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Journal articles on the topic 'Of course'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

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

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2

Xu, Haixia, and Libby V. Morris. "Collaborative Course Development for Online Courses." Innovative Higher Education 32, no. 1 (2007): 35–47. http://dx.doi.org/10.1007/s10755-006-9033-5.

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3

Winford, George M. "Reporting, Editing Courses Merged into Single Course." Journalism Educator 40, no. 4 (1985): 14–15. http://dx.doi.org/10.1177/107769588504000405.

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4

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

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5

Leggas, M., K. Kuo, G. Cloud, et al. "Effects of dexamethasone (Dex) pretreatment on toxicity and efficacy of carboplatin and gemcitabine (Carbo/Gem) in patients with non-small cell lung cancer (NSCLC)." Journal of Clinical Oncology 25, no. 18_suppl (2007): 18124. http://dx.doi.org/10.1200/jco.2007.25.18_suppl.18124.

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18124 Background: Our preclinical data showed that treating mice with Dex 4 days prior to chemotherapy increased efficacy and decreased toxicity of Carbo/Gem in nude mice bearing human NSCLC by increasing drug concentration in tumors, and decreasing drug concentration in normal tissue without altering plasma pharmacokinetics (PK). Thus, we undertook a Phase I/II trial to determine the optimal dose of Dex, and the effect of Dex on Carbo/Gem plasma PK. Methods: Patients (n=30) with untreated, stage IV NSCLC and PS =2 received Gem, 1g/m2 days 1&8, and Carbo, AUC 5.5 on day 1. Patients were ra

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6

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

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This study examines the factors that influence the couise choices of gifted middle school students who participated in a summer academic program. Specifically, we studied factors that influence the choices between math, science, and verbal oriented courses. The factors included gender, race, ability, previous educational experiences, interests, and parental attitudes. Results show that there was a gender difference favoring males for selection of math and science courses over verbal ones. Parental attitudes and previous educational experiences influenced the selection of a math class over a ve

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

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

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Online courses are often criticized for having lower retention rates than traditional courses, especially introductory courses. This study aimed to determine whether there was a relationship between online and traditional instructor personality traits and course completion rate for introductory course instructors at a higher education institution in the Western United States. Instructor personality traits, as measured by the NEO Five-Factor Inventory-3 (NEO-FFI-3), were correlated with student course completion rate. Independent t tests were used to determine whether the relationship differed

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9

Morsy, Sara, and George Karypis. "Will this Course Increase or Decrease Your GPA? Towards Grade-aware Course Recommendation." Journal of Educational Data Mining 11, no. 2 (2019): 20–46. https://doi.org/10.5281/zenodo.3554678.

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In order to help undergraduate students towards successfully completing their degrees, developing tools that can assist students during the course selection process is a significant task in the education domain. The optimal set of courses for each student should include courses that help him/her graduate in a timely fashion and for which he/she is well-prepared for so as to get a good grade in. To this end, we propose two different grade-aware course recommendation approaches to recommend to each student his/her optimal set of courses. The first approach ranks the courses by using an objective

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10

Holt, Megan, Daniel Gillen, Sacha D. Nandlall, et al. "Making Physics Courses Accessible for Blind Students: Strategies for Course Administration, Class Meetings, and Course Materials." Physics Teacher 57, no. 2 (2019): 94–98. http://dx.doi.org/10.1119/1.5088469.

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11

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

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Massive Open Online Course (MOOC) platforms incorporate large course catalogs from which individual students may register multiple courses. We performed a network-based analysis of student achievement, considering how course-course interactions may positively or negatively affect student success. Our data set included 378,000 users and 1,000,000 unique registration events in France Université Numérique (FUN), a national MOOC platform. We adapt reliability theory to model certificate completion rates with a Weibull survival function, following the intuition that students “survive” in a course f

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12

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

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

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13

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

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

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

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This paper investigates students’ assessment of on-line vs face-to-face delivery of lecture-based information technology courses. The study used end-of-course surveys to examine students’ ratings of five course quality indicators: Course Organization, Assessment and Grading Procedures, Instructor Performance, Positive Learning Experience, and Perceived Success. The study analyzed five semesters of students’ ratings and found no significant differences in the overall ratings of the course quality indicators between the on-line and face-to-face courses. There were differences between the overall

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15

Yao, Weiqiang, Haiquan Sun, and Xiaoxuan Hu. "A Novel Search Ranking Method for MOOCs Using Unstructured Course Information." Wireless Communications and Mobile Computing 2020 (September 23, 2020): 1–13. http://dx.doi.org/10.1155/2020/8813615.

