Relevant bibliographies by topics / Online Course Registration

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Online Course Registration'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Online Course Registration"

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Uche, Fred Sangol. "M-Course Registration: A Mobile Students’ Course Registration Platform." Volume 5 - 2020, Issue 8 - August 5, no. 8 (August 23, 2020): 423–45. http://dx.doi.org/10.38124/ijisrt20aug372.

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In this paper, we propose an android mobile platform that provides students in colleges and universities the convenience of online course registration. It seeks to reduce the operating cost of tertiary institutions, since all course registration activities can be presented using cheap technology, through screens of electronic devices. Moreover, it is developed in such a way that the activity (course registration process) where students spend the most time, is made accessible in offline mode i.e. without the need for internet connectivity. So, the goal of my research is twofold: first, to provide an understanding of the analysis and design of such systems and second, to create a new mobile course registration application based on the findings of this research, which provides a digital interaction environment between students and the course registration department at the University of The Gambia.
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Singh, Rattan, Ravinder Singh, Harpreet Kaur, and O. P. Gupta. "Development of Online Student Course Registration System." Oriental journal of computer science and technology 9, no. 2 (August 20, 2016): 66–72. http://dx.doi.org/10.13005/ojcst/9.02.02.

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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 (January 22, 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 for a certain time before stochastically dropping out. Course-course interactions are found to be well described by a single parameter for user engagement that can be estimated from a user’s registration profile. User engagement, in turn, correlates with certificate rates in all courses regardless of specific content. The reliability approach is shown to capture several certificate rate patterns that are overlooked by conventional regression models. User engagement emerges as a natural metric for tracking student progress across demographics and over time.
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Parthiban, K., and R. V. Nataraj. "Exploration of Service Oriented Architecture for Online Course Registration." Journal of Computational and Theoretical Nanoscience 15, no. 5 (May 1, 2018): 1629–33. http://dx.doi.org/10.1166/jctn.2018.7352.

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Peng, Yu, Zheng Long Shao, Yan Xia Li, and Yu Zhang. "Research and Implementation of Voluntary Screening Algorithm in Online Course Registration System." Applied Mechanics and Materials 336-338 (July 2013): 2031–34. http://dx.doi.org/10.4028/www.scientific.net/amm.336-338.2031.

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The algorithm is a key part of the online course registration system. It plays a vital role on the online course registration system to ensure most of issues like fairness, network bottleneck, multi-registration and multi-dropping be solved well. By supporting the registration way of multi-level, multi-category, and multi-willingness, introducing the willingness of students into the calculation of course priority and letting the willingness of students affect the selective probability, it meets the registration requirement maximally and solves the issues well including fake registration number and random registration. This article will introduce the design and implementation of the algorithm.
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Tchouakeu, Louis-Marie Ngamassi, Michael K. Hills, Mohammad Hossein Jarrahi, and Honglu Du. "On-Line Course Registration Systems Usability." International Journal of Information Systems and Social Change 3, no. 4 (October 2012): 38–52. http://dx.doi.org/10.4018/jissc.2012100103.

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Electronic course registration systems allow students to select courses and giving student to access course offerings through these on-line systems as well as the ability to complete various administrative functions allows for better management of curriculum decisions in the context of academic objectives. The objective of these systems is to make this process more convenient and easier to achieve which has been met with varying levels of success. This study looks closely at one particular system, the e-Lion system at the Pennsylvania State University. Data was collected using semi-structured interviews and an online survey. The findings are discussed through the lens of the Delone and McLeane (D&M) information systems success model and are of interest to business practitioners fielding on-line systems in the areas of e-commerce and e-learning as well as many others, providing considerable insight into the importance of system usability.
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Spackman, Jonathan S., and Ross Larsen. "Evaluating the Impact of Social Media Marketing on Online Course Registration." Journal of Continuing Higher Education 65, no. 3 (September 2, 2017): 151–65. http://dx.doi.org/10.1080/07377363.2017.1368774.

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Zhang, Xiao Ming, Teng Fei Ma, Zhan Fang Chen, Huan Wang, Qi Chang Chen, and Xin Feng. "An Interactive Education Information Administration Platform Based on .NET and WAP." Applied Mechanics and Materials 373-375 (August 2013): 1849–52. http://dx.doi.org/10.4028/www.scientific.net/amm.373-375.1849.

