Academic literature on the topic 'On-site courses'
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Journal articles on the topic "On-site courses"
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Bisciglia, Michael G., and Elizabeth Monk-Turner. "Differences in Attitudes Between On-Site and Distance-Site Students in Group Teleconference Courses." American Journal of Distance Education 16, no. 1 (2002): 37–52. http://dx.doi.org/10.1207/s15389286ajde1601_4.
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Shi, Yuanyuan. "The Three Levels of Education in Site Design Course of Architecture." Journal of World Architecture 5, no. 3 (2021): 18–23. http://dx.doi.org/10.26689/jwa.v5i3.2178.
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“Professional Guiding Standards for Advanced Education Architecture in University Undergraduate Students” (2013 edition) indicates that the education system of architecture should include a section on “environment and site.” It should involve six learning components which are concepts of site and environment, site terrain classifications, environment of two tendencies, elements involved in the sites, elements of environmental impact, and site design.[1] As site design (drawing) has become a significant topic in the examination of registered architects, many domestic architecture colleges have set up site design courses as independent ones. After more than ten years of exploration and research in developing the education system of site design courses, teaching experiences and achievements have been acquired. Site design courses have been gradually integrated with general plan design, registered architect examination, and architectural programming. Teachers have specified relevant learning goals in the regular daily curriculum in addition to the basic and vocational education of architecture. In this way, the site design course would be more in line with the educational goals of architecture. This paper aims to analyze the education of site design courses in hope of developing the future architectural education.
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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 username and password, so course material is restricted to course participants. Student progress through materials posted on the Web site can be monitored because WebCT maintains records about student access to web pages. Course statistics, such as the total number of hits per page, time spent on each Web page, and the date and time when student first accessed or last accessed the Web site, are kept by WebCT. Students were able to review highly visual material such as slides of landscape plants at their own pace. Also, students had quick access to their grades.
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Mattox, Vivienne Harwood. "MRS On-Site Program Offers Over 40 Short Courses, Completes Joint Venture." MRS Bulletin 13, no. 6 (1988): 43. http://dx.doi.org/10.1557/s0883769400065519.
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Cheng, Liying, and Johanne Myles. "Managing the Change From On-Site to Online: Transforming ESL courses for teachers." Open Learning: The Journal of Open, Distance and e-Learning 18, no. 1 (2003): 29–38. http://dx.doi.org/10.1080/0268051032000054103.
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Borup, Jered, and Rebecca J. Stimson. "Responsibilities of Online Teachers and On-Site Facilitators in Online High School Courses." American Journal of Distance Education 33, no. 1 (2018): 29–45. http://dx.doi.org/10.1080/08923647.2019.1554984.
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Foley, Shawna M., Steven J. Price, and Michael E. Dorcas. "Nest-site selection and nest depredation of semi-aquatic turtles on golf courses." Urban Ecosystems 15, no. 2 (2012): 489–97. http://dx.doi.org/10.1007/s11252-012-0229-4.
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Guitart, Isabel, Jordi Conesa, David Baneres, Joaquim Moré, Jordi Duran, and David Gañan. "Extraction of Relevant Terms and Learning Outcomes from Online Courses." International Journal of Emerging Technologies in Learning (iJET) 11, no. 10 (2016): 22. http://dx.doi.org/10.3991/ijet.v11i10.5928.
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Nowadays, universities (on-site and online) have a large competition in order to attract more students. In this panorama, learning analytics can be a very useful tool since it allows instructors (and university managers) to get a more thorough view of their context, to better understand the environment, and to identify potential improvements. In order to perform analytics efficiently, it is necessary to have as much information as possible about the instructional context. The paper proposes a novel approach to gather information from different aspects within courses. In particular, the approach applies natural language processing (NLP) techniques to analyze the course’s materials and discover what concepts are taught, their relevancy in the course and their alignment with the learning outcomes of the course. The contribution of the paper is a semi-automatic system that allows obtaining a better understanding of courses. A validation experiment on a master of the Open University of Catalonia is presented in order to show the quality of the results. The system can be used to analyze the suitability of course’s materials and to enrich and contextualize other analytical processes.
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Devitt, Dale A., Lena Wright, Daniel C. Bowman, Robert L. Morris, and Michelle Lockett. "Nitrate-N Concentrations in the Soil Solution Below Reuse Irrigated Golf Course Fairways." HortScience 43, no. 7 (2008): 2196–202. http://dx.doi.org/10.21273/hortsci.43.7.2196.
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Irrigators in arid and semiarid regions that use reuse water must maintain positive leaching fractions (LFs) to minimize salt buildup in root zones. However, with the continuous feed of NO3-N in reuse water, imposing LFs can also lead to greater downward movement of NO3-N. It is therefore essential that deep movement of NO3-N be assessed relative to nitrogen loading under such conditions. We conducted a long-term monitoring program on nine golf course fairways in southern Nevada over a 1600-d period. The fairways were predominantly bermudagrass [Cynodon Dactylon (L.) Pers.; 35 of 36 site × years] overseeded with perennial ryegrass (Lolium perenne L.; 8 of 9 courses). Courses were irrigated with fresh water, reuse water (tertiary treated municipal sewage effluent), or transitioned to reuse water during the study. Solution extraction cups were inserted at depths of 15, 45, 75, and 105 cm on fairways and sampled and analyzed for NO3-N on a monthly basis. Distribution patterns of NO3-N varied from site to site. Concentrations exceeding 100 mg·L−1 were observed at the 105-cm depth on all three long-term reuse courses. On the transitional courses, 72% of the variation in the yearly average NO3-N concentrations at the105-cm depth could be accounted for based on knowing the amount of fertilizer nitrogen (N) applied, the amount of reuse N applied, and the LF (Y = –42.5 + 0.18 fertilizer N + 0.26 reuse N –62.0 LF). Highest N fertilizer applications occurred on transition courses with little or no reduction in N applications after courses had transitioned to reuse water (pretransition courses 394 + 247 kg·ha−1 N/year versus posttransition courses 398 + 226 kg·ha−1 N/year). The results of this study indicate a need for a more scientific approach to N management on reuse irrigated courses.
