Theory Course Research Articles

Nursing doctoral students' experiences of the courses and comprehensive examinations in China: a mixed-methods study.

Understanding the experiences of doctoral students regarding courses and comprehensive examinations is crucial to enhance the quality of doctoral programs. Scarce information is available on the experiences of nursing doctoral students on the courses and comprehensive examinations in China. The purpose of this study was to understand the nursing doctoral students' experiences on courses and comprehensive examinations of the doctoral program at Xiangya School of Nursing, Central South University, and propose improvements. A convergent parallel mixed methods design adhering to EQUATOR guidelines for Good Reporting of a Mixed Methods Study. A total of 20 doctoral students were recruited through purposive sampling in September 2022 from the Xiangya School of Nursing, Central South University. They completed the self-designed questionnaire on demographic data, course, and comprehensive examination evaluations and participated in focus groups. Quantitative data were analyzed using descriptive statistics. Qualitative data were recorded and transcribed for content analysis. Regarding course experience, doctoral students preferred in-person lectures (80%) and group discussions (60%) for specialized compulsory courses. They were satisfied with the course novelty (85%), difficulty (75%), and practicality (85%), and half of the students found the credit allocation reasonable. The qualitative findings revealed their preference for appropriate and blended teaching methods, needs for additional interdisciplinary courses, statistics, and inter-school collaborative courses, accessible Nursing Philosophy and Theory courses, and high proportion of compulsory course credits. Regarding comprehensive examination experience, only 20% considered it necessary, and qualitative data revealed that they prefer more distinctive and effective contents; moreover, students were confused about the purpose of comprehensive examinations. The triangulation of quantitative and qualitative data demonstrated relative convergence. These findings illustrated nursing doctoral students' experiences on courses and comprehensive examinations and provide suggestions on improving the courses and comprehensive examinations in China and possibly in the world. This study contributes to improving the quality of nursing doctoral programs in China and can serve as valuable guidance for nursing doctoral programs with similar educational environment around the world that are undergoing course and comprehensive examination reform.

The Development of Learning Achievement in Military Theory Course Through Integrated Learning Activities of the Sophomore at Guang Zhon Huashang Vocational College

Background and Aims: In the current educational environment, military theory classes have always been regarded as a special learning experience. Guangzhou Huashang Vocational College offers military theory courses for sophomore students, aiming to improve students' military accomplishment and national defense awareness through systematic theoretical study and practical operation. However, there are several issues concerning the setting and implementation of this curriculum that are worth exploring in depth. For example, does military theory have an impact on the academic success of sophomore students? Is the effect positive or negative? How satisfied are students with the course? Based on the concern of these problems, this study takes the sophomore students of Guangzhou Huashang Vocational College as the research object, analyzes the teaching practice of military theory courses, and discusses the influence of military theory courses on academic achievement. The objectives of this research were 1) To compare academic achievement in Development of Learning Military Theory Course subjects before and after the blended learning. 2) Study on students' satisfaction towards integrated learning activities. 3) Study students' interest in interactive games in integrated learning activities. Methodology: The research tools include 1) A blended by traditional learning management plans, a total of 6 plans. 2) Academic achievement with multiple choice test before class - after class total of 30 items.3) A questionnaire on students' satisfaction towards integrated learning activities totals 10 items.4）A questionnaire on students' interest in interactive games in integrated learning activities totals 5 items. Results: The results of the research found that 1) Academic achievement after the blended learning arrangement was higher than before with statistical significance at the.05 level.2) Students were satisfied with the integrated teaching and learning arrangement. at a high level 3) Students' interest in interactive games in integrated learning activities at a high. Conclusion: The study discovered that the use of blended learning greatly increased academic achievement and that students expressed great satisfaction with both the integrated teaching strategy and the interactive games incorporated into the learning activities.

Optimization Research on Integrating Mental Health Into Ideological and Political Theory Courses Through Deep Learning Network Applications

This study aims to evaluate the effectiveness of incorporating mental health education into ideological and political theory classrooms using speech emotion recognition technology from the field of human-computer interaction. Mental health education is essential for students' well-being, and this study establishes a theoretical framework for its integration into the curriculum. Utilizing recurrent neural networks (RNNs) augmented with attention mechanisms, the research demonstrates the model's proficiency in identifying subtle emotional cues within speech data. The model achieves an average recognition accuracy of 87.21% on the RAVDESS speech emotion corpus, showing particular strengths in detecting emotions like happiness and boredom. The findings suggest that this technology can be effectively employed to gauge student satisfaction with different teaching methodologies post-integration, offering valuable insights for refining educational practices in ideological and political theory classes through improved mental health education initiatives.