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An interactive education information administration platform based on .NET and WAP is presented. In this platform, the users can use the WAP-capable devices such as cell phones or PDA to perform the operations such as course inquiry, grade inquiry, online registration, online sign-up and information browsing anywhere anytime they want.
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D’Alba, Adriana, Anjum Najmi, Jonathan Gratch, and Chris Bigenho. "Virtual Learning Environments. The oLTECx." International Journal of Gaming and Computer-Mediated Simulations 3, no. 1 (January 2011): 33–50. http://dx.doi.org/10.4018/jgcms.2011010103.

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The rapid development in new technologies and media and widespread access to the Internet is changing how people teach and learn. Recognizing the potential of technology, schools and universities are placing more content online from fully deliverable courses to course catalogs, course registration, and college admissions. People are able to gain access to a multitude of information with one click. Online learning environments range from authentic, real-time environments to simulations, as well as 2D and 3D virtual environments. This paper explores the use of a 2-dimensional, narrative-based, virtual learning environment (VLE) created by doctoral students to orient potential students to their university departments’ degree programs, faculty, and course offerings. After exploring the environment, participants were surveyed about their experiences. Findings include validation of the instrument, possible correlations relating to learning through games, engagement, and game design. Emerging themes and suggestions for future research are presented in this paper.
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Batubara, Hamdan Husein. "PENGEMBANGAN SITUS E-LEARNING DENGAN MOODLE VERSI 3.1 SEBAGAI MEDIA PEMBELAJARAN PADA PROGRAM STUDI PENDIDIKAN GURU MADRASAH IBTIDAIYAH." Al-Bidayah : Jurnal Pendidikan Dasar Islam 9, no. 1 (November 24, 2017): 1. http://dx.doi.org/10.14421/jpdi.2017.0901-01.

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This study aims to create an e-learning site with Moodle version 3.1. and review the results of its use as learning media in the department of elementary schoolteacher education. This research uses research and development design to produce an e-learning website. The registration method on the e-learning site is email-based self-registration. Users who successfully register on the e-learning site will get the authentical user role. Authentical users can register on a course by using a course password. The administrator assigns the Manager role for the lecturer’s account so that they can create and enroll himself as a teacher on a course page. Every teacher has obligation to present matter with single page, or file, or folder, or URL. Teacher can add learning activities using forums, online assignments, online exams, feedbacks, and online questionnaires. The average score of media experts states that the quality of e-learning is in good category and e-learning users welcome the use of e-learning as a medium of learning and assessment. The products developed have met the advice of media experts and e-learning users.
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Dissertations / Theses on the topic "Online Course Registration"

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Basit, Syed Abdul, and Omar Malik. "Planning and Analysis of Knowledge Intensive Enterprise Resource Planning Systems." Thesis, Blekinge Tekniska Högskola, Avdelningen för för interaktion och systemdesign, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4327.

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ERP software and applications have become basic requirement of almost every organization in order to compete with each other and in time constraint. In order to develop an efficient application, project planning and analysis play very important role in better understanding of the problem domain and to provide a risk free solution. There are many different approaches which software developers used to develop the systems. These traditional approaches have some drawbacks and constraints. Either these are ad-hoc basis or have some fixed patterns and rules. We discussed all these techniques and suggest that planning and analysis of ERP application during its development can be done by applying more appropriate knowledge engineering commonKADS model. CommonKADS is a structured approach, It comprises of different model suites. Thesis presents that by using commonKADS model for project planning and analysis, real problem domain and efficient solution can be identified. Also domain process is identified. Tasks related to each process in the domain are identified. Knowledge assets related to each task are identified. These features help in defining real knowledge specification. In this way, ERP applications can be made knowledge based. ERP systems were introduced to solve different organizational problems and provide integrated structure. Although ERP packages offer advantages to enterprises, they have not achieved many of their anticipated benefits. Autonomous and heterogeneous applications co-exist in companies with ERP systems and integration problem having not been addressed. This thesis seeks to make some suggestions to this area by studying and analyzing ERP problems, through mapping commonKADS methodology in a case study. Thesis in start, presents an overview about ERP applications, Knowledge Engineering and commonKADS methodology. In the end, thesis presents our contribution a case study ―online courses Registration Portal for BTH which shows that planning and analysis of ERP applications by using commonKADS methodology helps in reaching knowledge based and more accurate solutions.
Syed Abdul Basit basitbth@gmail.com, Omar Malik omar_m20@hotmail.com.
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Chen, Cheng-chia, and 陳振家. "The Satisfaction Study of the Online Course Registration Systems -- Chaoyang University of Technology as An Example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/03222177393803404221.

