Search results for " course design"
showing 6 items of 6 documents
How to build an e-learning product: factors for student/customer satisfaction
2013
Abstract The increasing use of web technologies has changed the way business is done, including in the field of education. In the last decade, the development of electronic learning ( e-learning ) systems became crucial to meet students’ demand. In this study, we adopt a relationship marketing perspective and apply the Kano Model to propose a way to build a non-academic e-learning course that can achieve student satisfaction. We measure the relevance of e-learning requirements from university students’ perspective to identify their expectations about e-learning courses and obtain relevant characteristics that can help to plan an e-learning product capable of achieving high customer satisfac…
An inquiry-based approach to Maxwell distribution: a case study with engineering students
2013
The concept of distribution is a fundamental component of statistical thinking. This paper describes a teaching approach for it that uses a specific activity related to the field of statistical mechanics. The concept of the velocity distribution of a particle system is dealt with using an inquiry-based approach involving an experimental examination of Maxwell’s distribution. Some outcomes of a teaching experiment held at the Faculty of Engineering of the University of Palermo, Italy are described.
Designing for Student-Centered Hybrid Learning Environments: A Framework for Programming Languages Course Design
2022
Hybrid learning environments are a means of delivering instructional content in that online educational materials and opportunities for interaction were combined with traditional classroom methods. Hybrid learning environments give students the opportunity to work in an environment enriched with digital learning tools, and to support student-based learning approach. Student-based learning approach promotes engagement to make students active learners via various ways such as interactivity, feedback, etc. Researchers identified feedback as an activity for promoting effective online learning and more so creating the environment for teacher-student teaching and learning interaction. Besides, so…
Akademisk fagskriving på ingeniørstudiet
2020

 In the Norwegian engineering education, there has been an increasing focus on writinginstruction in the last decade. Although writing in the disciplines seems to be the overall goal,the disciplines themselves are not prepared for nor equipped to provide the writing instructionthe students need.
 This article attempts to measure the effect of a writing course that was given in the firstsemester of the engineering study at the University of Agder in 2018. The writing course was acollaboration between the disciplines of engineering, the university library and a writinginstructor with permanent affiliation to the Department of Engineering. The aim of thecollaboration was to gather…
SPECIĀLO NOZARU ANGĻU VALODAS APGUVĒJU PRAGMATISKĀS KOMPETENCES PILNVEIDE TIEŠSAISTES VALODAS KURSA IETVAROS
2022
Pragmatiskā kompetence ir būtiska mutiskās un rakstveida saziņas sastāvdaļa speciālo nozaru angļu valodā. Tādēļ šī darba mērķis bija izpētīt speciālo nozaru angļu valodas apguvēju pragmatiskās kompetences pilnveidi darba autores piedāvātā kursa modeļa ietvaros, kas balstījās uz runas aktu paradigmu. Lai pierādītu pragmatiskās kompetences pilnveides paņēmienu un līdzekļu lietderību tiešsaistes vidē, tika veikta piecu individuālu speciālo nozaru angļu valodas apguvēju kvalitatīva gadījuma izpēte, izmantojot tādus izpētes instrumentus kā datorizētus pragmatiskās kompetences testus pirms un pēc kursu apguves. Izstrādātā valodas funkcijās balstītā valodas mācību programma, kursa plāns un izmanto…
Trust: the basis of the collaborative interaction
2005
This contribution focuses on the role of trust in developing collaborative learning. Both in face-to-face and online environments, four types of learning interactions are required: interaction with resources, with teachers, with peers and with an interface. Collaborative interaction, and therefore collaborative learning, requires people to trust one another. Several factors, such as shared social norms, repeated interactions and shared experiences, have been suggested to facilitate the development of interpersonal trust; as far as temporary teams are concerned, the concept of "swift trust" has been proposed. It is suggested that collaborative online interactions - compared to face-to-face o…