Evaluation of the course by the students

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A Research and Statistics training course designed by students for students: design, delivery and course evaluation

A Research and Statistics training course designed by students for students: design, delivery and course evaluation

3 Executive Summary The following is a report relating to the development of a research and statistic training course for staff members and post-graduate students at the Faculty of Health Sciences, Staffordshire University. As part of the research and advanced scholarship university agenda, the demand for increase in research and advanced scholarly outputs a need was identified by numerous staff and post-graduate students for additional research and statistics methods training. As a result, university funding was obtained to investigate the need for such training and appropriate content, design the relevant course that would result from the survey, conduct a pilot training and evaluate it with the aim to make the necessary improvements and deliver it on a larger scale. of the a survey was developed to explore the need for such a training and its appropriate content. The attached report discusses the findings of this survey and highlights areas that staff and post-graduate students have identified as requiring further training at all levels, introductory, intermediate and advanced. Following this the first part of larger research methods training programme was delivered, this first stage was then delivered and the evaluation of this is also discussed here.
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A PROGRAM EVALUATION OF AN ENGLISH COURSE FOR TURKISH ERASMUS EXCHANGE STUDENTS

A PROGRAM EVALUATION OF AN ENGLISH COURSE FOR TURKISH ERASMUS EXCHANGE STUDENTS

English has turned out to be a lingua franca all over the world. In the era of global education where English has a leading role, students exchange programs are fast becoming a key instrument in the maintenance of global education. Therefore, universities develop language programs for their Erasmus exchange students to provide them opportunities to improve their English so as to survive and study abroad. Program evaluation has become a central issue not only for adequate planning and implementation of a language program regarding the needs and the expectations of all stakeholders but also for the on-going improvement of it. This study aimed to evaluate an English language course for Turkish Erasmus exchange students which lasted one month. The course was basically designed to enhance the listening and the speaking skills of the students with the help of an A1 level skill-based coursebook which focuses on daily life situations in each unit. Process-oriented approach was taken as a basis and each stage of the process was evaluated with the contribution of all stakeholders in the program by means of questionnaires and interviews. Data were collected through questionnaires and semi-structured interviews. The qualitative and quantitative results revealed significant results in that Turkish Erasmus exchange students experienced a number of language problems while they were studying abroad. Thus, language courses designed for these students need to attempt to help them to communicate easily in their daily lives and to be able to study abroad.
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Evaluation of the Scientific Reasoning Skills of 7th Grade Students in Science Course

Evaluation of the Scientific Reasoning Skills of 7th Grade Students in Science Course

4. Conclusions and Recommendations Scientific reasoning skills are necessary for all students trying to rationalize the World. Students process and respond to the information they collect through interaction with their environment. When solving a problem, the students need thinking and several cognitive activities that help them. Thus, scientific reasoning skills are currently seen as the necessary tool for the development of the students’ conceptual and epistemological (what do I know and how do I know it) understanding of science and it is in the center of scientific applications [11, 19, 28, 29]. Within the scope of this study, it was intended to evaluate the scientific reasoning skills of the middle school 7th grade students in the science course. When the findings acquired from the study were evaluated, it was seen that the reasoning performance of each student in the first five questions consisting of two parts was quite low. Their level of reasoning is at “Level 0” according to the rubric developed by the researcher. In other words, a conclusion revealing that the students could perform no scientific reasoning in any way on these questions and that they could not answer them was reached. Another important conclusion is that the students displayed a better performance only in the seventh question (the last question) when compared with the other six questions and that their reasoning levels were at “Level 2” for this question. These conclusions show that, in general, middle school students have difficulty in answering the questions related to science requiring scientific reasoning. The reason for the finding displaying a low level of scientific reasoning for the students may be the quality and the difficulty level of the questions. The questions in the rubric are mostly questions that are in the evaluation step, which is the highest step of the cognitive field according to Bloom’s taxonomy. However, the evaluation step is a complex process including the combination of knowledge, comprehension, application, analysis and synthesis steps and the individual must accomplish knowledge, comprehension, application, analysis and synthesis steps to reach this step. To achieve this, the individual has to encounter high-level questions/adequate stimulants continuously. Otherwise, even though the student may have the knowledge, he/she will not be able to use it in reasoning processes. However, in the current Turkish educational system, the students cannot encounter these types of questions sufficiently during their academic education.
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28. An Evaluation of Information Systems Course: A Reflection from Final Year Students

