used is quantitative in nature and considers 118 universities that offer English Language and Literature courses. Their curricula were analyzed solely to investigate if the courses offered any modules related to distance learning. Only four institutions propose entire modules that deal with distance education although they are elective. In order to propose an alternative to this issue, a suite of three modules related to technology, distance teaching and learning are presented. TPACK model was used as a guide to analyze the proposed modules. The development of the modules could establish a more solid and holistic pre-service teacher education, so that pre-service teachers can be prepared to teach in online and blended environments.KEYWORDS: pre-service training; distance education; TPACK; public universities. RESUMO:Esta pesquisa questiona se os cursos de ensino de inglês oferecidos por Universidades Públicas Brasileiras equipam a próxima geração de professores com as habilidades necessárias para ensinar via educação a distância através de ambientes online. A metodologia utilizada é de natureza quantitativa e considera 118 universidades que oferecem graduação em Língua e Literatura Inglesa. Os respectivos currículos foram analisados unicamente para investigar se os cursos ofereciam módulos relacionados ao ensino a distância. Apenas quatro instituições propõem módulos inteiros que lidam com educação a distância, embora sejam eletivos. Para propor uma alternativa a essa questão, é apresentado um conjunto de três módulos relacionados à tecnologia, ensino a distância e aprendizado. O modelo TPACK foi utilizado como um guia para analisar os módulos propostos. O desenvolvimento dos módulos pode estabelecer uma formação de professores pré-serviço mais sólida e holística, para que os professores possam estar preparados para ensinar em ambientes online e híbridos.PALAVRAS-CHAVE: formação pré-serviço; educação a distância; TPACK; universidades públicas.
34
Talbot, George. "Looking up in anger: translation practice in the CALL lab." ReCALL 8, no. 1 (1996): 20–23. http://dx.doi.org/10.1017/s0958344000003360.
Full textAbstract:
Final-year translation teaching in the Italian department at the University of Hull involves modules using a computer-based methodology from Italian into English. These modules are taught using Translt-TIGER and TransLit-TIGER, in the forms in which they are commercially available. The aim of our courses is to use technology in order to enhance the quality of training in translation. The modules are conceived of as a move beyond traditional practice towards a type of teaching model which may be more relevant to best practices in the translation profession. Indeed it may well hasten more students beyond the noise of interlanguage to the quiddities of idiom.
35
Deny, Deny. "PENGARUH BAURAN PEMASARAN E-COMMERCE TERHADAP INTENSI PEMBELIAN MODUL ASYNCHRONOUS E-LEARNING: PERAN DARI PENGETAHUAN KONSUMEN." Jurnal Riset Manajemen dan Bisnis (JRMB) Fakultas Ekonomi UNIAT 4, no. 1 (2019): 101–10. http://dx.doi.org/10.36226/jrmb.v4i1.244.
Full textAbstract:
Research in the E-Learning business is still limited and more research is needed on the purchase of online courses, especially the Asynchronous modules that are available at several providers of paid E-Learning platforms. The sample of this study was 100 visitors to the schoolpintar.com and Kelaskita.com sites using SEM analysis techniques. The results of this e-learning study show that the intention to purchase asynchronous e-learning modules is not significantly affected by product attractiveness, price perception and consumer knowledge, but is significantly influenced by marketing effectiveness. The results of this study are useful for entrepreneurs and prospective online business business entrepreneurs to be able to increase sales of online courses in Indonesia by focusing on marketing efforts specifically to change consumer preferences and beliefs.
 Keywords: e-learning, asynchronous online learning, purchase intention, consumer knowledge
36
Viveka, Srinivasan, Nagavalli Basavanna Pushpa, and Kumar Satish Ravi. "Online Learning Modules in Anatomical Sciences: Effective Sources for Continued Learning for Medical Undergraduates During the Unprecedent COVID-19 Pandemic." Galician Medical Journal 28, no. 3 (2021): E202136. http://dx.doi.org/10.21802/gmj.2021.3.6.
Full textAbstract:
Introduction. During the COVID-19 pandemic-induced lockdown, the selection of simple and authentic online material among plethora of web content is difficult for both students and teachers. This forces students and teachers to explore various avenues of learning.
