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Journal articles on the topic 'University course'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

DOGAN, Merih. "University Students’ Expectations about the Elective Music Course." Eurasian Journal of Educational Research 20, no. 87 (May 30, 2020): 1–20. http://dx.doi.org/10.14689/ejer.2020.87.9.

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PAZOS, Marta, Maria A. LONGO, and M. Angeles SANROMAN. "Experiences of Innovation Teaching in Bioprocess Engineering University Course." Revista Romaneasca pentru Educatie Multidimensionala 5, no. 1 (June 30, 2013): 123–39. http://dx.doi.org/10.18662/rrem/2013.0501.09.

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3

Encel, Sol. "A University Off Course?" Minerva 44, no. 2 (June 2006): 201–8. http://dx.doi.org/10.1007/s11024-006-0005-9.

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Maringe, Felix. "University and course choice." International Journal of Educational Management 20, no. 6 (October 2006): 466–79. http://dx.doi.org/10.1108/09513540610683711.

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5

Pužmanová, Rita. "Introductory university course text." Computer Communications 16, no. 7 (July 1993): 455. http://dx.doi.org/10.1016/0140-3664(93)90114-8.

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Rudová, Hana, Tomáš Müller, and Keith Murray. "Complex university course timetabling." Journal of Scheduling 14, no. 2 (May 1, 2010): 187–207. http://dx.doi.org/10.1007/s10951-010-0171-3.

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7

McWebb, Christine. "University of Alberta." Florilegium 20, no. 1 (January 2003): 59–61. http://dx.doi.org/10.3138/flor.20.015.

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Apart from numerous survey courses such as the Histories of Medicine, of Technology, of Art, and the Literature of the European Tradition—all of which span several centuries including the Middle Ages, and are offered by various departments of the Faculty of Arts, there is a fairly strong contingent of special topics courses in medieval studies at the University of Alberta. For example, Martin Tweedale of the Department of Philosophy offers an undergraduate course on early medieval philosophy. There are currently three medievalists in the Department of History and Classics. Andrew Gow regularly teaches courses on late medieval and early modern Europe. John Kitchen is a specialist in medieval religion, medieval intellectual history, the history of Christian holy women and medieval Latin literature. Kitchen currently teaches an undergraduate course on early medieval Europe. Thirdly, J.L. Langdon, a specialist in British Medieval history, teaches a course on the formation of England in which he covers the political, social, economic and religious developments of England from the fifth to the twelfth century.

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Arratia-Martinez, Nancy Maribel, Cristina Maya-Padron, and Paulina A. Avila-Torres. "University Course Timetabling Problem with Professor Assignment." Mathematical Problems in Engineering 2021 (January 26, 2021): 1–9. http://dx.doi.org/10.1155/2021/6617177.

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One of the decision problems in many organizations and institutions is to decide how to schedule different tasks, in particular, in higher education institutions. One of the main problems is the university course timetabling problem (UCTP): this problem consists of the allocation of events (courses, professors, and students) to a number of fixed time slots and rooms, this at the beginning of each academic period of the universities. The existent formulations include particular requirements from different educational levels and institutions, as in our case. In this paper, we focus on the university course timetabling problem with the assignment of professor-course-time slot for an institution in Mexico. Timetabling is constructed for the disciplinary courses that are offered by one of the academic departments. The main characteristics are as follows: (1) there are full-time and part-time professors; (2) a mandatory fixed number of courses has to be assigned to each full-time professor according to their academic profile; (3) there is a maximum number of courses assigned to part-time professors; (4) a professor-course matrix that specifies the valid assignation is defined; and (5) mandatory time periods for courses in different semesters are established and other traditional constraints. We present the integer linear programming model proposed to solve the case studied. The optimal solution was obtained with low computational effort through the classical branch-and-bound algorithm. We describe the complete timetable to show the model effectiveness.