28. An Evaluation of Information Systems Course: A Reflection from Final Year Students

By exploring the perception of final year students of their preparedness for the workforce through the BIS course and ways to improve the course, this study will be valuable to the University under study. This understanding is particularly important as the University under study is working towards a new model and, therefore, significant changes to the structures of many existing courses are expected. Although the BIS course has been regularly revised and improved since it was established in 1996, no systematic evaluation has been performed to assess the perception of BIS graduates regarding their preparedness for the workforce. With a better understanding of the value of the BIS course in preparing students for the workplace and possible ways to improve it, the course can be better designed within the new model to ensure the effectiveness of the course in producing IS professionals which are expected and demanded by the marketplace. The insights obtained from this study will also be valuable for other Universities offering IS course.
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Application of Fuzzy Logic for Evaluation of Academic Performance of Students of Computer Application Course

Application of Fuzzy Logic for Evaluation of Academic Performance of Students of Computer Application Course

Keywords— Academic Performance evaluation, fuzzy logic technique, Students Performance, expert system, IT course I. INTRODUCTION Students’ academic success is evaluated by their performance in exams conducted by the institutes or Universities. Considering the high demand of IT professionals and the gap between academia and IT Industry it is important that we must explore the possibilities of automated system which can effectively evaluate the performance of students in computer science and IT related courses. The authors had proposed an expert system using fuzzy logic in another paper[1].In this paper the system has been tested for real data of third year students of a computer application course(BCA) for the subject Linux. The result generated by the expert system is then compared with the result of the convention method to test the difference in the result of two systems.
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A qualitative evaluation of the impact of a palliative care course on preregistration nursing students' practice in Cameroon

A qualitative evaluation of the impact of a palliative care course on preregistration nursing students' practice in Cameroon

Methods Study Design This paper reports a component of a longitudinal quasi- experimental single group pretest-posttest study that employed both quantitative and qualitative methods of data collection and analysis. In the first phase of the study the palliative care course described above was developed. In the second phase, the course was delivered to second and third year nursing students. In the third phase, an evaluation of the impact of the course on stu- dents’ palliative care knowledge, self-perceived compe- tence and confidence in palliative care and transfer of learning to practice was conducted using: a pretest/post- test survey, focus groups and individual critical incident interviews. This paper presents findings from phase 3 of the study that explored students’ transfer of their learning to practice and the facilitators and barriers to learning transfer that they reported (Fig. 1).
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Course evaluation matters: improving students’ learning experiences with a peer-assisted teaching programme

Course evaluation matters: improving students’ learning experiences with a peer-assisted teaching programme

This trial has been developed with careful consideration of ongoing discussion surrounding the relationships between student evaluations of courses, students’ learning experiences, and students’ learning outcomes. Although the connection between student learning outcomes and student satisfaction with courses is not a straightforward one, it is clear that a positive learning experience for students and teachers alike create a learning environment that increases student satisfaction and as a result, evaluation scores. Although each offering of a course is unique and has its own story, the results presented in this multi- institutional trial clearly reveal considerable improvements in student course evaluation scores and positive results after using the scheme.
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An international course on strategic information management for medical informatics students: international perspectives and evaluation

An international course on strategic information management for medical informatics students: international perspectives and evaluation