 The objective of this research was to evaluate free open-access anatomy e-learning resources in accordance with required standard learning outcomes for medical students.
 Methods. During February 2021, an extensive search for online modules for learning anatomy across six Massive Open Online Courses, including edX, Coursera, Udemy, Khan Academy, Canvas and FutureLearn, along with Google and YouTube was conducted. Courses or modules on e-learning platforms, YouTube channels, standalone videos, anatomy atlases, 3D models were considered as learning resources and evaluated. Online materials were classified as structured learning resources if they had a defined syllabus, time duration and instructional design. Resources lacking these characteristics were considered as unstructured ones.
 Results. Twenty structured learning courses were identified on the Udemy (6 courses), Coursera (3 courses), edX (2 courses), FutureLearn and Khan academy platforms. Learning resources available through Swayam Prabha were aligned with the defined syllabus and video lectures. The content hosted within Clinical Anatomy, Medvizz and Kenhub was eye-catching. Thirty-two YouTube channels offering standalone learning material were identified. Seven resource materials, other than YouTube channels, offered anatomy learning material in the form of charts and tables. Four websites noted to have 3D interactive learning content regarding gross anatomy.
 Conclusions. During the pandemic-induced lockdown, the list presented in the study may act as guide in selection of the simplest and best materials for those teaching and learning anatomy in medical undergraduate courses. However, in most cases, there is no alignment with standard learning outcomes as defined by medical education regulatory authorities.
37
Woodin, Jane. "Key Themes in Intercultural Communication Pedagogy." Language Teaching 43, no. 2 (2010): 232–35. http://dx.doi.org/10.1017/s0261444809990395.
Full textAbstract:
University of Sheffield, UK; 9–10 July 2009The seminar, organised by Jane Woodin, Gibson Ferguson, Valerie Hobbs and Lesley Walker (School of Modern Languages & Linguistics and School of English, University of Sheffield), aimed to bring together those working in intercultural communication (IC) pedagogy largely – though not exclusively – in the higher education sector. It drew inspiration from the growing number of courses with an intercultural element, from stand-alone modules and training courses to Master's degrees.
38
Ciarocco, Natalie J. "Traditional and New Approaches to Career Preparation Through Coursework." Teaching of Psychology 45, no. 1 (2017): 32–40. http://dx.doi.org/10.1177/0098628317744963.
Full textAbstract:
Traditional career preparation courses provide students with a variety of benefits. Students taking these courses report a better understanding of psychology-related careers, less indecision about their future careers, and are more knowledgeable about themselves in relation to careers. Yet only 37% of undergraduate psychology programs offer formal career preparation through the curriculum. Given the lack of experience and training faculty have on career preparation issues, they may be uncomfortable developing such courses. This article addresses considerations one should make when developing a career preparation course for undergraduate psychology majors as well as potential topics and assignments for the course. It also outlines how to place career preparation within the major using modules when career preparation courses are not available.
39
Brooke, Mark. "Content and Language Integrated Learning for First and Second Year University Students - Aspirations, Challenges and Solutions." Theory and Practice in Language Studies 8, no. 7 (2018): 778. http://dx.doi.org/10.17507/tpls.0807.08.
Full textAbstract:
This paper offers an overview of two modules from the Centre for English Language Communication, National University of Singapore. These belong to a programme entitled the Ideas and Exposition Modules (IEM) and they pertain to a content and language integrated learning (CLIL) approach. The courses and some of the main learning objectives are explained. These are critical thinking abilities; research skills; and academic study skills. It is surmised that these are useful for all students independent of their academic discipline. The challenges that the lecturer and students face during the courses are also presented. These challenges often arise because students are from different educational cultures and academic disciplines, and as a result, classes tend to be comprised of students with mixed interests, English language levels and academic research and writing experience. Students also tend to vary in their abilities to think critically and work independently. The first section in this paper looks at the educational context of the IEM courses; the second, presents the core learning outcomes aspired to; the third, examines the challenges faced and how these are met by the tutor and students taking the courses. The final section offers a brief overview of the paper and considers the future for this genre of course, particularly how students benefit from a more student-centered, individualized educational practice today.