Ladies and (White) Gentlemen, Introducing Political Theory: Activist Learning and Teaching the Political Theory Canon

This paper seeks to enumerate the unique problems associated with teaching introductory political theory courses and offers a new framework for more inclusive teaching. It notes three problems associated with teaching introductory political theory: the importance of the “canon” of political thought, the lack of representation in the canon, and the canon’s emphasis on abstract and universal theory. I consider arguments that hope to challenge the canon such as attempts to deparochialize, creolize, and reanimate. The paper draws on these arguments to offer the framework of activist learning that can mitigate the challenges of the canon as they relate to the classroom. Activist learning borrows strategies from active learning pedagogy but addresses the specific problems of political theory. It takes the study of politics as itself a moment of political praxis and the student as an already aware agent in politics. What this means is that the canon and the material of introductory courses in political theory are subjects and sites of political contestation. Students are invited not only to collaborate in their own education but also to actively shape the field of political theory through their engagement.

Impact of pandemic-driven online education on student evaluation scores: A comparative study in natural sciences

ABSTRACT The COVID-19 pandemic necessitated the adoption of online systems by educational institutions for infection control. The widespread implementation of online systems presented an opportunity to assess the impact of online education. However, research into the perceptions of students who directly experienced these changes remained relatively underexplored. This study conducted a comparative analysis of student evaluation of teaching scores (SET) before and after the pandemic to examine the impact of accelerated online system adoption on student satisfaction. This study employed a quantitative research design, utilising Ordinary Least Squares regression for the analysis. The analysis utilised SET data from 49,201 students enrolled in the College of Natural Sciences of a top-ranking university in South Korea from 2018 to 2020. The results showed that theory courses that emphasised information delivery demonstrated minimal changes in evaluation scores. By contrast, laboratory courses requiring direct student engagement and controlled environments demonstrated decreased scores. Notably, mathematics, with a conducive online learning environment for laboratory courses, exhibited improved post-pandemic evaluations. Furthermore, the student evaluation of teaching scores decreased in chemistry classes that require restricted laboratory settings. These findings highlight the importance of considering instructional characteristics when integrating modern technologies into educational systems to effectively replace traditional lectures.

The Practice Path of Integrating Chinese Excellent Traditional Culture into Ideological and Political Education in Colleges

The excellent traditional Chinese culture has the educational value of never fading. Integrating the excellent traditional Chinese culture resources into ideological and political education can not only provide rich nourishment for college students to practice the socialist core values, but also provide a solid foundation for teachers and students to enhance their cultural self-confidence, and provide useful reference for colleges and universities to improve the quality of ideological and political work. Colleges and universities should create a strong traditional culture environment, into the practice activities of college students; Strengthen the construction of ideological and political teachers and integrate them into the ideological and political theory courses; To innovate the ways and methods of ideological and political education, integrate excellent traditional Chinese culture into various media and other ways to achieve effective integration, so as to innovate the practice path of integrating excellent traditional Chinese culture into ideological and political education, promote the inheritance and innovation of excellent traditional Chinese culture and continue to burst out the vitality of The Times, and promote the high-quality development and enhancement of ideological and political education in the new era.

An Analysis on the Reform and Innovation Path of Research-based Teaching of Philosophy Major Courses—Taking Jaeggi's Critical Theory of Life Form as an Example

With the advent of the era of artificial intelligence, the traditional humanities are facing unprecedented challenges and impacts, especially philosophy as a strong foundation, without the characteristics of practical function, facing a particularly severe disciplinary development dilemma. This topic aims at the problems faced by the construction of philosophy professional courses in local colleges and universities, and focuses on the topic of Marxism for graduate professional courses Taking Jaeggi 's critical theory of life form as an example, this paper attempts to explore new teaching methods from daily professional teaching practice, fundamentally changing the traditional single teaching mode of basic philosophy theory courses, overcoming the mechanical rigidity of the binary teaching and research between teachers and students, so as to correct the poor interaction between teachers and students In particular, it has a good effect on stimulating students' initiative and originality of thought, and promotes students to enter the research track as soon as possible. In order to fundamentally form a philosophy academic community with clear boundaries, it provides research exploration experiments in philosophy teaching.