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Heller, Richard Frederick, Edward Chilolo, Jonny Elliott, et al. "Do tutors make a difference in online learning? A comparative study in two Open Online Courses." Open Praxis 11, no. 3 (2019): 229. http://dx.doi.org/10.5944/openpraxis.11.3.960.
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Two free fully online courses were offered by Peoples-uni on its Open Online Courses site, both as self-paced courses available any time and as courses run over four weeks with tutor-led discussions. We tested the hypothesis that there are no measurable differences in outcomes between the two delivery methods. Similar numbers attended both versions of each course; students came from multiple countries and backgrounds. Numbers of discussion forum posts were greater in tutor-led than self-paced courses. Measured outcomes of certificates of completion, quiz completion and marks gained were very similar and not statistically significantly different between the tutor-led and the self-paced versions of either course. In light of little discernible difference in outcome between self-paced learning compared with courses including tutor-led discussions, the utility of the time cost to tutors is in question. The findings may be relevant to others designing online courses, including MOOCs.
Dissertations / Theses on the topic "On-site courses"
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Massingill, K. B. "A Comparison of Communication Motives of On-Site and Off-Site Students in Videoconference-Based Courses." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3229/.
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The objective of this investigation is to determine whether student site location in an instructional videoconference is related to students' motives for communicating with their instructor. The study is based, in part, on the work of Martin et al. who identify five separate student-teacher communication motives. These motives, or dimensions, are termed relational, functional, excuse, participation, and sycophancy, and are measured by a 30-item questionnaire. Several communication-related theories were used to predict differences between on-site and off-site students, Media richness theory was used, foundationally, to explain differences between mediated and face-to-face communication and other theories such as uncertainty reduction theory were used in conjunction with media richness theory to predict specific differences.Two hundred eighty-one completed questionnaires were obtained from Education and Library and Information Science students in 17 separate course-sections employing interactive video at the University of North Texas during the Spring and Summer semesters of the 2001/2002 school year. This study concludes that off-site students in an instructional videoconference are more likely than their on-site peers to report being motivated to communicate with their instructor for participation reasons. If off-site students are more motivated than on-site students to communicate as a means to participate, then it may be important for instructors to watch for actual differences in participation levels, and instructors may need to be well versed in pedagogical methods that attempt to increase participation, The study also suggests that current teaching methods being employed in interactive video environments may be adequate with regard to functional, excuse-making, relational and sycophantic communication.
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Wallace, Thomas Barron III. "Perceived Barriers to the Implementation of Web Enhancement of Courses by Full-Time Tennessee Board of Regents Faculty." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etd/909.
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The purpose of this study was to examine faculty reluctance to providing students with access to course resources via the Internet. The study explored known barriers to the use of technology and the Internet within educational settings and provided opportunity for new barriers to be presented. Personal and professional demographic factors were collected to determine if certain characteristics were identifiable as predictors to web enhancement.
An online survey was designed to collect data to address research questions in the study. The survey consisted of 48 questions, including areas for comments and remarks from faculty members. One thousand two (1002) faculty, out of a possible 4,990 responded to the survey.
Based on the results, conclusions have been drawn. Female faculty and faculty ranked as assistant, associate, or full professors were most likely to web enhance. Faculty who had taught for between 1 and 15 years at a four-year university, were also more likely to web enhance than other faculty. Faculty in the fields of biology, business administration, communications, computer science, education, English, nursing and psychology appeared most likely to web enhance their courses. Major barriers to enhancement include increased time commitment, concerns regarding faculty work load, lack of person-to-person contact, and difficulty keeping current with technological changes.
Recommendations for removing some barriers included the need to recognize and reward innovation, provide incentives to enhance, and establish cultural change within institutions. Meaningful professional development training on enhancement techniques was also recommended, as well as providing release time for enhancement development. Contact standards on campus websites, providing a contact at each institution for research inquiries, and becoming more accessible to the public at large was also needed. Recommendations for further research included completing this study on an institutional basis, and studying the need for ôrevampingö the concept of ôoffice hoursö when used in connection with online courses. In addition, a qualitative study should be conducted on the pros and cons of web enhancement, as well as a time study comparison of students who complete a low level online course then take a higher level on-site course.
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Fenn, Raymond C. "Student attitudes, learning effectiveness, and costs/benefits pertaining to military logistics courses offered in the residence, on-site, and satellite television modes of instruction." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618719.
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Using period newspapers and books, mercantile correspondence, Spanish imperial archives, and the colonial records of the Caracas City Council, Consulado, and Venezuelan Intendancy, this dissertation highlights the enterprises of those who profited from sustaining the Spanish Empire in its frail and debilitated state. Whether they had prospered from or merely survived the commercial revolutions that shook the Atlantic World after 1789, all merchants and traders calculated the economic consequences of South American independence and encouraged their contemporaries to do so too.
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Krum, Joseph M. "Spatial site assessment of soil moisture and plant stress on golf courses." 2008. http://purl.galileo.usg.edu/uga%5Fetd/krum%5Fjoseph%5Fm%5F200805%5Fms.
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Tai, Ta-Wei, and 戴大為. "Research on Time Extension and Cost Increasing in Public Constructions─ Case of Historical Site were Discovered in the Course of a Construction Project." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/22uyet.