40
Krasnova, Lyubov, and Viktor Shurygin. "Blended Learning of Physics in the Context of the Professional Development of Teachers." International Journal of Emerging Technologies in Learning (iJET) 14, no. 23 (2019): 17. http://dx.doi.org/10.3991/ijet.v14i23.11084.
Full textAbstract:
In line with the improvement of traditional teaching methods, the new ones are intensively introduced at all levels of education. Usually, these are the methods tied with e-learning. Essentially, teachers must be able and ready to create an innovation-driven learning environment contributing to the effective individualization of the learning process. At the same time, each student should achieve the highest possible outcomes standing behind the personality development. This paper introduces the refresher courses designed for the physics teachers. These courses are based on the blended learning technology combining traditional full-time education with the elements of distance learning supported by LMS Moodle. The courses were tested at the Elabuga Institute of Kazan Federal University in 2016-2018. This paper describes the module-based course structure and methods for applying the e-learning modules. The distinctive feature of the course is that the content of the learning modules was designed to deliver different methods for teaching physics and to improve the general cultural competence of a teacher. The analysis of polling results (poll included 89 physics teachers) allowed assessing the efficiency of designed courses in the context of teacher’s professional development, his/her readiness to work in modern learning environment. The research outcomes will be also useful for foreign educational establishments implementing the teacher professional development programs.
41
Cole, Jane E., and Jeffrey B. Kritzer. "Strategies for Success: Teaching an Online Course." Rural Special Education Quarterly 28, no. 4 (2009): 36–40. http://dx.doi.org/10.1177/875687050902800406.
Full textAbstract:
Online and hybrid courses have become an integral part of teacher education programs for preservice and inservice training. However, these programs can be intimidating to new faculty who must develop both pedagogical and technological skills in short order. The authors describe some strategies that have helped improve their online teaching and make their online courses be more effective. Some of the practices include persistent presence, discussion boards, weekly video messages, problem-solving climate, scaffolding, inverted classroom, and use of organizational modules.
42
Marneros, Stelios, and Paul Gibbs. "An evaluation of the link between subjects studied in hospitality courses in Cyprus and career success." Higher Education, Skills and Work-Based Learning 5, no. 3 (2015): 228–41. http://dx.doi.org/10.1108/heswbl-01-2015-0001.
Full textAbstract:
Purpose – The purpose of this paper, unprecedented in Cyprus in its scope and approach, is to investigate the importance level of the courses currently taught in hospitality programs of the country, as perceived by industry professionals. Design/methodology/approach – The research population included individuals currently holding full-time managerial positions in hotel establishments of Cyprus. In total, 500 questionnaires were administered to individuals working in 158 hotel establishments currently operating in the country. The surveys were personalized and addressed to each hotel’s general manager and two departmental heads. Descriptive and inferential statistics, namely frequencies, one-way analysis of variance with post-hoc multiple comparison test (Tukey honesty significant difference) and multiple regression analysis, were utilized to analyze the data and answer the formulated research questions. Findings – For the purposes of the study, modules offered by local tertiary institutions fall into four broad categories: general education, languages, professional modules and business modules. Findings revealed that professional modules were ranked first, followed by business modules, languages and general education modules. The respondents’ gender, age, years of employment and functional area are the demographic characteristics that most significantly influence their perception regarding the importance of required competencies. Moreover, findings suggest that professional modules and languages are perceived by industry professionals as very important elements for career success in the hotel industry. Originality/value – Findings of this study may assist industry stakeholders in re-structuring the hospitality management curriculum, in an attempt to provide a more realistic and pedagogically sound learning experience to students which reflects the modern realities of the profession. Moreover, new knowledge created may inspire academic scholars to further investigate this topic from an array of different perspectives.
43
Penev, Krasimir, and Kostadin Brandisky. "Principles and software realization of a multimedia course on theoretical electrical engineering based on enterprise technology." Serbian Journal of Electrical Engineering 1, no. 1 (2003): 81–87. http://dx.doi.org/10.2298/sjee0301081p.