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Massive open online courses (MOOCs) are a technical trend in the field of education. As the number of available MOOCs continues to grow dramatically, the difficulty for learners to find courses that satisfy their personalized learning goals has also increased. Unstructured texts, such as course descriptions and course skills, contain rich course information and are useful for MOOC platforms in constructing personalized services. This paper proposes a novel search ranking method for MOOCs that integrates unstructured course information. We propose a latent Dirichlet allocation-based model to cl

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16

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

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A World Wide Web course tool (WebCT) developed by the Univ. of British Columbia was used as an aid in teaching landscape plant identification and landscape construction at New Mexico State Univ. WebCT is a set of educational tools that are easily incorporated into the teaching of classes. Course assignments, slides of plant materials, and course grades were posted on the Web. A chat tool provided real-time communication among students and the electronic mail facility allowed personal communication with a student or communication to all course participants. Access to WebCT is controlled by user

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17

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

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Nutting, Maureen. "The Linked Course." Teaching History: A Journal of Methods 26, no. 1 (2001): 3–12. http://dx.doi.org/10.33043/th.26.1.3-12.

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All history instructors are familiar with stand-alone classes, where we teach a specific course devoted to a clear-cut subject over the course of a term to a particular group of students. As instructors, we determine the direction of the course, assign readings and other work, and assess the students' learning at the end of the term. These courses usually follow a lecture format, or a seminar format, and depending on the instructor, the course might or might not have discussion groups, group projects, service learning components, and computer instruction built in. Most of these courses are del

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19

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

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The current study examined the automated course preferences of teachers using document clustering. Data regarding teachers’ course preferences and course outlines were collected and preprocessed for further analysis. Two separate clustering solutions were generated for teachers and courses datasets. The clustering solution for teachers contained clusters of similar faculty members grouped together on the basis of their course preferences and courses taught by them in previous years. The clustering solution generated for courses contained the list of course outlines of assigned courses. Good qu

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20

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

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

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21

Osborne*, Dennis J., Douglas C. Sanders, Leigh Jay Hicks, and Donna Petherbridge. "Using Dreamweaver and WebCT to Support an Online Horticulture Course." HortScience 39, no. 4 (2004): 810C—810. http://dx.doi.org/10.21273/hortsci.39.4.810c.

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The software package Macromedia Dreamweaver™ and learning management system WebCT™ are becoming de facto standards used to develop university distance education courses. NC State Univ. adopted these tools as part of its extensive support program for creating new distance courses, transforming existing classroom presentations into distance courses or upgrading existing distance courses. While production tools are becoming standardized, a “standard” course framework does not exist because most faculty believe that “no other course is like mine”. However, initial course placement online and cours

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22

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

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23

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

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24

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

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25

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

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26

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

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27

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

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28

Solovov, A. V., and A. A. Menshikova. "Designing E-Course Navigation." Ontology of designing 13, no. 3 (2023): 352–67. http://dx.doi.org/10.18287/2223-9537-2023-13-3-352-367.

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In the design of the e-course learning process, it is proposed to use the concept of a navigation model. This model provides convenient and didactically based navigation through the educational material of the course. The work is based on the recent research of the authors on the structuring of educational content in the form of an e-course content model, ordered in the form of a hierarchical structure of the ontologies of learning elements that make up the course. The navigation model concept includes a set of matrices of relations of order and logical coherence of learning elements and corre

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29

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

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

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

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Capstone courses are uniquely positioned in higher education programs. A capstone course in teacher education programs provides an opportunity for preservice teachers to synthesize their undergraduate learning. A capstone course builds and connects a bridge between college learning and workplace environment to ease preservice teachers' transition into the workplace. In this transition process, faculty helps preservice teachers elicit, reflect, and interpret their own understanding of their content area and relate it to their teaching practices. This article draws upon a series of semi-structur