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碩士<br>國立臺灣大學<br>機械工程學研究所<br>105<br>The execution of public projects often encounters various unpredictable factors. This study conducted a series of analysis, which including the project after the discovery of cultural sites and the duration of the controversial processing, the impact of shutdown, the schedule calculation, the amount of compensation and how to avoid the 101 penalty to be analyzed.
Due to the discovery of cultural sites and lead to delays in the construction period and the cost of the project increases, the contractor will be difficult to compensate for the loss caused by this critical issue. In the past, the literature has not yet been explored for public projects to discover cultural sites that lead to contractor losses and compensation. In the case of court decision, the owners did not provide land on time to cause the contractor to terminate the contract, and the owner had to compensate the damage to the construction vendor. Therefore, the area where historical sites are found to cease construction is the risk of owners and contractors. If the contract has been specified in advance, it will help to reduce the risk of both parties.
Regarding the cultural sites occur in job site caused public projects "comprehensive" or "partial" shutdown, the attitude of government officials tends to preserve the cultural relics is a top priority.Although the owners and contractors agree that the government retains the attitude of cultural sites, it still needs to analyze and quantify the impact of cultural sites.In addition, the comprehensive shutdown has a great impact on public projects, so most of the respondents believe that the discovery of cultural sites, it should try to take partial shutdown strategy due towhich is more flexible.
Real support method is more likely to reflect cost increases and profit losses than proportional method. Therefore, the study proposed to use real support method to compensate.However, the contractor should have a management system for the project-related expenses, which will help to reduce the dispute. This study recommends that, once the site finds a cultural site, the contractor should be aware of the limitation of the penaltyof the Procurement Low and take measures to avoid penalties imposed by 101 penalties.
The discussion of this paper based on the contractor’s position to analyzed the compensation for the partial shutdown of cultural sites on job site. We recommend that prospective researchers be able to explore the view point of the owner or the government authority，even to establish a complete tripartite dispute solution among three parties.
Books on the topic "On-site courses"
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Haigh, Martin J. Water course and drains on land reclamation sites: Design criteria for erosion control : a discussion paper on erosion control, drainage, and the creation of minor water courses at the Earth Centre ecological parklands site at Denaby Main, South Yorkshire. Oxford Brookes University, Geography Unit, 1993.
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Francis, C. H. Research into the ideal of an on site health and safety training course for site operatives. 1993.
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Santos Júnior, Valdeci dos. A pré-história do Rio Grande do Norte. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-87836-92-8.
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This work is a compilation of twelve archaeological articles published in the last fifteen years dealing specifically with aspects related to the Prehistory of the State of Rio Grande do Norte, involving study topics related to cultural remains left by past societies, with approaches on landscape archeology , lithic remains, rock art, dating and cemetery site. It fills a gap in the bibliography on Prehistory in Rio Grande do Sul for high school students, undergraduate courses in History, undergraduate courses in Archeology and the general public. The articles bring together authors with research aimed at different areas of archaeological knowledge, in a diversification that helps to understand the spatial dispersion of human occupations that are farther back in time and the typology of cultural traces left by human groups that occupied temporarily or permanently, the current North Rio Grande do Sul geographical space. The objective was to enable the reader to have a broader view on the diversity of views that encompasses the most recent archaeological research, allowing to understand the processes of human occupations in the Prehistory of Rio Grande do Norte.
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Klooster, Dale. Accounting Foundations: A Complete Course on the Web, one year online site license. South-Western Educational Pub, 2000.
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McLean, Robert, and TheCapitol Net. Making the Most of a Site Visit with a Member of Congress: Tips on Preparing, Conducting, and Following Up a Site Visit (Capitol Learning Audio Course). TheCapitol.Net, 2006.
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Gatta, John. Contemplating Site-Based Education and Place-Making. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190646547.003.0006.
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This chapter considers some practical applications of place-based inquiry, beginning with an assessment of site-grounded ventures in learning at collegiate institutions across the United States. Site-based learning amounts to an extension of the long-standing but beleaguered residential model of higher education. Such programs may also expose students to the spirituality of “contemplative ecology,” thereby contributing to one version of holistic education. The chief rationale for contemplative learning in place rests on enlarging students’ awareness and understanding of place, as well as their capacity for place-making. Chapter 5 finally explores these issues in relation to a localized case study, involving a course conducted at the University of the South. Through a combination of field visits, contemplative exercises, readings, and group discussion, this course aims to develop students’ sense of how sacral and other notions of place matter—to them personally, as well as to other human beings and the earth we all inhabit.
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Loo, Colleen. TMS in the treatment of major depressive disorder. Edited by Charles M. Epstein, Eric M. Wassermann, and Ulf Ziemann. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780198568926.013.0040.
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There is a growing body of literature on animal experiments using behavioural paradigms or investigations of neurobiological mechanisms to assess the antidepressant effects of repetitive (r)TMS. This article summarizes the findings from these studies. The evidence from these studies is supportive of antidepressant effects for rTMS. This evidence has provided several plausible hypotheses for the antidepressant effects of rTMS. Several studies have suggested that rTMS may have neuroprotective effects. There are many variations in the way rTMS can be given as a clinical treatment, involving choices over treatment site, stimulation parameters and treatment course. Clinical trials to date have found rTMS to be safe when given within recommended parameter guidelines. Further research is needed to understand the role of rTMS with respect to other established antidepressant treatments.
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Morash, Chris. Places of Performance. Edited by Nicholas Grene and Chris Morash. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198706137.013.28.