To verify whether we succeeded in fulfilling the aims we set ourselves in developing the interna- tional classroom course, we conducted a systematic evaluation of the international part of the course, bothin 2002 and 2003. A structured questionnaire withbothopen-ended and closed questions was de- veloped and tested in a pre-test withthree stu- dents. In 2002, a total of 30 students, and in 2003 a total of 59 students at M.Sc. level of the three dif- ferent university programs on medical informatics participated in this course. The questionnaire both contained multi-choice questions and open ques- tions and covered structure, contents, and organi- zation of the course. Of all 30 students participating in the 2002 course, 28 returned the questionnaire. In 2003, 52 students out of 59 returned the ques- tionnaire. Non response was due to students leaving the course somewhat earlier for logistic reasons. For the multi-choice part of the questionnaire, a rating scale of one to five was used withthe fol- lowing meaning: (1) totally disagree, (2) partly dis- agree, (3) agree/disagree, (4) partly agree, (5) to- tally agree.
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What determines students’ perceptions in course evaluation rating in higher education? An econometric exploration

What determines students’ perceptions in course evaluation rating in higher education? An econometric exploration

The course evaluation report is available to academic staff at the end of each semester after grades have been released to students. In addition to course information contained in the evaluation report, data were collected relating to some student attributes, course characteristics and course-coordinator characteristics. For each economics course evaluated during the 2010-2013 period the proportion of domestic students, the proportion of students who passed the course, the proportion of male students, the average number of students who responded to the eight survey items, total number of students enrolled, and the proportion of students who responded to the eight survey items are calculated to capture student characteristics. Course level (undergraduate or postgraduate level) and courses evaluated by semester and year are used to represent course characteristics. Instructor attributes such as linguistic background, gender, academic position and whether or not the instructor has taught the course before are used to capture course-coordinator characteristics.
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Benefits of combined quantitative and qualitative evaluation of learning experience in a gerodontology course for dental students.

Benefits of combined quantitative and qualitative evaluation of learning experience in a gerodontology course for dental students.

indicated teaching gerodontology as an independent course [ 12 ]. Other countries, such as Brazil and India, have only recently started to establish gerodontology education in their dental curricula [ 13 , 14 ]. Even though most dental schools in Europe teach gerodontology, the content varies substantially and it is not clear whether freshly graduated dentists are well-prepared for provid- ing oral health care to the elderly [ 11 , 15 ]. In 2009, the European College of Gerodontology (ECG) published undergraduate curriculum guidelines in gerodontology [ 16 ] in order to standardize education and training across European dental schools. According to these guidelines, it is necessary to develop competencies in dental service for the elderly to qualify dental professionals for future challenges concerning the aging population. The ECG guidelines recommend interdisciplinary and interpro- fessional training. They emphasize a vertical integration of contents related to gerodontology throughout the curricu- lum, with theoretical and practical training in preclinical and clinical students. However, most dental school gero- dontology training programs teach only little theoretical content matrixed within general dental studies. Clinical experience with older patients is limited and mostly offered in a dental school environment, and not in outreach locations, particularly LTC facilities [ 17 ]. The majority of gerodontology education is neither integrated with medical disciplines nor taught in an interdisciplinary and interpro- fessional team approach. Furthermore, education is rarely offered for both undergraduate and postgraduate students [ 11 ]. Hence, most of the current courses in gerodontology worldwide do not meet the standards recommended by the ECG. They do not include practical training in LTC facilities and do not provide dental care for the residents. Furthermore, programs are often solely evaluated quantita- tively and instruments for evaluation were developed without including target population, i.e. dental students.
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Assessing Evaluation Fidelity Between Students and Instructors in the Basic Communication Course: The Impact of Criterion-Based Speech Evaluation Training