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Esa, Mohd Sohaimi, Romzi Ationg, Irma Wani Othman, Mohd Kamal Mohd Shah, Muhammad Safuan Yusoff, Habibah Artini Ramlie, and Abang Mohd Razif Abang Muis. "THE EVOLUTION OF UNIVERSITY CORE COURSE: FROM THE HISTORY OF NATION BUILDING OF MALAYSIA TO THE APPRECIATION OF ETHICS AND CIVILIZATION." International Journal of Education, Psychology and Counseling 6, no. 39 (May 31, 2021): 166–81. http://dx.doi.org/10.35631/ijepc.6390011.

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University core courses are the foundation courses prescribed by the university. Students are required to take and must pass this course. At the Universiti Malaysia Sabah (UMS), one of the university's core courses in the History of the Nation Building of Malaysia, a course that was introduced in parallel with the establishment of UMS in 1994. This course is being offered by the Centre for the Promotion of Knowledge and Language Learning (CPKLL) for undergraduate students in UMS. In 2004, this course renamed the History of the Nation Building of Malaysia and later replaced by a newly introduced course namely Ethnic Relations in 2008. Subsequently, this core course has renamed the Appreciation of Ethics and Civilization in 2020. This paper discusses the evolution of the core courses by focusing on the synopsis, objectives, and content of these three courses, as well as the teaching and learning methods. The discussion is largely a descriptive narrative and descriptive-analytical based on the analysis of primary and secondary texts, as well as the experience and observations of the author in conducting the core course. Thus, the study found that the university's core courses are dynamic and flexible, as well as in line with current needs and requirements in an effort to meet the components of Malaysian nationhood.

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Calkin, Siobhain Bly. "Carleton University." Florilegium 20, no. 1 (January 2003): 109–10. http://dx.doi.org/10.3138/flor.20.031.

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Medieval Studies at Carleton University are in a state of change right now. Recent retirements in some departments have meant that some offerings have disappeared, while recent hirings in other departments have led to an increase in the number and variety of courses offered there. A self-directed interdisciplinary B.A. in Medieval Studies is currently on the books, but has not often been taken up in recent years. Students usually study the Middle Ages as part of a more traditional disciplinary degree program (B.A. in History, B.A. in English). In the History department right now, one course on the Middle Ages is offered, a survey of the history of medieval England, and medieval history is listed as one of the supervised fields for the M.A.. In the College of the Humanities, students have the opportunity to take a more general introduction to the history of the Middle Ages, or a survey of medieval philosophy. Offerings in history and philosophy thus consist mainly of survey courses at the undergraduate level. Survey courses of medieval and Renaissance literature are offered by the French and English departments. Students in French may also take a course in History of the French Language and occasionally a fourth-year seminar in medieval French literature. In the English department, undergraduate students may pursue medieval studies beyond the survey level in a 300-level Chaucer course or in a 400-level seminar in medieval literature whose specific topic varies each year. Graduate courses in medieval literature are also offered each year in the English department's M.A. program. Independent reading courses, too, are offered, while courses such as History of the English Language (which has not been offered in recent years) are being revived. Thus, in some disciplines at Carleton the opportunity to study the Middle Ages has declined, but in others that opportunity has increased and will continue to do so.

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11

Waugh, Robin. "Wilfrid Laurier University." Florilegium 20, no. 1 (January 2003): 83–84. http://dx.doi.org/10.3138/flor.20.024.