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From the historically resonant Abbey Theatre, theatre spaces have had an influence on the ways in which Irish theatre has developed over the course of the twentieth century, from the limited proscenium arch stage of the early Abbey to the increasing exploration of found spaces and site-specific work in the 1990s and early twenty-first century. A geography of Irish theatre must take account of the significance of the place of performance in the creation of theatrical meaning. The space of the Abbey, as the national theatre, has been haunted by its past, whereas the aim of the Gate was to create a neutral space for its modernist creations, while utopian plans for an open-air amphitheatre in Achill or radical designs for the Lyric, Belfast, were never realized. The many new theatres of recent times have created untethered spaces without past associations.
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Harpin, Anna. Broadmoor Performed: A Theatrical Hospital. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474400046.003.0033.
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Broadmoor Hospital is a problem. Located on the edge of the village of Crowthorne, Berkshire, it is an enduring and intransigent edifice that bears witness to a knotted medical and human history. In the sediments of its 153-year-old frame lie wasted both the humanitarian psychiatric innovations and the cruel barbarities of a period of profound change in mental asylums. Both architecturally and culturally the site is, in some ways, marked: it is a melancholic monument to madness and its chequered past. While almost all other asylums in Britain are closed, Broadmoor Hospital remains. It is, of course, no longer an asylum in either form or purpose. Yet, as indicated above, it is one of the remaining relics of the asylum movement that is still in operation as a long-term facility for mentally distressed men, many of whom, though by no means all, have committed crimes.
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Lancaster, Sylvia. Investigation into the effects of a behaviour policy on disaffected adolescents at a recently reopened secondary off site centre: Submitted as part of the requirements for the MA Course of the University of Wolverhampton's School of Education. University of Wolverhampton,Educational Research Unit, 1995.
Find full textBook chapters on the topic "On-site courses"
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Miyake, Shin, Kohei Otake, and Takashi Namatame. "Analysis of Review Text on a Golf Course Reservation Site." In Social Computing and Social Media. Design, Human Behavior and Analytics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21902-4_28.
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Pitt, Ian J. "An examination of the use of Web-based Resources in an on-site M.Sc. Course in Multimedia Technology." In Computational Visualistics, Media Informatics, and Virtual Communities. Deutscher Universitätsverlag, 2003. http://dx.doi.org/10.1007/978-3-322-81318-3_13.
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Nantz, Karen S. "Issues in Delivering Course Material Via the Web." In Encyclopedia of Information Science and Technology, First Edition. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch299.
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Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. 2002 figures suggest that over two million students are taking at least one Web course (Thornton, 1999). According to E-Learning (2001), more than 3,000 universities will offer substantial Web courses by 2004.
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Nantz, Karen S., and Norman A. Garrett. "Issues in Using Web-Based Course Resources." In Electronic Services. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-967-5.ch108.
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Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).
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Perko, Igor, Sonja Sibila Lebe, and Nuša Basle. "Teaching Digitalisation." In Handbook of Research on Enhancing Innovation in Higher Education Institutions. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2708-5.ch020.
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In this chapter, we elaborate on effects of recently induced digitalization of teaching, and consequently on innovative learning. A series of workshops on using digital tools in the teaching process—performed by teachers for teachers—was used to conduct a two-level analysis on how digitally supported teaching is performed. In the first level, a teachers Delphi analysis was performed, in the second level, we observed teacher performance in the role of learners, examining the user experience of multiple digitally supported teaching technologies. The study reveals that only some elements of innovative learning, i.e. understanding, commenting and providing feedback, modifying the environment and upgrading the learning content were positively influenced by digital technology. The proposed text can provide value-added for teachers in preparing their on-site and on-line courses; furthermore, it provides educational organization backgrounds on how to deliver adequate support for their staff, and finally: it gives learners an insight into how to participate in an innovative course.
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Harrington, Anna M. "Language Abilities and Culture Clashes in Cyberspace." In Computer-Mediated Communication across Cultures. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-833-0.ch026.
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An increasing number of ESL/EFL students are expected to enroll in hybrid (i.e., mixed on-site and online) mainstream courses populated by a majority of native-English-speaking students. However, due to varying language abilities and cultural clashes, the TESOL community has not yet explored the potential online communication problems for ESL/EFL students. This chapter examines issues of differences in language proficiency and cultural norms, identity, community, and muting that can affect computer-based education. The chapter also provides readers with teaching strategies that can be applied in hybrid mainstream courses that include ESL/EFL students.
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Harrington, Anna M. "Language Abilities and Culture Clashes in Cyberspace." In Cross-Cultural Interaction. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4979-8.ch094.
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An increasing number of ESL/EFL students are expected to enroll in hybrid (i.e., mixed on-site and online) mainstream courses populated by a majority of native-English-speaking students. However, due to varying language abilities and cultural clashes, the TESOL community has not yet explored the potential online communication problems for ESL/EFL students. This chapter examines issues of differences in language proficiency and cultural norms, identity, community, and muting that can affect computer-based education. The chapter also provides readers with teaching strategies that can be applied in hybrid mainstream courses that include ESL/EFL students.
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Gaid, Khulood, and Eshaa Alkhalifa. "Dynamic Generation of Adaptive Tutoring." In Cognitively Informed Intelligent Interfaces. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1628-8.ch017.
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Adaptive Educational Systems are able to alter an online course as per the needs of each student. Existing technologies require significant time and effort to design and build such courses. This chapter offers a solution allowing instructors to build a practical adaptive system as they upload their lessons and tests to the online site. The system asks the instructor to associate multiple choice answers that are incorrect with error pattern names and to associate the error patterns with lessons students need to review. The result is that the adaptable system is dynamically built as the course progresses. A student views a student profile screen that is adapted to that student’s level of knowledge and displays that student’s misconceptions. On the other hand, an instructor can use a reports view of the system to extract common error co-occurrences and infer information about the difficulties faced by students in that course.