Challenges and Opportunities Faced by Contemporary Environmental Art Design Teaching Strategies

This article explores the importance and implementation strategies of comprehensive educational reform in ideological and political theory courses in universities. The article point south at comprehensive education reform is not only an inevitable requirement to adapt to the development needs of the new era, but also a key to improving the quality of ideological and political education, promoting the development of the teacher team, and building a discourse system for ideological and political education with Chinese characteristics. Faced with challenges such as globalization and informatization, ideological and political courses need to update their teaching content, introduce current hot topics, strengthen practical teaching, adopt diversified teaching methods, and fully utilize modern information technology. At the same time, it emphasizes the student-centered teaching philosophy and focuses on cultivating student’s-learning ability and critical thinking. These efforts aim to make ideological and political courses more relevant to the times and students, and contribute to the cultivation of socialist builders and successors with comprehensive development in morality, intelligence, physical fitness, aesthetics, and labor.

A World in Transition: Rethinking the Current Global Order

Over the past three decades, the world has experienced significant turbulence, shaped by conflicts, global transformations, and crises within the international community. The end of the Cold War disrupted a long-established order, leaving both policymakers and scholars in uncharted territory. During the Cold War, international relations were more predictable, offering a stable framework for strategic analysis. In the aftermath, a wave of activity in the United States — fueled by a sense of victory — sought to redefine the future. This effort went beyond physical actions, extending into research institutions, think tanks, and academia, all striving to chart new courses in both practice and theory. Yet, the rapid pace of change and the fluid nature of the global landscape led to numerous missteps and misjudgments, affecting both major and middle powers to varying degrees. This paper examines the consequences of these intellectual efforts and the transitional phase that followed. It explores the defining features of this period and the forces that have shaped it. By shedding light on these dynamics, the paper aims to equip policymakers and scholars with the insights needed to better understand and influence the emerging international order. The ultimate goal is to foster a practical understanding of the challenges and opportunities ahead, helping navigate the complexities of the evolving global landscape.

ReShaping Worlds: Thinking with and through positionality for thriving futures

Art theory as taught in Australian higher education still predominantly focuses on Eurocentric artistic practices, methodologies and histories, with practices by First Nations artists and artists of colour often relegated to tokenistic one-off lectures. This approach to syllabus fails to reflect the depth and breadth of contemporary art and creates an inherently imbalanced perspective disconnected from the diverse experiences of students. Simultaneously, students are expressing their own expectations for an empowered and critically reflexive art education. Using the undergraduate art theory course, ReShaping Worlds, as a case study, this collaborative article discusses the importance of developing curriculum that provides students with an expanded perspective on artistic and curatorial practices by decentring hegemonic Eurocentric art narratives and reflecting on positionality. In doing so, we also highlight our roles as arts educators in facilitating and supporting reflexive and critical practice amid climates of political, social and ecological uncertainty.

Integrating Art and Theory to Understand Moral Distress in a Graduate Theory Course.

Integrating Art and Theory to Understand Moral Distress in a Graduate Theory Course.

Practical Teaching Mode Structure for Ideological and Political Theory Course Based on Fuzzy System Theory

The application of graph theory is instrumental in the construction of a practical teaching mode structure for an ideological and political theory (IPE) course rooted in fuzzy system theory. In recent years, IPE education has received more and more attention. System theory can well construct the IPE teaching mode, so we need to have a good grasp of system theory. This paper starts with the significance of system theory in the practical teaching of IPE, finds the IPE curriculum that conforms to system theory, and constructs the basic mode of practical teaching of IPE on this basis. Using the idea of a multi-level fuzzy comprehensive evaluation to quantify teachers’ teaching quality, this paper establishes an algorithm model to quantitatively measure teachers’ teaching quality fuzzy.