Full textAbstract:
The Department of Theoretical Electrical Engineering (TEE) of Technical University of Sofia has been developing interactive enterprise-technologies based course on Theoretical Electrical Engineering. One side of the project is the development of multimedia teaching modules for the core undergraduate electrical engineering courses (Circuit Theory and Electromagnetic Fields) and the other side is the development of Software Architecture of the web site on which modules are deployed. Initial efforts have been directed at the development of multimedia modules for the subject Electrical Circuits and on developing the web site structure. The objective is to develop teaching materials that will enhance lectures and laboratory exercises and will allow computerized examinations on the subject. This article outlines the framework used to develop the web site structure, the Circuit Theory teaching modules, and the strategy of their use as teaching tool.
44
Setiami, Rista, and Arris Maulana. "DEVELOPMENT OF E-MODULES IN ENGINEERING DRAWING COURSES WITH THE BIM SYSTEM BUILDING MODELING APPLICATION." Jurnal PenSil 10, no. 1 (2021): 1–7. http://dx.doi.org/10.21009/jpensil.v10i1.17013.
Full textAbstract:
This research was aimed to develop e-modules on Drawing Engineering Course at Building Engineering Education Study Program so that college students can improve their understanding about BIM and the use of Autodesk Revit Software. The research method used Research and Development (R&D) with ADDIE research model. (1) Analyze, distributed needs analysis questionnaires. (2) Design, carryed out concept design, display, and e-modules material. (3) Development, realized and validated e-modules. (4) Implementation, conducted limited trials and distributed college student response questionnaires. (5) Evaluation, processed the results of trials and the results of college student responses. The result of media expert validation was 83% (very decent). The result of theory expert validation was 91% (very decent). The results of college student responses was 79% (decent). The significance value (2-tailed) of t test was 0.017 it indicated there were changes between the result of pretest and the result of post test. Then, t value was -3,292 which meant that the change was significant.
45
Bai, Haiyan, Amjad Aman, Yunjun Xu, Nina Orlovskaya, and Mingming Zhou. "Effects Of Web-Based Interactive Modules On Engineering Students’ Learning Motivations." American Journal of Engineering Education (AJEE) 7, no. 2 (2016): 83–96. http://dx.doi.org/10.19030/ajee.v7i2.9840.
Full textAbstract:
The purpose of this study is to assess the impact of a newly developed modules, Interactive Web-Based Visualization Tools for Gluing Undergraduate Fuel Cell Systems Courses system (IGLU), on learning motivations of engineering students using two samples (n1=144 and n2=135) from senior engineering classes. The multivariate analysis results revealed that the participants had a significant increase in their learning motivation after the treatment with the IGLU modules. This result was cross-validated with the two samples, in which the motivation mean posttest scores are significantly higher than the mean pretest scores, systematically (Sample 1: the mean score is increased by 2.09 [.32, 3.87] points, p = .021; Sample 2: the mean score is increased by 1.38 [.14, 2.61] points, p = .029). With the use of instructional technology prevailing in current university courses, the education initiative of the IGLU system and the assessment of its impact on student learning motivation provide us information to improve the modules to serve a more diverse student body. It will greatly help the development of engineering educational curriculum. With regards to the statistical inference, it is desirable to conduct further studies with a quasi-experiment control group design to assess the program effect focusing on student learning and its associations with student learning motivations and learning styles.
46
Ray, Gautam. "Computer Aided Problem Based Learning in Engineering Dynamics." Applied Mechanics and Materials 704 (December 2014): 148–53. http://dx.doi.org/10.4028/www.scientific.net/amm.704.148.
Full textAbstract:
In this paper we demonstrated the use of Problem Based Learning (PBL) in undergraduate Engineering Dynamics. In PBL, the students enhance their learning by solving problems. In some engineering courses, often the students are not able to explore real life and somewhat complex problems due to inability to handle the mathematical rigor. By using software such as Mathematica® we created modules for some Engineering Dynamics problems. These modules allowed students to concentrate on the formulation and “Physics” and interpretation of the problems of the rather than the rigors of mathematical solutions.
