Courses In Disciplines Research Articles

University Course Timetabling Problem with Professor Assignment

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.

Automatic analysis of cognitive presence in online discussions: An approach using deep learning and explainable artificial intelligence

This paper proposes the adoption of a deep learning method to automate the categorisation of online discussion messages according to the phases of cognitive presence, a fundamental construct from the widely used Community of Inquiry (CoI) framework of online learning. We investigated not only the performance of a deep learning classifier but also its generalisability and interpretability, using explainable artificial intelligence algorithms. In the study, we compared a Convolution Neural Network (CNN) model with the previous approaches reported on the literature based on random forest classifiers and linguistics features of psychological processes and cohesion. The CNN classifier trained and tested on the individual data set reached results up to Cohen's κ of 0.528, demonstrating a similar performance to those of the random forest classifiers. Also, the generalisability outcomes of the CNN classifiers across two disciplinary courses were similar to the results of the random forest approach. Finally, the visualisations of explainable artificial intelligence provide novel insights into identifying the phases of cognitive presence by word-level relevant indicators, as a complement to the feature importance analysis from the random forest. Thus, we envisage combining the deep learning method and the conventional machine learning algorithms (e.g. random forest) as complementary approaches to classify the phases of cognitive presence.

Impact of Practical Skills on Academic Performance: A Data-Driven Analysis

Most academic courses in information and communication technology (ICT) or engineering disciplines are designed to improve practical skills; however, practical skills and theoretical knowledge are equally important to achieve high academic performance. This research aims to explore how practical skills are influential in improving students’ academic performance by collecting real-world data from a computer programming course in the ICT discipline. Today, computer programming has become an indispensable skill for its wide range of applications and significance across the world. In this paper, a novel framework to extract hidden features and related association rules using a real-world dataset is proposed. An unsupervised k-means clustering algorithm is applied for data clustering, and then the frequent pattern-growth algorithm is used for association rule mining. We leverage students’ programming logs and academic scores as an experimental dataset. The programming logs are collected from an online judge (OJ) system, as OJs play a key role in conducting programming practices, competitions, assignments, and tests. To explore the correlation between practical (e.g., programming, logical implementations, etc.) skills and overall academic performance, the statistical features of students are analyzed and the related results are presented. A number of useful recommendations are provided for students in each cluster based on the identified hidden features. In addition, the analytical results of this paper can help teachers prepare effective lesson plans, evaluate programs with special arrangements, and identify the academic weaknesses of students. Moreover, a prototype of the proposed approach and data-driven analytical results can be applied to other practical courses in ICT or engineering disciplines.

KEYS TO SUSTAINABLE DEVELOPMENT OF THE ARCTIC ZONE OF RUSSIAN FEDERATION: MODEL OF CIRCULAR ECONOMY AND LOGISTIC INFRASTRUCTURE

The article examines the infrastructure approach to the implementation of the concept of sustainable development in the Arctic zone of the Russian Federation (AZRF). This is done from the point of view of compliance of this development with the so-called megatrends of the world economy, highlighting theoretical, conceptual, and technological aspects. he characteristic of modern geoeconomic and geopolitical factors of development of the AZRF is given. A brief comparative analysis of applicability of economic models that are relevant the concept of sustainable development in the case of the Russian Arctic: bioeconomy, green economy, and circular economy. A few conditions for the implementation of the circular economy model in the Russian Arctic is considered. In connection with the representation of the AZRF as a heterogeneous socio-economic, real-virtual, socio-cyber-physical space, a special role of logistics infrastructure is shown as necessary condition for ensuring the sustainable development of this largest Russian region. The emphasis is made on the need to conceptualize the concept of "logistics infrastructure". Based on a holistic approach to logistics, a 5-layer (underwater, water, ground, air, space) conceptual research holistic model is proposed that could be used for designing, constructing, and monitoring the system of logistics flows in the Russian Arctic. The result of an analytical assessment (in dimensions of "digitalization" and "sustainability") of the state of the Art and possible development for the underwater layer of the logistics infrastructure of the Russian Arctic. The conclusions of the article could be useful both for designing the logistics infrastructure of the Russian Arctic, and for designing the courses of disciplines of higher education relevant to the problem under consideration.

Teaching with robotics: creating and implementing integrated units in middle school subjects

Robotics activities engage students in critical and computational thinking, problem solving, and collaboration, as well as engineering and computer science. By integrating robotics into disciplinary courses, educators offer these opportunities to a wider range of students. However, teachers may be less likely to use new technology without evidence that it can support their teaching and student learning. This paper presents two descriptive case studies as a ‘proof of concept’ for integrating robotics construction activities into disciplinary courses. They focus on teachers’ motivation for integration, and how they used robotics to support disciplinary goals.