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Powers, Susan M., and Sharon Guan. "Examining the Range of Student Needs in the Design and Development of a Web-Based Course." In Instructional and Cognitive Impacts of Web-Based Education. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-59-9.ch013.
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Distance learning is by no means a new phenomenon. However, new technologies provide a twist to distance learning that is making it grow and expand at an overwhelming rate. The National Center for Educational Statistics reported that in 1995, a third of U.S. post-secondary schools offered distance education courses with another quarter of these schools planning to do so in the next three years. During the summer of 1999, the UCLA Extension Service will offer more than 100 Web–based courses in continuing higher education to anyone and anywhere (Business Wire, 1999). When the rapid proliferation of Web-based courses as a distance learning option is considered, and then couple that proliferation with the fact that the World Wide Web (WWW) has only been “popular” for the past five years, this expansion is indeed overwhelming. While the numbers alone are enough to amaze and dazzle, what is more interesting, and should be of greater concern, are the instructional design and pedagogical issues that should form the foundation of Web-based courses (Ritchie & Hoffman, 1997). The technical proficiencies necessary to build a course Web site and all of its technological accompaniments are merely psychomotor skills that range from the simple to the highly complex. However, one of the reasons for the rapid proliferation of Web-based courses is the development of courseware packages (Web Course-In-A-Box, WebCT, ILN CourseInfo, etc.) that remedy the needs for instructors to worry about acquiring these technical skills (Hansen & Frick, 1997). Unfortunately, while these courseware packages, and the many Web editors available, may facilitate the development of Web-based courses, these tools don’t address the myriad of instructional design and pedagogical issues that must be considered before and during development. Hill (1997) lists some of these key issues, which include pedagogical, technological, organizational, institutional, and ethical questions. Many of these issues must be resolved prior to the development of the first Web page. In this chapter, we explore some of the research that has been done on Web-based courses, but our intent is to largely delve into the practical realities of designing pedagogically effective and accessible Web-based instruction (WBI). Specifically, we explore the importance of a needs assessment of learner characteristics in the design process to determine and therefore design for the technological abilities and capacities of target students. Additionally, potential solutions and recommendations on how to design a virtual classroom environment that fosters and facilitates active student learning are discussed. Finally, the authors examine the very real issue of course accessibility for all students and how various design elements can enhance the accessibility.
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Bestelmeyer, Brandon. "A Dryland Ecologist’s Mid-Career Retrospective on Long-Term Ecological Research and the Science–Management Interface." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0032.
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My association with the Long-Term Ecological Research (LTER) program has encouraged a multidisciplinary scientific approach emphasizing broad spatial scales and site-based knowledge. It also provides a solid basis from which to link science and management. In my position as a federal research scientist, I do not teach university classes. When I teach in other venues and advise graduate students, my LTER experiences facilitate my ability to draw connections among disciplines that bear on particular ecological problems. Multidisciplinary breadth alongside site-specific depth afforded by the LTER program is especially useful for communicating to the public. It is important to know a lot about one area (place-based knowledge), in addition to something broader. Collaboration is especially important for scientists working together at an LTER site and is also important for cross- site LTER efforts addressing regional to global problems. Within- group collaboration comes rather easily when there are healthy interpersonal relationships. Cross- site collaboration requires greater effort and network-level leadership. I have been a co–principal investigator of the Jornada Basin site (JRN) of the LTER program since 2006 and a research ecologist with the US Agricultural Research Service, Jornada Experimental Range (JER), since 2003. In both capacities, my research addresses land change in drylands (arid, semiarid, and dry subhumid deserts, grasslands, shrublands, woodlands). Specifically, I work on ecosystem state changes or regime shifts, including subjects such as land degradation and desertification; these may include how land managers perceive and react to state change via mental models, information, and restoration approaches (e.g., Bestelmeyer et al. 2009). My work has been centered at the JRN in the Chihuahuan Desert grasslands of southern New Mexico and also in grasslands and woodlands of Mongolia and Argentina. My activities include those generally associated with academia (research, publishing, grants, and supervising graduate students and postdoctoral fellows) in addition to work that is applied, such as outreach through workshops, trainings, field reviews, and writing to support management or government policy. The trade-off is not teaching university courses, although leading agency workshops and trainings partially fills this niche in my scientific career.
Conference papers on the topic "On-site courses"
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Sala, M., P. Pompidor, D. Herin, and G. Isoird. "A proposed architecture to index courses on Web site and analyse the student follow up." In Proceedings. 15th International Workshop on Database and Expert Systems Applications, 2004. IEEE, 2004. http://dx.doi.org/10.1109/dexa.2004.1333475.
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Catlow, Fred. "Experiences in Teaching Decommissioning." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16179.
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The paper describes the experience gained by the author in teaching decommissioning in the Highlands of Scotland. Initially when asked to teach the subject of decommissioning to students sitting for a BSc degree in “Electrical or Mechanical Engineering with Decommissioning Studies”, the author was taken aback, not having previously taught degree students and there was no precedent since there was no previous material or examples to build on. It was just as difficult for the students since whilst some had progressed from completing HND studies, the majority were employed at the Dounreay site and were mature students with families who were availing themselves of the opportunity for career advancement (CPD). Some of the students were from the UKAEA and its contractors whilst others were from Rolls-Royce working at Vulcan, the Royal Navy’s establishment for testing nuclear reactors for submarines. A number of the students had not been in a formal learning environment for many years. The College which had originally been funded by the UKAEA and the nuclear industry in the 1950’s was anxious to break into the new field of Decommissioning and were keen to promote these courses in order to support the work progressing on site. Many families in Thurso, and in Caithness, have a long tradition of working in the nuclear industry and it was thought at the time that expertise in nuclear decommissioning could be developed and indeed exported elsewhere. In addition the courses being promoted by the College would attract students from other parts so that a centre of excellence could be established. In parallel with formal teaching, online courses were also developed to extend the reach of the College. The material was developed as a mixture of power point presentations and formal notes and was obtained from existing literature, web searches and interactive discussions with people in the industry as well as case studies obtained from actual situations. Assignments were set and examination papers prepared which were validated by internal and external assessors. The first course was started in 2004 (believed to be unique at that time) and attracted eight students. Subsequent courses have been promoted as well as a BEng (Hons) course which also included a course on Safety and Reliability.