Assessing Evaluation Fidelity Between Students and Instructors in the Basic Communication Course: The Impact of Criterion-Based Speech Evaluation Training

there are limits to this approach, as there are with any research design; however, the current study yielded information that allowed us to improve our speech evaluation training. The improved evaluation training protocols can now serve as the basis for larger, programmatic assessment of student learning in the basic course. Finally, the regressions reported in answering the second research question provide information that transcend the inclusion of honors students in the experimental condition. Taken together, the results of the current study inform and advance our understanding of evaluation fidelity. Ultimately, we agree with Tincani and Travers (2017), that studies employing designs like ours should not be automatically rejected on a prima facie basis as such a decision would contribute to a “file drawer” effect in our discipline.
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Evaluation of e-learning course, Information Literacy, for medical students

Evaluation of e-learning course, Information Literacy, for medical students

wikis all described requirements on LMS are included in MU LMS and all teachers have full personal and technological support from MU (Brandejsová et al., 2008). The MUCL librarians have prepared VSIV021 as an e-learning course which has been structured similar to the F2F seminary. It means the Interactive Syllabus, an interactive website integrated in LMS MU, is structured into eleven topics corresponding with the number of weeks per semester. Each topic includes a short annotation describing the taught theme and it is directly connected to discussion groups, study materials and trainings. All topics are configured to become accessible on specific dates and at specific times, which supports continuous study. The potential problem of copyright infringement in the study materials was eliminated by the MUCL librarians’ decision to prepare their own interactive tutorials. The tutorials were created in cooperation with MU graphic designers (professionals working with Adobe Captivate, Flash etc.) and include the various teaching techniques like text lectures, training, explanation, practical training etc.
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Evaluation of Gifted and Talented Students' Reflective Thinking in Visual Arts Course

Evaluation of Gifted and Talented Students' Reflective Thinking in Visual Arts Course

Conclusion on the first sub-problem: The students thought reflectively in the activity by questioning themselves, the teachers, their friends, and their learning environment. The students’ enthusiasm and enjoyment of the activity along with a high interest and participation in activity paved the way for questioning by the students. Students knew in advance what they were going to do during the activity and came prepared for the activity. This ensured that the students were aware of and questioning the subjects they were going to learn about. The students striving for success became questioning by associating their own experiences with the new ones, asking questions to the researcher about the subject matter, and consulting with the researcher, group friends and relevant people about the subjects they had difficulty in understanding.
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Evaluation of Effects of a Clinical Reasoning Course among
Undergraduate Nursing Students

Evaluation of Effects of a Clinical Reasoning Course among Undergraduate Nursing Students

solving following enrollment in a clinical reasoning course. Methods: A clinical reasoning course utilizing a human patient simulator and scenarios was offered to 22 senior students at a College of Nursing in Seoul. Students' clinical competence was measured with a checklist of 15 items by analyzing students' performance recorded on video tapes for eight scenarios. Critical thinking disposition and problem solving were measured by a self-administered questionnaire before and after the course. Data were analyzed using descriptive statistics and Wilcoxon signed-rank test. Results: The high scored items of clinical competence were: 'obtain relevant subjective/objective data', 'interpret vital signs', 'communicate with healthcare providers', and 'utilize standard precautions including handwashing.' Students' critical thinking and problem solving scores following the course were increased with statistical significance. Conclusion: A clinical reasoning course utilizing a human patient simulator creates a realistic clinical environment for nursing students and provides the opportunity to obtain clinical competence, critical thinking, and problem solving skills.
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Software Quality. Learning outcomes and evaluation: Students that successfully complete the course will be able to:

Software Quality. Learning outcomes and evaluation: Students that successfully complete the course will be able to:

They will also learn to define specific quality goals and develop a plan to meet these goals. The course will teach techniques that allow to manage software quality as well as metrics that can be used to assess different quality attributes that are related to the defined quality goals. Course topics and the corresponding program learning outcomes 4 : - Software quality models and improvement [1,2,3,4,5,6,7,8,9]

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Development and Evaluation of the Web-based Wound Care Course for Undergraduate Nursing Students