Exploration of the Three in One Professional Course Ideological and Political Teaching Model of Virtue, Knowledge, and Creativity -- Taking the statistics major course Probability Theory as an example

Professional courses are important carriers of ideological and political education in courses. Probability Theory, as a core course in statistics, is of great significance in cultivating students ability to think randomly and solve complex problems. The existing ideological and political research on the course of Probability Theory mainly focuses on public basic courses. In depth analysis of the characteristics and curriculum features of statistics major, propose a deep integration of morality, knowledge, and creativity in the curriculum ideological and political education model, including the formation of morality, knowledge, and creativity integrated curriculum ideological and political education goals, the improvement of morality, knowledge, and creativity integrated curriculum ideological and political teaching links, the deepening of morality, knowledge, and creativity integrated curriculum ideological and political teaching content, and the innovation of morality, knowledge, and creativity integrated curriculum ideological and political teaching methods. Practice has shown that the three in one curriculum ideological and political model of morality, knowledge, and creativity effectively stimulates students interest in learning and enhances their professional confidence.

Research on Enhancing the Affinity of Ideological and Political Theory Courses in Private Universities in the New Era

In the new era, the ideological and political theory courses in private colleges and universities have the problem of insufficient affinity. College students in the new era have distinct personalities, psychology, and value orientations, but some college students feel distant from ideological and political theory courses. They do not pay attention to, understand, or even resist "big concepts" and "big propositions" such as the path, theory, system, and culture of socialism with Chinese characteristics, as well as the lofty ideals and beliefs. Therefore, effective countermeasures must be formed to create a warm ideological and political classroom from the aspects of teaching content, teaching methods, teaching practice, and teacher team building, so as to increase the closeness of ideological and political theory courses among college students. Only in this way can the spirit of patriotism take root in the hearts of students and give play to the positive influence of ideological and political theory courses on the values of young college students.

Effects of Simulated Patient Practice on attitudes towards communication skills training of medical students: An intervention study

Communication is a basic clinical skill that can be learned, taught, and evaluated. This study aimed to assess the attitudes of medical faculty sophomore students toward the communication skills training module consists theory courses and simulated patient interviews. This study was planned in a before-and-after intervention study and was carried out with 257 second-year medical students. The Communication Skills Attitude Scale (CSAS) was used for data collection. The scale was administered to the participants before the training (1), after the training (2), and after the simulated patient interviews (3). Positive attitude scores (PAS 1,2,3), and negative attitude scores (NAS 1,2,3) were evaluated. The mean age of the students was 20.13±2.13 years, and 133 (51.8%) were female. PAS 1 and PAS 3 scores were 55.38±6.58 and 58.05±7.39, respectively, while NAS 1 and 3 scores were 30.25±4.49 and 28.88±4.96, respectively. PAS 3 was considerably higher than PAS 1 and 2 scores (p=.03), at the same time NAS 3 was significantly lower than NAS 1 and 2 scores (p=.00). There was no difference between the positive and negative attitudes of females and males before the training (p>.05). However, after the training, female's positive scores significantly increased compared to men (p=.03), and their negative scores decreased (p=.01).

Research on the Path of Enhancing the Quality and Effectiveness of Civics Classes in Private Colleges and Universities under the Environment of Melting Media

In the milieu of integrated media, elevating the teaching quality and efficacy of ideological and political theory courses in private colleges presents a challenging endeavor. Confronted with the novel demands that the era of new media imposes on education, private institutions of higher learning must align with the current of the times and undertake innovative reforms in their politico-ideological curricula. Presently, the pedagogy of such courses at private colleges is beset with various issues that necessitate refinement - ranging from content and methodology to assessment and the cultivation of the teaching cadre. This demands a multifaceted approach: refreshing the curricular content, revolutionizing teaching methodologies, renovating assessment techniques, and fortifying the instructor cohort, all in a bid to meet the developmental requisites of the new media age. This study aims to explore potential avenues for enhancing the quality and impact of ideological and political education in private colleges amidst this context, thereby fostering the healthy progression of the field.