Data-driven problem based learning: enhancing problem based learning with learning analytics

Problem based learning (PBL) supports the development of transversal skills and could underpin the training of a workforce competent to withstand the constant generation of new information. However, the application of PBL is still facing challenges, as educators are usually unsure how to structure student-centred courses, how to monitor students’ progress and when to provide guidance. Recently, the analysis of educational data, namely learning analytics (LA), has brought forth new perspectives towards informative course monitoring and design. However, existing research shows that limited studies have combined PBL with LA to explore their potential in offering data-driven, student-centred courses. This paper presents a framework, termed PBL_LA, that aims to address this gap by combining PBL with LA. The framework is populated from the literature and discussions with PBL and LA experts. The paper also presents results from redesigning, delivering and assessing ten courses in different disciplines and countries using the proposed framework. Results showed positive feedback on all different testing settings, exhibiting reliability of the framework and potential across countries, disciplines and sectors.

Observations of student accuracy in criteria-based self-assessment

This quantitative study examines student self-assessment accuracy in supported, criteria-based self-assessment in two business discipline courses. Initial and subsequent student-instructor marking agreement were analysed in two consecutive assessable tasks. Initial over-assessment was widespread and student’s under-assessing was associated with higher achievement. Local Australian students and second-year participants were observed to be initially more accurate and to maintain accuracy more consistently than international and first-year participants. Inaccurate participants, both over and under-assessors, consistently responded to feedback of initial inaccuracy and improved accuracy in the second task through attention and response to criteria level feedback. A clear debiasing response triggered by the strength and direction of inaccuracy signal was noted among the very inaccurate. Persistence in individual’s general orientation in self-assessment was also evident. Self-assessment appeared especially beneficial for low achievers, who recorded strong learning (marks) gains. Overall the observations support the utility of criteria-level self-assessment as a mechanism for developing evaluative judgement and individual’s capacity to attend and respond to feedback. The study points to the ready trainability of self-assessment in suitably qualified populations. Future similar studies could confirm these findings and investigate the question of accuracy maintenance and individual’s persistence of orientation in self-assessment.

INTERACTIVE LEARNING IN THE COURSE OF INTERNAL MEDICINE: STEPS IN MAKING DIAGNOSIS

Current trends in the development of the Ukrainian education system provide a new approach to the organization of educational process. A doctor must know the algorithm of the diagnostic process and medical decision-making peculiarities underlying the making diagnosis. This requires constant improvement as the number of law cases has demonstrated that diagnostic errors are merely not due to physician’s insufficient medical qualification but often as a consequence of violation of the basic procedural laws. Studying the theory of medial diagnosis stimulates the development of clinical thinking. The purpose of this work was to systematize the main stages in making diagnosis and to outline the ways of their implementation through the interactive learning. The study involved the medical students of Zaporizhzhia State Medical University. The methodology included theoretical systematic analysis of scientific and methodological literature as well as own experience in applying interactive learning. The main motivating factor in the professional training organization should be focused on the professionally oriented use of material and fostering students’ own experience. Under these conditions, the importance of a semiotic approach to the diagnosis of diseases is increasing, i.e. the process of disease identification relies on the ability to catch and to recognise its signs. When making a diagnosis, the doctor has to rely on facts only. This is described as "clinical thinking." The interactive learning in the courses of various disciplines in the program of medical doctor training is being actively implemented at Zaporszhzhia State Medical University. It provides the opportunity for more pronounced pedagogical influence, which induces students to be more active in mastering the program, as well as to demonstrate creativity and research for solving various tasks in daily class practice. Deep understanding the theory of medical decision-making process and making diagnosis greatly contributes to clinical thinking.

Integrating polar research into undergraduate curricula using computational guided inquiry

Polar research plays a vital role in developing our understanding of Earth’s climate system. It is intrinsically interdisciplinary, lending itself to integration into existing undergraduate courses. Here we explore introducing undergraduates to polar research through computational guided inquiry (CGI) modules taught in a variety of courses and disciplines. Students apply course disciplinary techniques to analysis of polar data or research, in the context of climate change, by working through educational modules that include spreadsheets (ExcelTM) or interactive computer programing (Python in a Jupyter Notebook), over a few class or lab periods. The goals of this exploratory curriculum project are to determine instructor perceptions of effectiveness of the educational modules for teaching preexisting disciplinary course objectives, as well as student perceptions of enjoyment and learning. Evaluation consisted of a student questionnaire and interviews with instructors by an external evaluator. Students and instructors overall reported positive experiences with the modules, highlighted the importance of polar data and climate literacy, and noted increases in student understanding of course learning goals and comfort with the computational tools. Professors further reported that students found the modules motivating, fun and engaging. Taken together, this suggests that the modules are an effective means of bringing polar research into undergraduate classrooms while satisfying instructor goals for course learning objectives. Lessons learned include the importance of providing material such as videos to help transition to the topics of polar research and climate change and of supporting widely varying computational fluency.