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

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

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

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This study investigates the relationship between approaches to studying and course completion in two online preparatory university courses in mathematics and computer programming. The students participating in the two courses are alike in age, gender, and approaches to learning. Four hundred and ninety-three students participating in these courses answered the short version of the Approaches and Study Skills Inventory for Students (ASSIST). Results show that students demonstrating a deep approach to learning in either course are more likely to complete. In the mathematics course, a combination

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

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

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BOUSMID, Ahlem. "COURSE." URBAN ART BIO 3, no. 2 (2024): 1–51. http://dx.doi.org/10.35788/uab.v3i2.123.

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This course booklet is validated by the scientific council of our University Center. It explores in detail the fundamental principles, techniques, and applications in the field of biotechnologies. It serves as an educational resource designed to enhance understanding in various areas impacted by biotechnological advancements.

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

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

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37

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

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38

Bollen, Edward, and Ganesh Paul. "Course Review: Yorkshire Microsurgery Course 2023." Annals of Plastic Surgery 91, no. 1 (2023): 12–13. http://dx.doi.org/10.1097/sap.0000000000003580.

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Abstract Microsurgery is an advanced set of techniques that require a high level of skill to be performed safely. Surgical skills courses offer safe environments for practice in such skills and form a fundamental part of surgical training. The Yorkshire Microsurgery Course is a 3-day course at Bradford Royal Infirmary, United Kingdom. Delivered via short lectures followed by supervised practical sessions, the course aims to provide delegates with the essential knowledge and skills required for microsurgery. We detail an outline and critical evaluation of the February 2023 iteration of the cour

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Roldan, Cheselle Jan, Yogi Tri Prasetyo, Ardvin Kester S. Ong, Irene Dyah Ayuwati, Satria Fadil Persada, and Reny Nadlifatin. "Copywriters’ preference evaluation on online copywriting course attributes during the COVID-19 pandemic." PLOS ONE 19, no. 5 (2024): e0292467. http://dx.doi.org/10.1371/journal.pone.0292467.

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Copywriting online course has become a famous online training over the past years and the reliance on online courses increased even during the COVID-19 pandemic. In recent years, online courses have become a popular training platform, especially for copywriting courses. The demand for online courses increased during the COVID-19 pandemic, prompting the need to optimize the learning experience of an online course’s target audience. This study aimed to determine the combination of online course attributes most preferred by Filipino copywriters such as course style, payment method, course deliver

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40

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

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Currently in Mexico, 51% of Mexicans who are studying use online platforms and courses. A study was conducted in the Fall of 2019, 162 students’ perceptions in various online Content and Language Integrated Learning courses offered completely in English in a university in Monterrey, Mexico. The purpose of the study was to determine students’ perceptions of the most important and least important components, as well as students’ greatest challenges in taking online courses in a foreign language. The students’ perceptions were categorized into six areas: course organization, interaction with teac

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

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Higher education in the United States, and sport management in particular, has faced contemporary attacks for its perceived lack of academic rigor. To investigate these criticisms, this study examined 830 students enrolled in 69 semester-long courses across four consecutive years in a single sport management program to measure perceived course rigor and its relationship to overall course ratings, course grades, and course level. Seven rigor questions were added to existing student ratings and distributed at the end of each semester. A factor analysis strongly supported the conceptualization of

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

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Shrestha, Prithvi N. "Designing an online business communication course in English by responding to student needs through an evidence-based approach." Journal of China Computer-Assisted Language Learning 1, no. 1 (2021): 47–79. http://dx.doi.org/10.1515/jccall-2021-2003.