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Smaller universities can preside over profound achievements in disciplines such as medieval studies through the fostering of commitment and focus. For instance, the profile of medieval studies has developed significantly in the last three years at Wilfrid Laurier University, where, in December of 2002, an interdisciplinary program in medieval studies was approved by the university’s senate. Prior to the development of this program, medieval material was taught largely within the traditional disciplines. The new program is designed to include course subjects from a variety of national and religious traditions. It will have four core courses: History 101, Medieval Europe 500-1100; History 102, The High Middle Ages; Medieval Studies 100, Discovering the Middle Ages (Knights, Saints, and Dragons); and Medieval Studies 200, The Medieval World View. The last two courses are designed to be team-taught by faculty members from various disciplines, such as Classics, History, Religion and Culture, Music, Fine Arts, Languages and Literatures (particularly French and Spanish), and English and Film. Participating faculty members have contributed many of their existing courses and research interests to the program, together with many new ideas for lectures, fourth-year seminars, and innovations in teaching. The program will also include courses in medievalism, that is, the study of representations of medieval cultural materials within contemporary cultures and sensibilities. Though these kinds of offerings, such as a “Tolkien and Fantasy” course, are growing at Laurier and are currently more popular among students than the more traditional medieval-themed courses, the former variety of course is not pushing aside the latter. In fact, an interdisciplinary medieval studies program should help the existing medieval courses at Laurier appeal to more students.

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Abakay, Ugur, Mustafa Yasar Sahin, and Recep Cengiz. "Investigation of university students’ attitudes about physical education and sports course." Journal of Education and Sociology 4, no. 2 (October 15, 2013): 103–8. http://dx.doi.org/10.7813/jes.2013/4-2/15.

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13

Haitan, O. М. "THE UNIVERSITY COURSE TIMETABLING AUTOMATION." Scientific notes of Taurida National V.I. Vernadsky University. Series: Technical Sciences 1, no. 2 (2020): 58–66. http://dx.doi.org/10.32838/2663-5941/2020.2-1/09.

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14

Carlson, Joe, Jon Robison, Won Song, William Heusner, and Wayne VanHuss. "A university health promotion course." Journal of Nutrition Education 23, no. 3 (May 1991): 138C—139C. http://dx.doi.org/10.1016/s0022-3182(12)80507-3.

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15

Von Hoff Johnson, Bonnie, Dale D. Johnson, and Robert F. McNergney. "A Multi-University Internet Course." Kappa Delta Pi Record 34, no. 1 (October 1997): 24–26. http://dx.doi.org/10.1080/00228958.1997.10518719.

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16

Kumar, Sanjeev, and Rakesh Pandey. "Automated University Course Timetable Generator." International Journal of Industrial and Systems Engineering 36, no. 1 (2020): 1. http://dx.doi.org/10.1504/ijise.2020.10028374.

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Kumar, Sanjeev, and Rakesh Pandey. "Automated university course timetable generator." International Journal of Industrial and Systems Engineering 36, no. 1 (2020): 1. http://dx.doi.org/10.1504/ijise.2020.109133.

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18

EDAHIRO, Masato. "Course Evaluation in Princeton University." Journal of JSEE 43, no. 4 (1995): 41–43. http://dx.doi.org/10.4307/jsee.43.4_41.

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19

Woodward, J. R. "The open university biotechnology course." Biochemical Education 15, no. 2 (April 1987): 93–94. http://dx.doi.org/10.1016/0307-4412(87)90101-4.

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20

Mongeon, Kevin P., Shawn W. Ulrick, and Michael P. Giannetto. "Explaining university course grade gaps." Empirical Economics 52, no. 1 (March 29, 2016): 411–46. http://dx.doi.org/10.1007/s00181-016-1078-4.

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21

Shanley, Mark G., and Charles H. Witten. "University 101 Freshman Seminar Course." NASPA Journal 27, no. 4 (April 1, 1990): 344–52. http://dx.doi.org/10.1080/00220973.1990.11072178.

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22

Wiley, Katherine, Marianne Zelewsky, and Gloria Lewis. "AIDS Course: A University Elective." Journal of Nursing Education 31, no. 5 (May 1992): 235–36. http://dx.doi.org/10.3928/0148-4834-19920501-11.

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23

Jones, Barrie W. "Innovations in Astronomy at the Open University." International Astronomical Union Colloquium 105 (1990): 88–93. http://dx.doi.org/10.1017/s0252921100086486.