Development and Evaluation of the Web-based Wound Care Course for Undergraduate Nursing Students

any question on the course. While this contact with the researchers allowed an interaction, the lack of an imme- diate interaction between the professor and students was seen as weakness of the course. Students also tended to be less attentive while engaging in the program than in classroom for various reasons. These reasons included insufficient skill in handling computers and unfamiliarity with web-based learning. These weaknesses were identi- fied in the analysis as students strongly agreed with the items “precisely describing learning content” and “help- ful to self-study” while disagreeing with the items “easi- er to concentrate than in classroom lecture or laboratory practice” and “stimulating learning needs.” Educators should consider ways to activate the interaction between students and professors by, for example, discussion boards and should develop web-based courses that allow for active interaction like classroom lectures.
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Evaluation of Intellectual Property Course Offerings for undergraduate engineering students in the Mid Atlantic Region

Evaluation of Intellectual Property Course Offerings for undergraduate engineering students in the Mid Atlantic Region

Yet IP is generally not taught to undergraduate or graduate engineering students. Courses are more likely to be organized around broader issues of trade, development, or asset management with some analytical focus on the role of IP included as a module (Maskus 2005). Some professors who teach IP related courses do not themselves have extensive experience in IP and how it works. Furthermore, engineering programs do not offer much training in IP issues, referring would-be inventors to other disciplines for information.

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Prediction of Academic Achievement Evaluation in University of Medical Sciences, Based on the Students' Course Experience

Prediction of Academic Achievement Evaluation in University of Medical Sciences, Based on the Students' Course Experience

AH, Elhampour H. The opinions of academic members of Ahvaz University of Medical Sciences about the effective factors on their evaluation score variations. Strides in Development of Medical Education 2006; 3(1): 19-25. [In Persian].

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Presentation and Quality Evaluation of a Novel Learning Method for Pharmacy Students in Drug Information Course

Presentation and Quality Evaluation of a Novel Learning Method for Pharmacy Students in Drug Information Course

Introduction: Personal computers or laptops and smartphones has been used to change the lecture based traditional class to an interactive workshop to educate the knowledge and skills necessary for using drug information resources in clerkship courses. Methods: After the needs assessment and educational facilities, the appropriate drug information questions corresponding to each source were designed. Students used their laptops and smartphones to find the answer to drug information questions. The OSCE exam was taken at the end of the course to evaluate the skills obtained by the students. The scores of knowledge exam and OSCE skills exam of this group were compared with students of the previous period. The data were analyzed by descriptive and inferential statistic, Paired t-Test, and Pearson Correlation. Results: The mean scores of the knowledge exam compare to prior group increased significantly (6.79 ± 0.78 in group I, 9.96 ± 0.91 in Group II, P-value<0.01). Moreover, the OSCE exam scores (6.15 ± 0.88) improved significantly (P-value<0.05) in comparison to the scores of the previous traditional lecture-based classes (4.97 ± 0.73). Conclusion: Our method to train drug information resources by the using of laptop and smartphones could be an appropriate method to improve the quality of education, students’ knowledge, and skills.
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Preparing vocational students for future workplaces : towards a course evaluation of the Unitec Bachelor of Applied Engineering

Preparing vocational students for future workplaces : towards a course evaluation of the Unitec Bachelor of Applied Engineering

noting that they do not include the ability to demonstrate contemporary knowledge and applied skills for servicing electric cars, nor is there explicit reference to future development trends for servicing automotive technology for eco-cities, with strong consideration given to goals such as zero waste, driverless vehicles and sustainability. It could be argued that the lack of explicit reference to these considerations is an oversight that may weaken the emphasis on the future reality of automotive work skills. Students should be left in no doubt that communication skills are highly valued, given the content of the course documents provided, but the same may not be true of the ability to predict and adapt to future trends – either technological or soft skills- related. In this course of study, these should be made as explicit and true-to-life as possible.
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