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碩士
朝陽科技大學
資訊管理系碩士班
96
Due to the rapid progress of Information and Network technologies in recent years, Internet has become an indispensable medium for human beings. A large number of activities are now using Internet to accomplish their purposes, including for example e-Commerce, e-Learning, or information exchange services among enterprises. For schools, many Internet-based computer systems have also been constructed in order to increase efficiency, reduce cost, or promote process. Among them, an online course selection system is usually imposed to help students to select their preferred courses in a fast and convenient process. Since online course selection systems are commonly used on campuses, this research focuses on them to investigate their performance based on the satisfaction questionnaires by college students. As an example, this research proceeds by the questionnaires about using the online course selection system at the Chaoyang University of Technology. The results of this research can conclude the current satisfaction condition about the system, the weakness of the current services offered by the system, and the suggestion of new or improved services.
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Tin, Nguyen Trung, and Nguyen Trung Tin. "Examining the Factors Influencing Students’ Satisfaction on the Quality of Online Course Registration System at Tien Giang University." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/8gc3bd.

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碩士
義守大學
企業管理學系
106
The application of information technology in the course registration system has brought many benefits to the management department of the school. The quality of online course registration system is very important, affecting the results and the entire learning process of a student. The service quality of Tien Giang University’s online course registration is determined through 4 components: Courses, Processing Speed, Support and Security. Out of those 4, 3 components are in direct proportion with Satisfaction. The greatest influence on students’ satisfaction comes from the Processing Speed component. The typical student’s level of satisfaction towards the online course registration system is currently at a medium level (mean = 3.21). While students from Economics - Business Administration, Pedagogy, and Technical - Technology Faculties rate their satisfaction level as medium, students from Agriculture, Culture & Art and Political Theory Faculties are relatively more satisfied.
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Book chapters on the topic "Online Course Registration"

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Ahern, Terence C., and Jeffrey Burgazzoli Jr. "Enrollment Management Strategies for Online Learning Environments." In Handbook of Research on Technology-Centric Strategies for Higher Education Administration, 17–36. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2548-6.ch002.

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Enrollment management is a critical component of any institution or organization, whether that be a large-public university or small non-profit organization. Two systems, registration and enrollment, are driving forces behind any online learning environment. This chapter examines the enrollment management strategies of a small non-profit organization that utilized open-source methodology in its implementation of an online learning environment. The goal of this chapter is to demonstrate to administrators, course managers and educators the structure of an enrollment management system and to create a custom strategy in order to maintain to effective student records and to provide students with the appropriate access to instruction. Finally, the outcome of this chapter will be the development of policy guidelines, and a recount of strategies used to implement registration and enrollment systems.
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Rangara-Omol, Tabitha. "Components of Student Support in Blended and Online Learning." In Research Anthology on Developing Effective Online Learning Courses, 698–724. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch035.

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For every student cohort that registers for an online program, some will persist through to graduation while a good number will drop out. Studies continue to investigate the phenomena of persistence and dropout without consensus to the solution. However, student support has been shown to impact positively on a student's decision to stay for the duration of the program. Students of online/blended learning formats lack the advantage of socio-physical motivation. Therefore, they require support that constantly reassures them of peers, teachers, and university presence throughout the duration of the program. At every stage in the life of the program, the student will require specific support which are herein referred to as components of student support. They include student support during recruitment, registration procedures, registration requirements, orientation, study skills training, technology, learning materials, counselling and mentorship, communication and interactions, feedback, regional centers, library, students' association, and representation.
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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "Making Virtual Connections." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0009.