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Dreary correspondence colleges that send tatty typewritten notes to their suffering students are gradually being eclipsed by full-fledged open-learning institutions of wide educational significance. The Open University is the premier open-learning institution in the U.K., perhaps even in the world. It already offers an astronomy course as a significant part of a science major degree, and further courses are planned, including an in-service course for school teachers.In this article I discuss:1. open learning systems, including the ways in which various educational media can be used to good effect2. some features of the existing astronomy course of The Open University, and some possibilities for future courses.

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24

Roberts, Gethin Wyn. "International University Education." International Journal of Chinese Education 4, no. 1 (August 19, 2015): 68–90. http://dx.doi.org/10.1163/22125868-12340045.

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In 2004, The University of Nottingham was the first Sino-Foreign University to open a campus in mainland China. Today, the University of Nottingham Ningbo, China (unnc) campus holds approximately 6,600 students and 500 staff from 40 different countries. Science and Engineering subjects are relatively new on the campus, but are all based on the long standing pedigree at the University of Nottingham in the United Kingdom. In 2012, a newmsc course in Engineering Surveying and Geodesy started atunnc, which was the same as the course in theuk. All the courses atunncare the same in learning outcomes as those on theukcampus, all the teaching is carried out in the medium of English and undergo the same stringent Quality Assurance. The University of Nottingham also has a campus in Malaysia, which makes the university truly global. Students attending any of these campuses have the opportunities of exchange at any of the other two, as well as many other international universities.unncaspires to grow to 8,000 students by 2020, consisting of 20% international students and 15-20% postgraduate students, approximately 40% of which will be within the Faculty of Science and Engineering.This paper details the model used by the University of Nottingham in establishing and operating themsc course and research activities in Engineering Surveying and Geodesy atunnc, and gives a case study of this parallel course.

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25

Ilina, L. F., A. S. Kayumova, Ye R. Zhangbyrbaj, and M. M. Bolatbekova. "To modernization of physical practicum on molecular physics in the university course." Bulletin of the Karaganda University. "Physics" Series 95, no. 3 (September 30, 2019): 78–82. http://dx.doi.org/10.31489/2019ph3/78-82.

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26

Kregel, Ingo. "Kaizen in university teaching: continuous course improvement." International Journal of Lean Six Sigma 10, no. 4 (November 1, 2019): 975–91. http://dx.doi.org/10.1108/ijlss-08-2018-0090.

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PurposeThe current evaluation standards in German higher education institutions (HEIs) do not often lead to measurable quality improvement. The purpose of this paper is to critically evaluate whether Kaizen can improve the quality of teaching. The presented concept illustrates the evaluation of each course unit to continuously encourage quality feedback from the learners and intensify the exchange with lecturers.Design/methodology/approachAction research is used to combine the continuous improvement philosophy of Kaizen with student course evaluations. A pilot study of the concept provides data from four course cycles to analyze learnings and setbacks.FindingsLearners in the pilot courses welcomed the intense participation and allowed improvements to elements such as course concept, course material, presentation style and content or detail selection. The participation rate declined during each term and was highly influenced by triggers like exam and grade relevance. Kaizen could successfully improve course quality, especially in the first two years of newly developed courses.Research limitations/implicationsThe presented results have been collected from one course over four years in one institution. The next stage of research would be the application of the approach in other institutions to validate results and make potential adjustments to the concept, for example, toward continuous learning.Originality/valueAlthough course evaluation has become standard in German HEIs, most institutions only implement it once per term or year. This paper discusses a new approach to expedite the evaluation of teaching quality at the point of action (Gemba) to facilitate the short-term reactions of lecturers.

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27

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

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

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Hambali, A. M., Y. A. Olasupo, and M. Dalhatu. "Automated university lecture timetable using Heuristic Approach." Nigerian Journal of Technology 39, no. 1 (April 2, 2020): 1–14. http://dx.doi.org/10.4314/njt.v39i1.1.