Research on Multidimensional Interactive Teaching Mode of Ideological and Political Theory Course for Physical Education Majors in the University Based on Visual Communication Technology

In traditional teaching concepts, teachers are regarded as the owners, transmitters and authorities of knowledge. With the arrival of the information age, the channels for students of sports major to know more about information have increased, and the concept of equality based on people in modern education has opened up a new situation of equal dialogue and exchange. The biggest difference between multi-dimensional interactive teaching mode and traditional teaching mode lies in its emphasis on interactivity and participation. Through purposeful communication and benign interaction teaching methods, combined with the characteristics of sports majors.In the process of teaching ideological and political theory, the abstract and boring theoretical knowledge is combined with the limited social experience of students of sports major to give students of sports major a new feeling, new experience and new stimulation. This kind of interactive and cooperative teaching activities has increased the appeal, persuasiveness and appeal of theoretical propaganda. Form an interactive space for multi-directional communication of teaching information, so that knowledge learning and ability development are unified. The use of visual communication technology in multi-dimensional interactive teaching fully mobilizes students of sports major' enthusiasm, fun, intuitiveness and thinking, creating a passionate classroom teaching atmosphere.

Implementation of Ideological and Political Theory Course Based on Problem-Based Learning Combined with Small Private Online Course teaching model to Enhance Learning Achievement and Citizenship of Chinese College Students

Background and Aim: Problem-based learning is a kind of targeted and practical learning for students to solve real problems. In the problem design stage, the design of problem scenarios is the core of problem-based learning. The concept of Small Private Online Course (SPOC) was first proposed by Professor Armando Fox, director of MOOC Lab at the University of California, Berkeley, and is abbreviated for Small Private Online Course. In this study, Problem-Based Learning combined with a Small Private Online teaching model were combined to generate a new teaching model. This teaching model emphasizes the role of the problem in the teaching process. Learning throughout the course is an open and dynamic system that can be adapted and improved based on feedback. The purpose of this study was; 1) To compare students’ learning achievement before and after learning through ideological moral and legal basic courses based on problem-based learning combined with the Small Private Online Course (SPOC) teaching model and 2) To compare citizenship of Chinese college students before and after learning through ideological and political theory course based on problem-based learning and Small Private Online Course (SPOC) teaching model. Materials and methods: In this experimental study, 50 students (one class) from Xi’an University were investigated. This study used test and self-evaluation forms given to students before and after learning through ideological and political theory education based on problem-based learning combined with small private online (SPOC). Data were collected and analyzed by means, standard deviation, and dependent sample t-test. Results: The results of the learning achievement before and after learning based on problem-based learning and small private online (SPOC) on ideological and political theory course, it was found that the mean scores of pretests of students’ learning achievement were 13.31(SD=6.860) and mean scores of posttests were 17.32 (SD=7.197). The post-test score of students' learning achievement was higher than that of the pre-test score at.01 level of significance. Moreover, the results of citizenship of Chinese college students found that the mean scores of pretests of citizen self-evaluation scores were 35.42 (SD=9.338) and the mean scores of posttests were 44.18 (SD=9.736). The posttest scores of citizenships of Chinese college students were higher than that of the pretest scores at.01 level of significance. Conclusion: The developed ideological and political theory course based on problem-based learning combined with small private online (SPOC) has a significant effect on improving the learning achievement and citizenship of Chinese college students.

Examining the impact of the flipped classroom model on student engagement and academic performance in college dance theory courses

Examining the impact of the flipped classroom model on student engagement and academic performance in college dance theory courses

Collaborations That Work: Making Connections between Music Library Instruction and Music Theory

abstract: This article explores ways pedagogical approaches in music librarianship and music theory can enhance each other. It emphasizes two broad benefits for students when library instruction is incorporated into music theory courses. First, what music librarians have to offer can be incredibly relevant to music theory instruction. Second, since music majors take music theory early in their degrees, library instruction in these courses allows them to get to know their librarians right away when they enter college. If music librarians provide further instruction and outreach in various ways throughout students' college years, students will be able to see that what they are learning in these sessions is a set of transferrable skills that are not solely useful for one assignment in a single class. This is especially true when teaching information literacy. By drawing on literature from both fields, as well as our own experiences working together, we show how the pedagogical priorities of music theory and music librarianship align. We explain how we have found success in teaching concepts from information literacy as we work toward our shared goals. The article further suggests a number of practical ideas for bridging the gap between music librarians and music theory instructors, including offering flexible options for instruction, team-teaching, and understanding the strengths each person brings to information literacy instruction.