47
Getty, Carol-Ann, Shrinidhi Subramaniam, August F. Holtyn, Brantley P. Jarvis, Andrew Rodewald, and Kenneth Silverman. "Evaluation of a Computer-Based Training Program to Teach Adults at Risk for HIV About Pre-Exposure Prophylaxis." AIDS Education and Prevention 30, no. 4 (2018): 287–300. http://dx.doi.org/10.1521/aeap.2018.30.4.287.
Full textAbstract:
This study developed a computer-based program to teach HIV prevention behaviors and raise awareness of pre-exposure prophylaxis (PrEP) among individuals at risk for HIV. The program was divided into modules containing educational material and multiple-choice questions. Participants received immediate feedback for responses and incentives for correct responses to multiple-choice questions. Participants trained on each module until they met speed and accuracy criteria. The modules were divided into: Course 1 (HIV), Course 2 (PrEP), and Course 3 (HIV risk behaviors). Tests of content from all three courses were delivered before and after participants completed each course. Test scores on the content delivered in the courses improved only after participants completed training on each course. HIV and PrEP knowledge was initially low and increased following completion of each part of the program. Computer-based training offers a convenient and effective approach to promoting HIV prevention knowledge, including use of PrEP.
48
Beck, Christopher W., and Lawrence S. Blumer. "Advancing Undergraduate Laboratory Education Using Non-Model Insect Species." Annual Review of Entomology 66, no. 1 (2021): 485–504. http://dx.doi.org/10.1146/annurev-ento-062920-095809.
Full textAbstract:
Over the past decade, laboratory courses have made a fundamental shift to inquiry-based modules and authentic research experiences. In many cases, these research experiences emphasize addressing novel research questions. Insects are ideal for inquiry-based undergraduate laboratory courses because research on insects is not limited by regulatory, economic, and logistical constraints to the same degree as research on vertebrates. While novel research questions could be pursued with model insect species (e.g., Drosophila, Tribolium), the opportunities presented by non-model insects are much greater, as less is known about non-model species. We review the literature on the use of non-model insect species in laboratory education to provide a resource for faculty interested in developing new authentic inquiry-based laboratory modules using insects. Broader use of insects in undergraduate laboratory education will support the pedagogical goals of increased inquiry and resesarch experiences while at the same time fostering increased interest and research in entomology.
49
Istikomah, Endang. "The INTEGRAL CALCULUS MODULE THROUGH MOBILE LEARNING IN MATHEMATICS LEARNING." Mathematics Research and Education Journal 4, no. 1 (2020): 1–6. http://dx.doi.org/10.25299/mrej.2020.vol4(1).4149.
Full textAbstract:
. The purpose of this research is to give information to educators and students that the use of modules accompanied by IT can make learning more effective. Furthemore, the purpose of using the integral calculus module through mobile learning is to be able to change the way students learn, make it easier for students to understand integral concepts, be able to study anywhere and without lecturers, change the smartphone function from just playing social media to learning. This type of research is a qualitative descriptive study through in-depth observation and interviews. The mathematics module is a reference that can facilitate students in learning. Integral calculus for one of the courses that require modules to make learning easier and more enjoyable. Moreover, the module is juxtaposed with mobile learning. Modules are designed by lecturers who teach based on their experience while teaching, so that the language, content, sentence modules that are paired by mobile learning are more favored by students and can follow the speed of their mathematics learning. Therefore, educators can use modules and mobile learning applications in learning mathematics.
50
Kraus, Joseph R. "SAGE Campus." Charleston Advisor 23, no. 1 (2021): 49–52. http://dx.doi.org/10.5260/chara.23.1.49.
Full textAbstract:
The SAGE Campus platform provides 18 different courses with roughly 220 hours of online learning modules. The author reviewed the service from the perspective of a college student to see if it was an appropriate learning environment. The primary audience for the courses are graduate students in the social sciences, but undergraduate and graduate students of all disciplines may find courses that are worthwhile to investigate. At the time of the review, the course topics covered content such as information literacy, data management and other data science skills, research design, and how to get published. Many librarians and teaching faculty may recommend students take these courses to supplement their education. Students can learn through these courses in a self-paced manner, and there are no scores or grades associated with completion of a course. Overall, the SAGE Campus platform provides a low-stress way for students to enhance their understanding of many topics relevant to research in the social sciences.