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A student’s transition into a school starts well before he or she walks through the front doors or sits down at a desk. There are multiple strategies schools can use to smooth students’ transition and make families feel welcome before they arrive at the school. Since many of these strategies involve technology, they are presented in their own chapter. The first impression many schools leave on incoming families takes place in front of a computer, tablet screen, or mobile phone—not face-to-face. When a family is moving to a new community, one of the first things many parents— and students— will do is search online for the district or school and try to gather some basic information about the enrollment process, the neighborhood, and the achievement scores. “During my most recent move, I spent time on the school website to get a feel of how the school ran and what classes were available,” says Eraina, a student featured in Chapter 3. “This was helpful and made the transition not so shocking and confusing.” Parents might also search for information on courses or activities for their children and even read teacher profiles if those are available. Parents want to cushion the transition process for their children as much as possible; they want to be able to answer their children’s questions about the new school. School and district websites don’t, however, always make that process simple. Sometimes registration information is not easily found on a homepage, and parents might end up on pages that say “under construction” when they try to dig for more details. Some schools and districts provide email addresses for key staff members; others don’t. And, sometimes, staff members have left their position or the district, but their contact information is not updated. School Webmasters is a Mesa, Arizona-based company that develops and administers websites for schools and districts. A December 2014 blog post on the company’s site entitled “Do Parents Use Your Website?” offered this advice: In this digital age, parents looking to find a school for their child are likely to visit your website before ever visiting your campus.
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Conference papers on the topic "Online Course Registration"

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Tretola, Betsy, Khondkar Islam, and Niels Bulskov. "SOCIAL INFLUENCE IN REGISTRATION AND RETENTION IN AN ONLINE TECHNICAL COURSE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0881.

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Garramone, Kathy. "Implementing an online registration process for the IT short course training program." In the ACM SIGUCCS 40th annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2382456.2382516.

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Peng, Yu, NaiJia Liu, YanXia Li, and ZhengLong Shao. "Design and implementation of the online course registration system at Tsinghua University." In 2012 International Conference on Systems and Informatics (ICSAI). IEEE, 2012. http://dx.doi.org/10.1109/icsai.2012.6223244.

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Dillard, David A., Melissa D. Nipper, Scott W. Case, and Alan A. Kornhauser. "Preparation for the Fundamentals of Engineering Examination at Virginia Tech." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63558.

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The first step most engineers take toward professional engineering licensure is taking the Fundamentals of Engineering examination administered by the National Council of Examiners for Engineering and Surveying. The examination is typically taken by students near completion of an undergraduate engineering degree. By following up with engineering experience and the Professional Engineering examination, engineers can be licensed in any of the 50 states of the U.S. Professional licensure is both an aid and an incentive to professionalism in engineers. Licensure provides a publicly recognized credential for engineering competence and professional ethics. The licensing process, together with state requirements for maintaining licensure, ensures that professional engineers have the depth and breadth of knowledge required for engineering practice. Knowledge of licensing requirements helps young engineers set their own standards for engineering competence. Virginia Tech has, for many years, assisted its senior engineering students in preparing for the Fundamentals of Engineering examination. The program began in the 1970’s as an unofficial series of review lectures offered by engineering faculty. Later, it became a two credit hour course administered by the Department of Engineering Science and Mechanics with modules taught by faculty from many engineering disciplines as well as mathematics and chemistry. The course was taught every spring, using a set of notes and problems prepared by the instructors and available to students at reproduction cost. Lectures were scheduled in the evening to reduce interference with other courses. In spring 2011, the course was taught for the first time as an asynchronous online course developed by the instructors working in conjunction with Virginia Tech’s Institute for Distance and Distributed Learning. Updated lecture notes and problems were available for download, and lectures, recorded for the online course, were available for viewing as audio/video slide presentations using streaming video format. Since different faculty had different prior experience with computer-aided and online teaching, the different course modules used various online teaching techniques. The course website has been organized so that student response to the online materials may be monitored. Historically, Virginia Tech has had both high levels of undergraduate participation in the Fundamentals of Engineering examination and a high pass rate. Statistics on course registration, exam participation, and pass rate over the past decade are presented and compared with statistics for the new online course. In spite of a few technical and other issues, the online course appears to be a success. It is anticipated that feedback from this initial online offering will result in even better student acceptance and utilization of the online content, as well as examination performance, in the future.
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Journal articles
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