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There are different approaches used in automating course timetabling problem in tertiary institution. This paper present a combination of genetic algorithm (GA) and simulated annealing (SA) to have a heuristic approach (HA) for solving course timetabling problem in Federal University Wukari (FUW). The heuristic approach was implemented considering the soft and hard constraints and the survival for the fittest. The period and space complexity was observed. This helps in matching the number of rooms with the number of courses. Keywords: Heuristic approach (HA), Genetic algorithm (GA), Course Timetabling, Space Complexity.

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Norton, Andrew J., and Mark H. Jones. "A Virtual Telescope for the Open University Science Foundation Course." International Astronomical Union Colloquium 162 (1998): 100–105. http://dx.doi.org/10.1017/s0252921100114885.

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The Open University is the UK's foremost distance teaching university. For over twenty five years we have been presenting courses to students spanning a wide range of degree level and vocational subjects. Since we have no pre-requisites for entry, a major component of our course profile is a selection of foundation courses comprising one each in the Arts, Social Science, Mathematics, Technology and Science faculties. The Science Faculty's foundation course is currently undergoing a substantial revision. The new course, entitled “S103: Discovering Science”, will be presented to students for the first time in 1998.

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Arthur, Deborah Smith, and Jamie Valentine. "In Service Together: University Students and Incarcerated Youth Collaborate for Change." Prison Journal 98, no. 4 (May 30, 2018): 427–48. http://dx.doi.org/10.1177/0032885518776377.

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Through the lens of two courses at Portland State University (PSU), this article addresses critical service learning pedagogy as transformational for both incarcerated youth and university students. In one course, PSU students share a writing/art workshop with youth in juvenile detention though The Beat Within ( www.thebeatwithin.org ). Another course brings together PSU students and young men incarcerated at MacLaren Youth Correctional Facility in an inside/out course format ( www.insideoutcenter.org ). Working collaboratively, students have developed a variety of service-learning projects. This article explores the impact of critical service learning courses on both incarcerated young people and university students.

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31

Mudrák, Marián. "Personalized e-course implementation in university environment." International Journal of Information and Communication Technologies in Education 7, no. 2 (October 1, 2018): 17–29. http://dx.doi.org/10.2478/ijicte-2018-0006.

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Abstract The paper deals with the issue of e-courses personalization in selected LMS. Even though this topic has been the subject of research for a longer time, more effective concepts of learning through e-courses are still being sought. Part of the contribution is a brief explanation of the terms personalization and adaptivity, which are often mistaken or regarded as equivalent in practice. An overview of the current issue provides to reader concrete solutions to a personalized approach to education through the LMS Moodle. For purposes of research, LMS Moodle is used, which fulfils the conditions for meeting the goal of the research problem. SWOT analysis has been selected as an auxiliary tool for implementing the personalized e-course in the university environment. Further, the paper deals with the principles of creating an e-learning course as well as with the proposal of a specific methodology and its implementation in LMS Moodle. The results and findings from the research conducted so far are also available. The conclusion of the contribution deals with the summary of the results and findings as well as the further tendency in this field.

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32

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

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

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Glushchenko, Viktor. "Oil-field chemistry as university course." Вестник Пермского национального исследовательского политехнического университета. Геология. Нефтегазовое и горное дело, no. 11 (2014): 130–38. http://dx.doi.org/10.15593/2224-9923/2014.11.13.

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34

Nekrasova-Beker, Tatiana, and Anthony Becker. "Lexical bundles in university course materials." International Journal of Corpus Linguistics 24, no. 2 (August 5, 2019): 143–68. http://dx.doi.org/10.1075/ijcl.17075.nek.

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Abstract The present study compared 4-word lexical bundles found in a general engineering corpus (2,030,000 words) with those found in a corpus of texts collected from a Pathway engineering course for ESL (English as a Second Language) students (356,000 words) and a corpus of pedagogical materials used to teach advanced ESL students at an intensive English program (440,000 words). The results indicated that the structural and functional characteristics of the lexical bundles in the Pathway engineering materials were representative of the discourse features found in the general engineering corpus. This finding provides additional evidence of the overall appropriateness of the pedagogical materials selected for the Pathway course. Furthermore, the two engineering corpora also included a substantial number of bundles that were unique to the specific course materials, and, therefore, can potentially be targeted during language instruction.

