Flexibility Of Courses Research Articles

The case for flexibility in online science courses: Strategies and caveats.

The COVID-19 pandemic created an unpredictable and stressful situation for both students and instructors. With current instruction largely occurring in an online environment, we propose that increased flexibility in course structure will best support student learning. Flexible course structure offers a trauma-aware approach to teaching, is in line with the Universal Design for Learning, and increases student motivation and meaningful learning. It can also provide more authentic experiences akin to science-based careers. We provide several specific suggestions for incorporating flexibility in one's class, as well as outline considerations and caveats. Our hope is that flexibility necessitated by the COVID-19 pandemic will continue to inspire change in future course design and educational paradigms.

Development of Fuzzy Exploratory Factor Analysis for Designing an E-Learning Service Quality Assessment Model

The exploratory factor analysis (EFA) method is regarded as one of the most well-known statistical multivariate analysis methods, which is used to discover the underlying structure of a relatively large set of variables. The EFA has a wide range of applications due to its properties such as data reduction. In this paper, the fuzzy EFA (FEFA) method was developed to maintain the uncertain nature of the data related to the variables. The FEFA method is used to construct an e-learning service quality assessment model. Several assignment criteria have been classified to identify the strengths and weaknesses of an e-learning system, to provide an information system for educational institutions, and rank these information systems. The assessment measures of an e-learning service are determined from the students’ and users’ perspectives by exploring previous models and using open questionnaires. In addition, due to the typical uncertainty of assessment indicators, a questionnaire was designed with triangular fuzzy numbers to increase the value of the information collected from evaluating e-learning users. By implementing the developed FEFA, an e-learning assessment model was constructed with 13 latent variables including reliable infrastructure, benefits and financial support, government support, perception and knowledge, educational facilities, quality of holding classes, entrance conditions, meeting the needs of students, process of education, planning, flexibility of courses, professors’ opinion, and information exchange.

PROEJA no IFMT: possibilidades de inclusão ou exclusão?

Este artigo objetiva apresentar alguns fatores de exclusão e de inclusão de alunos do PROEJA do XXX, a partir de dados de uma pesquisa qualitativa e de outra quantitativa. Como embasamento teórico, utilizou-se a teoria Histórico-Cultural de Vygotsky, que concebe o homem histórica e socialmente construído. A amostra compreendeu 184 participantes, discentes (jovens e adultos) e docentes do programa PROEJA no XXX, no período de 2010 a 2013. Analisaram-se os dados qualitativos utilizando as práticas discursivas de Spink (2004), com Mapas de Associação e repertórios interpretativos; na quantitativa, usou-se o SPSS. Os dados apontaram que existem fatores na operacionalização do PROEJA possibilitadores de inclusão, como grande alcance social, recuperação da escolaridade, efetivação da cidadania e inserção no trabalho. Por outro lado a não contextualização dos conteúdos, a não flexibilização dos cursos, os currículos não adequados e a falta de capacitação dos docentes podem desestimular o aluno e provocar a exclusão.

Avaliação crítica de serviços educacionais: o emprego do modelo SERVQUAL

The SERVQUAL model was used for an educational evaluation with students of a post-graduate course lato sensu at an institution in Parana state. There the strategy for attracting students is based on the flexibility of courses offered, class schedules and options for payment. Relevance of this work is related to the fact that improvement of an educational system depends upon evaluations and that these lack adequate and comprehensive models to provide comparable, dependable and relevant parameters for managerial and pedagogical decisions. Results stress that the institution generally meets expectations. However, some critical aspects, subject to improvement, were noted and utilized to discuss the quality of education in business administration schools.

Higher professional training in general practice: provision of master's degree courses in the United Kingdom in 1993.

Review of a 1993 survey of the 29 United Kingdom departments of general practice (or equivalent) identified seven master's degree courses available for general practitioners. Up to another 11 are planned within the next five years. Around 50 general practitioners undertake all such courses at any one time. Possible reasons for this low uptake include cost, lack of flexibility of courses, and the prospect of writing a thesis. Appropriate master's courses are essential to the future development of general practice, and this paper postulates the characteristics of an "ideal" course.