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F. Braun, Gerald, and Elaine Crable. "A Template-based Approach to Online Content Delivery: An Alternative to Blackboard." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2445.
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As student access to computers and the Internet becomes more commonplace, professors have come to rely on a variety of tools to deliver course materials for both classroom-based and distance learning courses. Software products such as WebCT, Learning Space, and Blackboard are among the most popular. They all provide the instructor with an easy-to-use environment for delivering content and communicating with students. This paper gives a brief overview of these three products along with a detailed description of an HTML template approach as an alternative to the more costly software tools. Comparisons are made to Blackboard as a representative product based on seven criteria - general design, setup, delivery of materials, interaction, assessment, support and security, and site maintenance. Advantages and disadvantages are discussed.
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J. Beirne, Thomas, H. David Brecht, and Eugene Sauls. "Using the Web to Serve Students as Information Clients." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2440.
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This paper presents an information-client strategy for an academic department’s use of the web. The goals of this strategy are to maintain the department’s range of course offerings in the face of low enrollments and budget constraints, serve different student constituencies, and engage faculty who have diverse web-capabilities and interests in web-sites and web courses. The paper illustrates web-delivery technology that is currently available rather than develop advances in web course or web site methods. Our discussion is based on our experience as accounting educators at a state-supported, commuter campus. We explain the intent of our academic department’s web pages and assess their effectiveness. The paper is developed from the perspective of a Business School’s Accounting Department that primarily teaches Accounting students. It deals with issues and IT capabilities representative of a non-information-technology faculty and non-IT-focused students.
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Balog, Peter, Martin Horauer, and Peter Ro¨ssler. "Remote Lab Infrastructure for Distance Learning Courses at the Undergraduate Level in Embedded Systems Design." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-87148.
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Lectures and labs with hands-on trainings and project based aspects are of high relevance for courses dedicated to embedded systems design when the transfer of practical skills is a major objective. Therefore, small classes, good support and frequent access to target platforms over a long period of time are beneficial. Providing access to the latter, however, can become a hassle for the organizers, especially when multiple courses are to be held in parallel or when they are organized as asynchronous distance learning courses. The problem is even aggravated when the platforms should be kept at the fore-front of the state-of-the-art. For this purpose we present in this paper concepts and implementation guidelines of a remote lab infrastructure that addresses these issues. In particular, the presented approach keeps the efforts to migrate to new embedded targets simple, enables nearly 24/7 times of access, ideally complements on-site trainings, and keeps the required costs low.
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Liao, Chin-Wen, and Chien-Yu Lu. "A Research on Establishing A Network Structure of International IP Video Conferencing and Evaluating the Multi-Site Real-Time Interactive Courses with Schools Around the World." In 2008 3rd International Conference on Innovative Computing Information and Control. IEEE, 2008. http://dx.doi.org/10.1109/icicic.2008.85.
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Mohamed, Khaled A. "Web-Based and Interactive E-Learning Framework for Supporting Mechanical Education Systems." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14339.
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This paper presented a framework for an e-based mechanical engineering course learning. It utilizes the Internet technology and standards to communicate between the educator and students in an interactive matter. It discusses a novel way of delivering course content for students over the Internet. Using the developed framework, the instructor can set up his/her online course materials and resources, manage class student groups, and administrate student evaluation. It may be used on-site by full time students to establish an efficient interaction between the student, course content and instructor. It also offers online courses that make education accessible to distance learning students. The new system utilizes Internet technology to demonstrate class material using text, images, sound, video, 3D images and visualization, and even simulates the 3D and physical models according to the class requirements. This research also introduces a model for randomly generating exam to help the user practice taking the exam. The practice exam is graded instantly and reported to the user through web. It also provides a model for collaborative learning environments and synchronizing. Using the developed framework improves the way engineering students can understand mechanical engineering principals. It also relaxes the geographical boundaries between the students and the instructor without significantly changing the quality of learning experience. We introduce a case study and developed system implementation for CAD/CAM learning principals and Integration.
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Mercer, Tim, and Jonathan Francis. "Education and Industry Partnership: A Case Study of Co-Delivery." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16065.
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One of the essential elements for safe operation of a nuclear licensed site is the availability to the licensee in sufficient numbers of suitably qualified and experienced people to carry out and manage the operations and associated design work. In the last few years, there have been a number of reports to illustrate the recent and current problems of recruiting such people to work in the traditional locations for nuclear personnel in the North-West of England. Concern for the immediate future is exacerbated by a peculiar demographic of the people currently employed in positions demanding higher level skills. In response to the growing realization that there is an impending skills gap that needs to be filled, Sellafield Limited’s Talent Management team (and latterly with support of the NDA) have been working with a number of education and training providers to put in place bespoke courses aimed at overcoming this shortage. In the absence of a steady stream of willing graduates from technical and management courses, the primary strategy has been to encourage life-long learning and up-skilling amongst its employees, targeting those who, for whatever reason upon leaving school, missed their opportunity to study and progress to train at a high level, but who possess that potential and have now developed a keenness to proceed with that study in later life. One Foundation Degree has been selected for development of a unique approach to higher education. The work of University of Central Lancashire and its West-Cumbrian education and training partners has featured as a case study in other media, but this paper reports on a fresh development within that work: co-delivery. Co-delivery relates to a partnership of educationalists and industrialists, with an emphasis on industrial numbers on the course development steering group. The means by which a significant proportion of the course is strongly workplace related are presented and the benefits and problems that this introduces are discussed. The course uses the industry as a vehicle to communicate concepts and develop problem-solving skills. Rather than the major vocational aspects being confined to just a few ‘workplace’ modules, the industry permeates all modules and co-delivery is part of a good many. A report is also made on the areas of provision where the major capability and expertise is located in just a few industrialists; and how that aspect is learned within a co-delivery course.
