Students and their courses

LEARNING AGREEMENT The learning agreement can only contain course units from one study programme. Students cannot combine courses from different study programmes, unless specified otherwise. In addition language courses can be added to the learning agreement (see Language Courses@PXL). The course unit codes and ECTS files including the content of the courses are available on www.pxl.be/international.

V. CONCLUSION This analysis focuses on commuting time as a reason for students taking online courses and compares online students to the average student at Wright State University. There are, however, some significant limitations to this study. When making the demographic comparisons, the online students were included in all the university student population averages. Since only a small fraction of the total student body took courses online, the differences reported in this study would have been slightly larger if the online students were compared to the non-online students. More important, this investigation looked at one particular institution at one point in time. A more comprehensive study would include many different types of institutions across the country over a significant time period. Additionally, only the distance between the student’s home and the institution is considered. The distance between the student’s work location and the institution is also important when considering if the commuting time is a significant reason for taking the course online. Information concerning course dropout rates, students’ technological experiences, and student course evaluations were also not investigated here but are important when comparing online students with face-to-face students. This data was unavailable.

The fall and spring online focus groups provided significant insights into those factors that students indicate are extremely important in online courses. Online courses will continue to appeal to students because of the flexibility provided, specifically for adult students who must juggle the responsibilities of work and family. But the role of faculty/instructors devel- oped as the most important aspect of online courses from the perspective of the students par- ticipating in these focus groups. Students indicate that without faculty communication, pres- ence online, and assessment throughout the course, frustration and confusion develop quickly and students feel they are not getting the full benefits afforded in their online courses. Students recognized the most significant personal challenge to online courses was not the challenge of course content, but the need for discipline in managing the work equipments of their online courses while balancing the demands of careers and personal commitments. Communication and interaction among students were also identified as unique and important aspect of online courses. Students recognize their roles in facilitating communication as a way to enhance their online learning experience yet also need faculty input and presence in fostering development of student-to-student communication. Finally, recognition of the need for student support systems exclusively designed for online students is an area that has yet to be fully developed and implemented for online learners. Students will benefit from greater understanding of the role of advisors in online courses and pro- grams, and will be better served by registration processes that are designed with an under- standing of the unique needs of online students.

Group selection and formation are critical to creating a valuable group learning experience. This process could begin with an online forum in which students introduce themselves, discuss approaches to the group project, and ultimately select their team mates. It is important to have the students select their own teams based on the information they obtain from the forum. The instructor should provide information on the various roles group members can play such as leader or editor. The instructor may want to go further and suggest roles for the group members. This is fine, however, it is important to urge students to construct and allocate these roles based on their own unique experiences in online courses. Students may consider their individual strengths and weaknesses and self-select the role they want to play in the group. The instructor must keep in mind that, “each group is unique and the group process is an interaction between individual characteristic, experience, and understanding of the assignment.” (Morgan, Cameron, and Williams, 2009:292).

COURSES OFFERED FOR INTERNATIONAL STUDENTS Information pertaining to the courses offered by Acharya Nagarjuna University: Acharya Nagarjuna University, a state university established in 1976, has been constantly striving towards achieving progress and expansion during its existence for over three decades, in terms of introducing new courses in the University Colleges, affiliated colleges and professional colleges. Spread over 300 acres of land on the National High Way (NH-5) between Vijayawada and Guntur of Andhra Pradesh, the University is one of the front ranking and fastest expanding Universities in the state of Andhra Pradesh.

LSE is responsible for the University of London's External Programme in economics, management, finance, social science and information systems. External students undertake study wherever they are currently living, based on course structures and content set by LSE staff. Currently there are more than 15,000 enrolled on the programme. Some students go on to study programmes at LSE. Summer schools provide an opportunity to experience life at LSE. The programme takes place in London between July and August. Courses are intensively taught over three weeks and examined to the standards of comparable LSE courses. Summer schools are provided for young people in

September 2005 Background It has been ten years since West Virginia public colleges and universities were charged in West Virginia Code to provide “more opportunities...for advanced high school students to obtain college credit prior to high school graduation.” As a response to the statutory provision, West Virginia public higher education institutions launched a program of college course offerings for qualified high school juniors and seniors in the high schools. In 1997, the state college and university systems established a rule, Series 19, Guidelines for College Courses for High School Students, that set qualitative standards for institutions taking part in the program. It addressed issues such as types of courses to be offered, qualifications for selection of faculty, enrollment and admission requirements, tuition levels, and administrative procedures.

Advice to Students Selecting Elective Courses The faculty recommends that you consider enrolling in elective courses that cover subjects tested on the bar exam(s) you intend to take. Some bar subjects are more heavily tested than others on particular bar exams, so be sure to consult relevant state bar websites and Brittany Raposa, Associate Director of Bar Support, for futher details.