Design-based Research in GIS-infused Disciplinary Courses: Toward a Design Framework

Design-based Research in GIS-infused Disciplinary Courses: Toward a Design Framework

Undergraduate Quantitative Biology Impact on Biology Preservice Teachers.

Quantitative biology is a rapidly advancing field in the biological sciences, particularly given the rise of large datasets and computer processing capabilities that have continually expanded over the past 50years. Thus, the question arises, How should K-12 biology teachers incorporate quantitative biology skills into their biology curriculum? The teaching of quantitative biology has not been readily integrated into undergraduate biology curricula that impact preservice teachers. This has potential to cascade effects downward into the quality of learning about quantitative biology that can be expected in K-12 contexts. In this paper, we present the perspectives of a mathematics educator, a science educator, and two biologists, and discuss how we have personally incorporated aspects of quantitative reasoning into our courses. We identify some common challenges relevant to expanding implementation of quantitative reasoning in undergraduate biology courses in order to serve the needs of preservice teachers-both in their disciplinary courses and methods courses. For example, time constraints, math pedagogical content knowledge, and personal views about the relevance of quantitative principles in biology teaching and learning can impact how and to what extent they become implemented in curricula. In addition, although national standards at the K-12 level do address quantitative reasoning, the emphasis and guidance provided are sparser than for other content standards. We predict that both K-12 standards and guidelines for undergraduate education will only increase in their emphasis on quantitative skills as computation, "big data," and statistical modeling are increasingly becoming requisite skills for biologists.

An analysis of teamwork based on self and peer evaluation in higher education

Teamwork is one of the most important competences for most professionals, and it is therefore imperative that it be included in university education programmes, yet its evaluation continues to pose challenges. This paper reports on part of a study into the self and peer evaluation of teamwork, research which was carried out in order to analyse teamwork dynamics among students on degree courses in different disciplines, and how these relate to the outcome of teamwork and the grades obtained by each team member. The views of 351 students studying five subjects on five different degree courses were analysed, with participants divided into 95 groups. The results show that effective teamwork is related to higher grades and higher quality products. The weighting of the grade awarded to teamwork in the final subject grade conditions students’ assessment of how well the team has functioned, as does the grade each student receives from their teammates. Those teams that view their team as functioning best distribute equal grades among their teammates. The results also show that those students who assess themselves positively do the same for their peers.

Authentic Language Learning through Telecollaboration in Online Courses

We describe the integration of telecollaborative language coaching sessions into an online Spanish program as the unifying thread for asynchronous learning and reflection activities. In survey responses, students reported improved language skills and cultural knowledge, and the ability to apply linguistic skills to “real-life” situations due to their virtual interactions with native speakers. The importance of authentic learning experiences in online language courses and online courses in other disciplines is discussed.

Investigation and analysis of satisfaction of postgraduates in clinical medicine with professional courses

Objective To investigate the satisfaction of postgraduates in clinical medicine with professional courses in secondary disciplines and analyze the existing problems so as to put forward suggestions for improvement. Method s A self-designed questionnaire was used to investigate the satisfaction of 1 342 postgraduates in clinical medicine with professional courses learning at West China School of Medicine of Sichuan University, 1 330 were effectively received. Descriptive analysis and chi-square test were performed to analyze the data using SPSS 19.0. Result s The satisfaction degree of postgraduates in clinical medicine with the setting, teaching content and teaching effect of professional courses was significantly higher than that of the national postgraduates (P<0.01), among which the satisfaction degree on implementation effect of the professional course plan was the highest (86.7%) and the satisfaction degree on rationality of the professional course setting was the lowest (79.3%). Doctoral students were more satisfied with the rationality of professional course setting, implementation effect, teaching method, teaching content, teaching effect and learning resources than postgraduates (P<0.01). Postgraduates pursuing academic degree were more satisfied with the rationality of professional course setting than postgraduates pursing professional degree (P<0.01). Conclusion The satisfaction of postgraduates inn clinical medicine with professional courses in secondary disciplines in Sichuan University is above the average level in China, but the courses still need to be further adjusted and optimized according to the needs of students in different degree types and academic levels. Key words: Clinical medicine; Graduate student; Course; Satisfaction

The Role of the Baskunchak Railway in the Development of the Salt Industry in the Astrakhan Governorate During the Second Half of the 19th Century