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Bruck, Hugh A., Alan L. Gershon, and Satyandra K. Gupta. "Enhancement of Mechanical Engineering Curriculum to Introduce Manufacturing Techniques and Principles for Bio-Inspired Product Development." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60584.
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Bio-inspired products and devices take their inspiration from nature [Gold00]. Current mechanical engineering curricula do not cover manufacturing techniques and principles needed to develop such products and devices. We have been enhancing the mechanical engineering undergraduate curriculum by integrating recent advances in the manufacturing of bio-inspired products and devices through the following activities: 1. Insert a new sequence of instructional materials on bio-inspired concepts into the mechanical engineering curriculum. 2. Disseminate the materials developed for the new modules and course notes through a dedicated web site. As a result of the curriculum enhancement, a new generation of mechanical engineers will acquire the knowledge necessary to develop products and conduct research for a wide variety of applications utilizing bio-inspired concepts. The project (1) integrates emerging manufacturing technologies based on biological principles into the Mechanical Engineering curriculum, (2) utilizes multi-media technology for disseminating course content, and (3) trains graduate students and faculty participating in its implementation in an emerging technology and thereby contribute to faculty development. Specifically, curriculum is being developed that discusses the following manufacturing technologies and principles: 1. Concurrent Fabrication and Assembly: Manufacturing techniques and principles, such as solid freeform fabrication, compliant mechanisms, and multi-stage molding, that can eliminate the manufacturing and assembly of individual components as is the case for almost all natural systems. 2. Self Assembly: Principles for manufacturing a variety of products from a few building blocks using bio-inspired techniques such as templating and supramolecular chemistry. 3. Functionally Graded Materials: Bio-inspired development of new products through the gradual variation of material properties at multiple length scales through manufacturing processes such as sputtering and powder processing. The curriculum development effort makes two significant contributions to mechanical engineering education: (a) integration of a new research on bio-inspired products and devices into the mechanical engineering curriculum through new courses and revision of existing courses, (b) development of new instructional material for mechanical engineering education based on bio-inspired concepts. There are also broader impacts in the following areas: (a) undergraduate students who might not otherwise puruse studies in mechanical engineering will be attracted to the multidisciplinary area of bio-inspired products, (b) dissemination of the curriculum enhancement through conference presentations, a workshop, and dedicated web site, and (c) a biologically-oriented pedagogical approach to mechanical engineering education that ensures broader access to the knowledge needed to enhance the interest and skills of future engineers and researchers educated through this research program.
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Ferlino, Lucia, and Giovanni Paolo Caruso. "The proximity of distance education." In INNODOCT 2018. Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8775.
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The Institute for Educational Technologies (ITD) in Genoa, part of Italy’s National Research Council (CNR) has long held high-quality on-site training and refresher courses for teachers that are recognized by Italy’s Ministry of Education and Research (MIUR). In addition to participating in face-to-face initiatives, Italy’s teachers are increasingly exploiting opportunities to participate in certified online training initiatives. These are especially popular as they permit teachers a high degree of autonomy and flexibility in managing their learning. Since September 2014, ITD-CNR has been testing and implementing innovative training methods (mostly on behalf of a large Italian public research organization). These include webinars, which make it possible to reach large numbers of participants. ITD-CNR has also designed and made available a series of open courses designed to help teachers develop the skills needed to enhance classroom integration of students with disabilities, specific learning disabilities, and other special educational needs. These courses also address the use of technologies and strategies for more effective school inclusion. To ensure these training proposals remain usable over time and continue to provide relevant content, in 2016 ITD-CNR created an online platform called Essediquadro Training (https://sd2.itd.cnr.it/corsiformazione). This aggregates and makes available five open courses that are free of charge, totalling 130 hours of high-quality, certified training.In the past two years, the platform has attracted over 9000 registered users (pre- and in-service teachers), and has become a focal point for similar training initiatives launched by schools and universities, who are integrating their own training courses with those on offer from Essediquadro Training. In this contribution, we illustrate the characteristics and contents of the Essediquadro Training platform, examine the use of webinars for teacher training, and offer some considerations based on results of satisfaction questionnaires compiled by platform users.
Reports on the topic "On-site courses"
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Smith, Emma, Julie Webster, and Annette Stumpf. Autonomous Transport Innovation : the regulatory environment of autonomous vehicles. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/42025.
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This technical note series under the Autonomous Transport Innovation research program is intended to be a primer on autonomous vehicles (AVs), their testing, and associated infrastructure. A review of the regulatory environment for autonomous vehicles is necessary to define rules imposed on technology or operations of autonomous vehicles in various capacities. Acknowledging such regulation will aid in productive closed-course site development by structuring the course based on what autonomous vehicle developers and manufacturers must program their vehicles to adhere to in a given setting.
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Atkinson, Dan, and Alex Hale, eds. From Source to Sea: ScARF Marine and Maritime Panel Report. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.09.2012.126.
