Process Of Course Design Research Articles

Exploration of Course Ideological and Political Education in Higher Vocational Colleges Railway Passenger Transport Service Major - Taking Railway Passenger Transport Service Management as an Example

Using the Railway Passenger Transport Service Management course as the vehicle, combined with the course training objectives, the ideological and political elements are distilled and analyzed on how to subtly integrate them into the teaching design process of course design, course implementation, and course evaluation, so as to achieve the effect of nurturing people with ideological and political education in a subtle and pervasive way, thereby achieving the goal of comprehensive ideolo.

Evaluation of the partners in research course: a patient and researcher co-created course to build capacity in patient-oriented research

BackgroundIn the past decade, patient-oriented research (POR) has been at the forefront of healthcare research in Canada because it has the potential to make research more meaningful and relevant to patient needs. Despite this growing emphasis on and expectation to conduct POR, there is limited guidance about how to apply POR in practice. To address this capacity building need, the Knowledge Translation (KT) Program and patient partners co-designed, delivered, and evaluated Partners in Research (PiR), a 2-month online course for patients and researchers to collectively learn how to conduct and engage in POR.MethodsPiR was delivered to 4 cohorts of patients and researchers between 2017 and 2018. For each cohort, we evaluated the impact of the course on participants’ knowledge, self-efficacy, intentions, and use of POR using surveys at 3 time points: baseline, post-course and 6-months post-course. We also monitored the process of course design and delivery by assessing implementation quality of the PiR course. Participants were asked to rate their satisfaction with course format, course materials, quality of delivery and their level of engagement via a 7-point Likert scale in the post-course survey.ResultsA total of 151 participants enrolled in the PiR course throughout the 4 cohorts. Of these, 49 patients and 33 researchers (n = 82 participants) consented to participate in the course evaluation. Process and outcome evaluations collected over a 9-month period indicated that participation in the PiR course increased knowledge of POR concepts for patients (p < .001) and for researchers (p < .001) from pre-course to post-course timepoints. Likewise, self-efficacy to engage in POR increased from baseline to post-course for both patients (p < .001) and researchers (p < .001). Moreover, participants reported high levels of satisfaction with content, delivery and interactive components of the course.ConclusionsThe PiR course increased capacity in POR for both researchers and patients. This work enhances our understanding of how to design useful and engaging education opportunities to increase patient and researcher capacity in POR.

Course Design for Teaching Development: Key Considerations for Faculty Developers

The purpose of this paper is to address key elements of designing a course that aims at developing core competencies in teaching and learning for faculty members. The paper includes discussion of the initial preparation, objectives and learning outcomes, syllabus construction, assignments, assessments, grading, and teaching strategies. The paper is divided into sections, one for each theme or key topic in relation to course design. Finally, a brief reflection concludes the paper. The process of course design did not only allow to learn about the principles of course design, but also expanded one’s understanding of oneself as a faculty developer.

Triangular Framework for Curriculum Development in the Education Sector

Curriculum planning and subsequent process of course design and implementation are so important in educational programmes that we simply cannot ignore them. Curriculum is essentially a series of activities and learning outcome goals pertaining to each subject. The main purposes of curriculum development are to improve student learning experiences and enhance outcomes by facilitating quality teaching, identifying a suitable syllabus, and assessing learning outcomes. However, educational programmes fail to yield the results of the programmes due to insufficient attention paid to curriculum. Perhaps, the most salient reason for this is the synonymous identification of the terms, curriculum and syllabus. While curriculum is a comprehensive area of study which needs identification of significant disciplines, syllabus could be a factor within the curriculum framework. Literature has proved that possible frameworks or models of curriculum could bring about enormous results. The paper presents a viable curriculum framework mostly suitable for university and the higher education sector with significant areas such as planning, and interrelationships of teaching, learning, assessment, and syllabus. The paper has highlighted the important areas pertaining to curriculum in its framework as a model for curriculum which is useful for development, implementation, revision, and evaluation.