The research subject of this article is the salt industry in the Astrakhan Governorate during the second half of the 19th century. The article's research object is the role of the Baskunchak railway in the development of the salt industry in the Astrakhan Governorate during the second half of the 19th century. The chronological framework of this study encompasses the period from the second half of the 19th century, when precisely at this time the government policy changed to the state reorganization of the entire railway system in Russia in the reign of Alexander II, and later in the reign of Alexander III, on the discussed here example, construction and operation of the Baskunchak railway. The author provides a detailed comprehensive analysis of the advantages and disadvantages of transporting salt along the Baskunchak railway compared with transportation by oxen, which leads to the affirmation that after its opening this railway became the most important economic artery in Russia. This work uses the problem-chronological method, the historical-descriptive method, the historical-comparative and historical-systemic methods. The novelty of this study lies in its detailed elaboration of a previously unstudied direction, such as the influence of the new railway on the development of the salt industry in the Astrakhan Governorate during the second half of the 19th century.The role of the Baskunchak railway in the growth of the salt industry in the Astrakhan Governorate during the second half of the 19th century is indisputable. The railway connecting Lake Baskunchak with Port Vladimir has opened the most reliable and convenient form of transport. The materials used in this work are relevant for use in university education processes in the Astrakhan region for teaching general and specialized courses in Russian history and other related disciplines.

Building undergraduate STEM majors’ capacity for delivering inquiry-based mathematics and science lessons: An exploratory evaluation study

Recruiting and preparing STEM majors for teaching has become one of the major efforts at improving mathematics and science teacher quality at secondary level. One question is whether STEM majors who have not had the chance to experience active learning in mathematics and science classes as secondary students themselves know what inquiry pedagogy is. Secondly, it is unclear whether those who experienced inquiry in their college introductory discipline courses will be able to utilize the pedagogy in teaching secondary content. We address these questions through studying an undergraduate research methods course designed to improve STEM majors’ capacity for delivering inquiry-based mathematics and science lesson. Analysis of data from pre-and-post course surveys and students’ written research reports including students’ reflection on their inquiry projects suggests that offering future STEM teachers opportunities to conduct inquiry and reflect explicitly on how inquiry can be used to teach secondary content is important and beneficial.

Современные подходы к повышению квалификации педагогов высших учебных заведений

Professional development is one of the types of professional training for University teachers to develop their level of theoretical knowledge and competencies, improve practical skills and abilities that increase in accordance with the requirements of state educational standards for the quality of education in higher education institutions. This article attempts to review and analyze the current system of professional development in Russia, various approaches to its organization, technologies and forms. The combination of professional knowledge and information and communication technical skills is extremely important today for the professional and personal development of staff of higher educational institutions and improving the quality of training of students. Despite serious theoretical justification and diverse experience of professional development of teaching staff in universities, the current system, as practice has shown, is far behind the requirements of the time and needs urgent improvement, both in the content of courses of disciplines and in their practical implementation.

Transferability of Academic English Skills to Discipline Courses: A Survey-Based Study in the Indian Context

Transferability of Academic English Skills to Discipline Courses: A Survey-Based Study in the Indian Context

О выразительных возможностях музыкального темпа: изучение взаимосвязи авторского текста и исполнительской интерпретации в музыкально-теоретическом образовании

Musical tempo is one of the most important elements of musical language, the expressive meaning of which is determined both by the composer’s idea and the performer’s interpretation. The ambiguity of the author’s tempo designations and the lightness of perception of tempo changes by listeners explain the wide use of variability of tempo interpretations for the implementation of individual performance concepts. The article reveals the role of tempo in forming ideas about composing styles among listeners of different eras, in updating existing performance stereotypes, and reveals the relationship between the historical life of a work and the permissibility of its various tempo incarnations. Specific examples in the aspect of the problem of selecting audio materials for training courses in music-historical and music-theoretical disciplines show the expressive possibilities of musical tempo, its role in transmitting the genre, style, and image of musical works from the point of view of compliance of performing tempo solutions with the composer’s idea and artistic expediency. The possibility of including comparative characteristics of interpretations in the study of music-theoretical disciplines to reveal the diversity of music content is justified.

MATHEMATICAL PROBLEM AS A MEANS OF PROFESSIONAL COMPETENCE FORMATION IN TERMS OF A TECHNICAL UNIVERSITY

The essence of the mathematical problem as the main means of forming the competence of students of technical universities is disclosed in the article and the relevance of addressing the problem approach in the learning process is shown, and a methodology for the formation of key competencies through solving technological problems has been developed and proposed. The task approach allows you to build the ability to solve professional problems through mathematical modeling, the ability to establish relationships of mathematical knowledge with the content of courses in special disciplines.