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35

Bell, Jane. "RESIDENTIAL FM COURSE AT READING UNIVERSITY." Facilities 7, no. 4 (April 1989): 18–19. http://dx.doi.org/10.1108/eb006489.

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Pardos, Zachary A., and Andrew Joo Hun Nam. "A university map of course knowledge." PLOS ONE 15, no. 9 (September 30, 2020): e0233207. http://dx.doi.org/10.1371/journal.pone.0233207.

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Fukushima, T. "Astrometry course at University of Tokyo." Proceedings of the International Astronomical Union 3, S248 (October 2007): 523–24. http://dx.doi.org/10.1017/s1743921308020036.

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AbstractThe astrometry course at Department of Astronomy, University of Tokyo, is reviewed as an example of educational efforts for top-class students, the possible candidates of professional astronomers, in Japan. The method of teaching is unique in the sense that it gives lectures by using incomplete text books both as MS Powerpoint slides posted at a web site, http://chiron.mtk.nao.ac.jp/~toshio/education.html, and as printed materials in the form of self-study notebooks. Also there are self-study notebooks on the related issues; the courses of relativistic astrometry, of rotational motions, of numerical astronomy, and of orbital motions, the last of which is under development.

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38

Feldhusen, John F., Derek Ball, Betty Wood, Felicia A. Dixon, and Laurie Larkin. "A University Course on College Teaching." College Teaching 46, no. 2 (April 1998): 72–75. http://dx.doi.org/10.1080/87567559809596240.

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39

Schmitz, Wolfgang. "A Course Correction at the University." Western European Education 19, no. 1 (April 1987): 28–31. http://dx.doi.org/10.2753/eue1056-4934190128.

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40

Howett, Maeve, Amy Spangler, and Rose B. Cannon. "Designing a University-Based Lactation Course." Journal of Human Lactation 22, no. 1 (February 2006): 104–7. http://dx.doi.org/10.1177/0890334405283668.

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41

Kiaer, Lynn, and Jay Yellen. "Weighted graphs and university course timetabling." Computers & Operations Research 19, no. 1 (January 1992): 59–67. http://dx.doi.org/10.1016/0305-0548(92)90059-e.

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42

Brown, Claire, Peter Varley, and John Pal. "University course selection and services marketing." Marketing Intelligence & Planning 27, no. 3 (May 8, 2009): 310–25. http://dx.doi.org/10.1108/02634500910955227.

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ARISAWA, Makoto. "Course Evaluation at Keio University SFC." Journal of JSEE 43, no. 4 (1995): 36–40. http://dx.doi.org/10.4307/jsee.43.4_36.

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Burton, Robert P. "First university course in computer graphics." Computer-Aided Design 20, no. 9 (November 1988): 566–68. http://dx.doi.org/10.1016/0010-4485(88)90048-6.

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Chaudhury, Tazin Aziz. "Identifying the English language needs of humanities students at Dhaka University." Dhaka University Journal of Linguistics 2, no. 4 (January 18, 2011): 59–91. http://dx.doi.org/10.3329/dujl.v2i4.6900.

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Till recently freshmen at all the departments of the Faculty of Humanities of Dhaka University compulsorily attended a centrally conducted English language skills development course titled the English Foundation Course. Since 2006 the Foundation Course was discontinued and replaced by individual courses conducted by the respective departments. However neither the English Foundation Course nor the present individual courses were designed on the basis of Needs Analysis - the primary pre-requisite of any curriculum design nor have they ever been evaluated. This article presents the findings of a formal needs analysis and evaluation conducted by the researcher. Key Words: Needs Analysis; Evaluation; Language skills and sub-skills; Course usefulness and difficulty; Classroom teaching styleDOI: 10.3329/dujl.v2i4.6900Dhaka University Journal of Linguistics Vol.2(4) August 2009 pp.59-91

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46

Dwi Anggaini, Titi Ratnasari, and Miftahul Fikri. "The Effect of Theoretical University Courses Towards Practical Work Result Based on Learning Motivation." Ilomata International Journal of Social Science 1, no. 3 (July 31, 2020): 82–87. http://dx.doi.org/10.52728/ijss.v1i3.106.