Bloom’s Taxonomy, Backward Design, and Vygotsky’s Zone of Proximal Development in Crafting Learning Outcomes

&lt;p&gt;This article aims to present some fresh insights into one of the milestones in the field of education. For sixty years, Bloom’s taxonomy has been one of the most significant tools used in course design as it provides a rigorous framework for crafting learning outcomes and designing both assessment tasks and instructional activities aligned with these learning outcomes. Though not a panacea for all problems of course design and educational assessment, when meticulously understood and wisely used in a student-centered environment which integrates the taxonomy with other useful approaches and tools such as backward design and Vygotsky’s zone of proximal development (ZPD), Bloom’s taxonomy could provide an invaluable and indispensable roadmap for crafting effective learning outcomes that drive the whole process of course design. &lt;/p&gt;

A Case Study in Instructional Design FOR WEB-BASED COURSES

Abstract When offering a Web-based course, the challenge is to deliver content in a format that enables the student to learn, think critically about the content, and grow as a result of the learning. This article presents a framework for designing an online course that achieves these goals. The framework is based on Knowles' (1) principles for adult learning. The process of course design begins with a review of the existing syllabus and organization of the course content into logical modules. A course in the RN to BSN program is used as an illustration. Lessons learned pertaining to the changing role of the faculty, the development of a community online, and the need to keep technology simple conclude the article.

Guided and Team-Based Learning for Chemical Information Literacy

This case study recounts a process of course design, conduct, and evaluation for a single-session chemical information literacy class using guided and team-based learning. This approach incorporates active learning, worked examples, process worksheets, and POGIL elements. The instruction followed an iterative cycle of learning exercises whereby (1) the instructor introduces an information problem or task through a short presentation, (2) student teams collaboratively work through process worksheets that guide them through the technical and analytical tasks of resolving the information problem or task, (3) the instructor serves as a facilitator to address learning needs that arise during the exercise, while student teams analyze and reflect upon the learning activity and concepts, and afterwards, (4) the class engages in a discussion as an opportunity for evaluation, further exploration, and peer instruction. Overall, the guided and team-based learning approach offers opportunities to observe student progress closely and forges a collaborative spirit between students and the instructor for an engaging and rewarding experience.

Implementation of Accessibility Standards in the Process of Course Design in Virtual Learning Environments

This article presents a case study for the project “E-Inclusion to people with disabilities. Implementation of accessibility standards in the process of course design in virtual learning environments”, the objective of the project is to develop an innovative on-line educational program through pilot course experimentation, introducing key competences in the field of digital literacy through Internet. The project seeks to implement various guidelines and recommendations in an Open Source e-Learning system to develop and document a methodology to produce multimedia/interactive content following the main accessibility standards, improving the process of course design in virtual learning environments and complementing actual Instructional Design methodologies. This article is a work in progress document, presenting the motivation and justification of the project, general information, goals and first results. Finally some conclusions and future work activities are presented, including the main activities within the European project ALFA III – ESVI-AL.

Success in hotel management: Implications for M-level course design in Bulgaria

In Bulgaria, there are no nationally accepted benchmark standards for master’s level (Mlevel) hospitality management (HM) programmes. Course design is undertaken by individual institutions and informed by the industry. Based on a survey of 207 Bulgarian hotel general managers, and employing descriptive statistics and principal components’ analysis, the aim was to provide a success profile for hotel management to assist Bulgarian M-level HM educators with the process of course design. Key success criteria include emotional intelligence, complaints' handling, vigilance, trust and work experience. Implications for HM master’s course development, featuring experiential learning, case studies, critical incidents and simulations, are discussed.

The development of a primary dental care outreach course

The aim of this work was to develop the first north-east based primary dental care outreach (PDCO) course for clinical dental undergraduate students at Newcastle University. The process of course design will be described and involved review of the existing Bachelor of Dental Surgery (BDS) degree course in relation to previously published learning outcomes. Areas were identified where the existing BDS course did not meet fully these outcomes. This was followed by setting the PDCO course aims and objectives, intended learning outcomes, curriculum and structure. The educational strategy and methods of teaching and learning were subsequently developed together with a strategy for overall quality control of the teaching and learning experience. The newly developed curriculum was aligned with appropriate student assessment methods, including summative, formative and ipsative elements.

Business planning for the vocational education and training in Hong Kong

Purpose – The purpose of this paper is to develop a thinking model to recommend to the vocational education institutions for planning their educational business in the face of marketization.Design/methodology/approach – The systems approach is adopted for developing the model. It is not only used for the conceptualization of the principles of systems, but also applied as the technique for reviewing and proposing where and in what direction the institutions should improve their business plan to meet the transformational change.Findings – The current objective and strategy of the institutions are found to be necessary, but not sufficient for meeting the real challenge of marketization. The model recommends the vocational education planners to focus on the new objective of satisfying individuals' working needs and improve the process of course design to enhance the competitiveness of the institutions in the open market.Practical implications – The proposed new dimension of business planning has two implicati...