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The main recommendations of the panel report can be summarised under four headings: 1. From Source to Sea: River systems, from their source to the sea and beyond, should form the focus for research projects, allowing the integration of all archaeological work carried out along their course. Future research should take a holistic view of the marine and maritime historic environment, from inland lakes that feed freshwater river routes, to tidal estuaries and out to the open sea. This view of the landscape/seascape encompasses a very broad range of archaeology and enables connections to be made without the restrictions of geographical or political boundaries. Research strategies, programmes From Source to Sea: ScARF Marine and Maritime Panel Report iii and projects can adopt this approach at multiple levels; from national to site-specific, with the aim of remaining holistic and cross-cutting. 2. Submerged Landscapes: The rising research profile of submerged landscapes has recently been embodied into a European Cooperation in Science and Technology (COST) Action; Submerged Prehistoric Archaeology and Landscapes of the Continental Shelf (SPLASHCOS), with exciting proposals for future research. Future work needs to be integrated with wider initiatives such as this on an international scale. Recent projects have begun to demonstrate the research potential for submerged landscapes in and beyond Scotland, as well as the need to collaborate with industrial partners, in order that commercially-created datasets can be accessed and used. More data is required in order to fully model the changing coastline around Scotland and develop predictive models of site survival. Such work is crucial to understanding life in early prehistoric Scotland, and how the earliest communities responded to a changing environment. 3. Marine & Maritime Historic Landscapes: Scotland’s coastal and intertidal zones and maritime hinterland encompass in-shore islands, trans-continental shipping lanes, ports and harbours, and transport infrastructure to intertidal fish-traps, and define understanding and conceptualisation of the liminal zone between the land and the sea. Due to the pervasive nature of the Marine and Maritime historic landscape, a holistic approach should be taken that incorporates evidence from a variety of sources including commercial and research archaeology, local and national societies, off-shore and onshore commercial development; and including studies derived from, but not limited to history, ethnology, cultural studies, folklore and architecture and involving a wide range of recording techniques ranging from photography, laser imaging, and sonar survey through to more orthodox drawn survey and excavation. 4. Collaboration: As is implicit in all the above, multi-disciplinary, collaborative, and cross-sector approaches are essential in order to ensure the capacity to meet the research challenges of the marine and maritime historic environment. There is a need for collaboration across the heritage sector and beyond, into specific areas of industry, science and the arts. Methods of communication amongst the constituent research individuals, institutions and networks should be developed, and dissemination of research results promoted. The formation of research communities, especially virtual centres of excellence, should be encouraged in order to build capacity.
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Brophy, Kenny, and Alison Sheridan, eds. Neolithic Scotland: ScARF Panel Report. Society of Antiquaries of Scotland, 2012. http://dx.doi.org/10.9750/scarf.06.2012.196.
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The main recommendations of the Panel report can be summarised as follows: The Overall Picture: more needs to be understood about the process of acculturation of indigenous communities; about the Atlantic, Breton strand of Neolithisation; about the ‘how and why’ of the spread of Grooved Ware use and its associated practices and traditions; and about reactions to Continental Beaker novelties which appeared from the 25th century. The Detailed Picture: Our understanding of developments in different parts of Scotland is very uneven, with Shetland and the north-west mainland being in particular need of targeted research. Also, here and elsewhere in Scotland, the chronology of developments needs to be clarified, especially as regards developments in the Hebrides. Lifeways and Lifestyles: Research needs to be directed towards filling the substantial gaps in our understanding of: i) subsistence strategies; ii) landscape use (including issues of population size and distribution); iii) environmental change and its consequences – and in particular issues of sea level rise, peat formation and woodland regeneration; and iv) the nature and organisation of the places where people lived; and to track changes over time in all of these. Material Culture and Use of Resources: In addition to fine-tuning our characterisation of material culture and resource use (and its changes over the course of the Neolithic), we need to apply a wider range of analytical approaches in order to discover more about manufacture and use.Some basic questions still need to be addressed (e.g. the chronology of felsite use in Shetland; what kind of pottery was in use, c 3000–2500, in areas where Grooved Ware was not used, etc.) and are outlined in the relevant section of the document. Our knowledge of organic artefacts is very limited, so research in waterlogged contexts is desirable. Identity, Society, Belief Systems: Basic questions about the organisation of society need to be addressed: are we dealing with communities that started out as egalitarian, but (in some regions) became socially differentiated? Can we identify acculturated indigenous people? How much mobility, and what kind of mobility, was there at different times during the Neolithic? And our chronology of certain monument types and key sites (including the Ring of Brodgar, despite its recent excavation) requires to be clarified, especially since we now know that certain types of monument (including Clava cairns) were not built during the Neolithic. The way in which certain types of site (e.g. large palisaded enclosures) were used remains to be clarified. Research and methodological issues: There is still much ignorance of the results of past and current research, so more effective means of dissemination are required. Basic inventory information (e.g. the Scottish Human Remains Database) needs to be compiled, and Canmore and museum database information needs to be updated and expanded – and, where not already available online, placed online, preferably with a Scottish Neolithic e-hub that directs the enquirer to all the available sources of information. The Historic Scotland on-line radiocarbon date inventory needs to be resurrected and kept up to date. Under-used resources, including the rich aerial photography archive in the NMRS, need to have their potential fully exploited. Multi-disciplinary, collaborative research (and the application of GIS modelling to spatial data in order to process the results) is vital if we are to escape from the current ‘silo’ approach and address key research questions from a range of perspectives; and awareness of relevant research outside Scotland is essential if we are to avoid reinventing the wheel. Our perspective needs to encompass multi-scale approaches, so that ScARF Neolithic Panel Report iv developments within Scotland can be understood at a local, regional and wider level. Most importantly, the right questions need to be framed, and the right research strategies need to be developed, in order to extract the maximum amount of information about the Scottish Neolithic.