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PLN Tertiary Education of Engineering is one of universities that focused on energy and electricity. The type of courses offered in Electrical Engineering major are theoretical courses and practical courses. One of the courses that consist both theoretical and practical courses is Electrical Measurement (EM). PLN Tertiary Education of Engineering suggested that students should apply for theoretical course before starting any practical course, or to take both courses in the same semester. However, there are still students who applied for practical courses before finishing theoretical course. Is there any correlation between theoretical and practical courses, as well as connection between Learning Motivation and Practical Course?. This research is conducted using Two-Way Analysis of Variance (two-way ANOVA) with factorial design of 2x2, and further testing using Tukey’s Range Test using the data of 2018 students’ results who are applying for practical courses with prior theoretical course participation and those without any prior theoretical course participation. Step 1: Data collection; Step 2: Requirement analysis test (normality and homogeneity); Step 3: Validity and Reliability test using learning motivation questionnaires; Step 4: Two-way ANOVA; Step 5: Tukey’s Range Test. Interaction found between EM course and student’s learning motivation towards the result of their EM practical work. This is evident from Fh = 16,66 and Ft = 4,04 at α = 0,05 with Fh > Ft which means H1 is accepted. Therefore, there is an impact between theoretical courses towards practical courses.

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Premalatha, M., and V. Viswanathan. "Course Sequence Recommendation with Course Difficulty Index Using Subset Sum Approximation Algorithms." Cybernetics and Information Technologies 19, no. 3 (September 1, 2019): 25–44. http://dx.doi.org/10.2478/cait-2019-0024.

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Abstract Choice Based Course Selection (CBCS) allows students to select courses based on their preferred sequence. This preference in selection is normally bounded by constraints set by a university like pre-requisite(s), minimum and maximum number of credits registered per semester. Unplanned course sequence selection affects the performance of the students and may prolong the time to complete the degree. Course Difficulty Index (DI) also contributes to the decline in the performance of the students. To overcome these difficulties, we propose a new Subset Sum Approximation Problem (SSAP) aims to distribute courses to each semester with approximately equal difficulty level using Maximum Prerequisite Weightage (MPW) Algorithm, Difficulty Approximation (DA) algorithm and Adaptive Genetic Algorithm (AGA). The three algorithms have been tested using our university academic dataset and DA algorithm outperforms with 98% accuracy than the MPW and AGA algorithm during course distribution.

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Costanza, William. "Building an Intelligence Education Program at Marymount University Course-by-Course." Journal of Strategic Security 6, no. 3Suppl (September 2013): 72–79. http://dx.doi.org/10.5038/1944-0472.6.3s.8.

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Liu, H. P., J. Qi, and M. Bai. "Practical Course of "3S" Integrated Technique in GIS Specialty of Beijing Normal University." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-6 (April 23, 2014): 55–58. http://dx.doi.org/10.5194/isprsarchives-xl-6-55-2014.

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Practical course is one of the characteristics of earth sciences courses at university. Student-centered method is an important idea in university teaching, and practical course should fully reflect the idea by designing courses and controlling aspects for teaching and learning. The paper preliminarily analyzed the motivation and content of student-centered teaching idea, and explored the teaching and learning method in the practical course combining "3S" technology (which is the shorter form of remote sensing (RS), global positioning system (GPS) and geographic information systems (GIS)).

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MOHAN, G. MADAN, and B. SANTHOSH KUMAR. "UGC Guidelines and Course of Action by Pondicherry University to Serve Disabled Persons." Indian Journal of Applied Research 4, no. 4 (October 1, 2011): 93–95. http://dx.doi.org/10.15373/2249555x/apr2014/265.

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