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Abstract Communication skills are essential for the employability and academic success of business graduates. These skills are either embedded in undergraduate business management courses or taught in a separate course. Designing an English communication course for business management students is reported widely in the literature. However, research on such courses for distance education is scarce despite their increasing demand for distance courses due to an increasing globalisation of higher education and workplaces. This paper reports on the evidence-based design of an award-winning online b

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Kennette, Lynne N., Dawn McGuckin, and Deborah Tsagris. "The good and bad of an online asynchronous general education course: Students’ perceptions." Psychology Teaching Review 29, no. 2 (2023): 4–18. http://dx.doi.org/10.53841/bpsptr.2023.29.2.4.

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The pandemic resulted in many courses being shifted to online delivery, but some courses are designed as online courses from their conception. Courses intentionally designed for online delivery should be well-received by students, but it is not clear which aspects of courses students find particularly appealing and unappealing. We examined students’ perceptions of one such online asynchronous course in psychology in order to better understand students’ preferences in terms of specific course elements. Students were asked to identify what they particularly liked and disliked about the course in

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45

Bardin, L. D. "Continuing physiotherapy education courses: A critical appraisal." South African Journal of Physiotherapy 54, no. 1 (1998): 10–12. http://dx.doi.org/10.4102/sajp.v54i1.597.

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The importance of Continuing Physiotherapy Education (CPE) courses as an aspect of Continuing Professional Development (CPD) is discussed. Using a questionnaire, a study was conducted to assess various aspects pertaining to a CPE course on "Mobilisation of the Nervous System". Results showed that a majority of participants favoured courses of one day duration and were interested in further courses on this topic. This and a subsequent course on the same subject were rated (0-10) by the participants and compared. The second course achieved a higher mean score (9.3 versus 8.0) and 10/10 score (47

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Mills, Carol J., Karen E. Ablard, and Sharon J. Lynch. "Academically Talented Students' Preparation for Advanced-Level Coursework after Individually-Paced Precalculus Class." Journal for the Education of the Gifted 16, no. 1 (1992): 3–17. http://dx.doi.org/10.1177/016235329201600102.

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Nine months after participating in a three-week individualized, flexiblypaced precalculus course, 239 academically talented students who received placement into a subsequent advanced math course in regular school (placement course) completed a questionnaire which assessed: (a) perceived preparation for advanced level work, (b) grades received in the placement course, and (c) perceived challenge of the individually-paced course relative to the placement course. Responses indicated that students experienced greater challenge in the individually-paced precalculus course than in their school place

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Bhuyan, Muhibul Haque, and Sher Shermin Azmiri Khan. "Calculation and appraisal of the course outcomes of the electronics course." Contemporary Educational Researches Journal 13, no. 2 (2023): 110–27. http://dx.doi.org/10.18844/cerj.v13i2.6902.

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The purpose of this research work was to assess and evaluate the course outcomes of the electronics course of the Bachelor of Science in Electrical and Electronic Engineering program incorporating higher-order thinking skills and complex engineering problem-solving skills among the students. This course is one of the essential course courses of BSc in EEE program of study and as such, its course outcomes are associated with three program outcomes. To compute and appraise the course outcomes of this course and hence its impact on the program outcomes, we used direct assessment data from various

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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 matt

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

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The article deals with the theoretical foundations of carrying out distance course (DC) examination with the aim of creating the program for expert training. An expert is defined as a specialist who has experience in compiling distance courses, organization of distance learning as well as has and uses content tutor skills.The article also describes the basic skills that an expert should have as well as typical mistakes of the developers of distance courses are presented. On the basis of the research a DC ``Expert examination of distance course'' was compiled for experienced developers of dista

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Dwi Anggaini, Titi Ratnasari, and Miftahul Fikri. "The Effect of Theoretical University Courses Towards Practical Work Result Based on Learning Motivation." Ilomata International Journal of Social Science 1, no. 3 (2020): 82–87. http://dx.doi.org/10.52728/ijss.v1i3.106.

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PLN Tertiary Education of Engineering is one of universities that focused on energy and electricity. The type of courses offered in Electrical Engineering major are theoretical courses and practical courses. One of the courses that consist both theoretical and practical courses is Electrical Measurement (EM). PLN Tertiary Education of Engineering suggested that students should apply for theoretical course before starting any practical course, or to take both courses in the same semester. However, there are still students who applied for practical courses before finishing theoretical course. Is

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