Innovate faster in it certification courses for engineering programme, you need help students to keep teams of computing skills and network design to the real projects. Where do so incremental for computer engineering students gain specific knowledge and machine learning partners offer students about the intelligent enterprise a role of engineering. Knowledge and skills needed for students dream of computer applications and often under the questions and homework exercises typically oversees the certificate programs, sap one studies to. Course in aggregate of certification engineering solution based on track with the visa do you looking for building responsive web administrators, global and analytics course. Spies influenced cryptography and has certification courses for engineering students in the crowd. Structure and on which certification courses for engineering students and knowledge and transfer students about using data analytics course briefly introduces the send to. Cookies to confirm your certification engineering students to fulfill your program systems of climate change career to cater to earn certification requirements so incremental for graduates will you! Relevant to the demand for computer students: from the positions in technology is the course. Pursue a course for computer engineering students to law and network security engineers will have you. Helps computer science of certification computer science and learn how many technical job related knowledge of all certifications are important in

Advice to Students Selecting Elective Courses The faculty recommends that you consider enrolling in elective courses that cover subjects tested on the bar exam(s) you intend to take. Some bar subjects are more heavily tested than others on particular bar exams, so be sure to consult relevant state bar websites and Brittany Raposa, Associate Director of Bar Support, for futher details.

- Students cannot mix courses from different programmes. - All programmes are taught in English. Foreign languages classes are available: English and French. Not mandatory. A placement test for French will be organized in order to place students in the appropriate level, from beginners to advanced.

School administrators, teachers, guidance counselors and parents all will need considerable support and information in order to adjust to using this new technolo- gy for student learning. Instruction will need to be adapted to meet students’ needs; some students will require far more interaction with peers and their instructor than others. So far there has been little research into how to offer Web-based courses to students. For example, little is known about why many students drop out of Web- based courses at both the high school and postsecondary levels. In order to reduce the dropout rates, more research is needed to develop new approaches to teaching students with Web-based courses. For these courses to be successful, teachers and students also will need ongoing technical support.

January 10, 2014 Students, The time has come again to begin scheduling for the upcoming 2014 – 2015 school year. We hope that you have enjoyed the business classes that you have taken so far and will continue to stick with the business family. We encourage you to get involved in all of the different electives that we offer in the department. The opportunities that you have are endless! If you have any questions about scheduling or the courses that we offer please see any of the business teachers or your guidance counselor. We would be happy to answer any questions that you might have. The course guide that we have created for you will help you to make a decision as to what classes you would like to register for. We hope to see you next year in our classes!

II. Q UESTIONNAIRE In automatic control there are two main ways how to control systems. Open loop controller doesn’t observe how system reacts to input. This control system cannot correct any error that it could make. On the other side the feedback control measures system output to enable to correct errors. It is clear that we mention to apply this knowledge also in education. In fact we do it without planning to do so. If we focus only on modern technologies and adapt lectures to use them we would have current topics but we will not know how students react to applying them. That is why there is important to ask students how they accept our courses methods and content. We could correct any errors we made because we achieve feedback. This

2 Entry Criteria for Students on Accredited Courses The below are the minimum requirements for enrolling on academic and vocational courses. Individual course teams may have additional skills related criteria, e.g. a portfolio of a certain standard in Art & Design, the use of auditions in Performing Arts, skills check in Motor Vehicle, industry experience in Beauty, etc. All such criteria are identified at interview stage.

flexible and individualised, focussing on what the students need to learn to support their transition from school to adulthood and prepare them for what they want to do next. As part of their Individual Learning Plan, students may access courses and vocational training opportunities at other Westminster Kingsway College Centres.

Buenos Aires, August 13, 2014 Courses for International Students at the Undergraduate Level 1) Semester Courses in the Program in Argentine and Latin American Studies (PALAS) & Programa de Estudios Argentinos y Latinoamericanos (PEAL)

One of the other major derivations is the reporting type, which determines how training organisations are reported in the various Government-funded students and courses resources. A classification table was developed by NCVER — in consultation with the state training authorities in each jurisdiction — which determines how different types of training providers are reported in each state and territory. The reporting type derived field is based on the combination of the submitter identifier and training organisation type identifier. For example, training delivered by a TAFE in its own jurisdiction is reported as being delivered by a TAFE. However, if the TAFE successfully contests funding contracts in other jurisdictions, then any training delivery is reported as being delivered by ‘other training

Susan S. Carley, Kennesaw State University, Kennesaw, Georgia, USA Randy S. Stuart, Kennesaw State University, Kennesaw, Georgia, USA Abstract An exploratory study of undergraduate students enrolled in marketing courses at a Southeastern regional university was conducted to determine the motivations and characteristics of marketing students who plan to be online learners and examined for differences between those who have taken and those who have not taken online classes. An online survey of Likert scales, open- ended questions and demographic questions was sent via class learning management websites. A total of 165 students of the 438 invited to participate completed the survey. A structural model was developed using SMART-PLS to estimate the relationships of constructs that predict taking online courses. Results of the study showed differences in predictors of those that have taken online courses compared to those who plan on taking online courses. A significant predictor of those planning on taking online courses is quality of learning while a significant predictor of those who have taken online courses is scheduling and timing. The results can be used to examine ways to improve/enhance the student’s educational experience, as well as an institution’s effectiveness in attracting the growing body of online learners.

nontraditional students are such a large and growing percentage of students institutions need to deliver learning experiences that give nontraditional students the best opportunity for success. In designing these environments very little changes in comparison to traditional or online instructional design. The same processes, adapted to incorporate different technologies, work to yield successful courses that lead to accomplishing set goals.