University Credit Research Articles

Massive Open Online Courses (MOOCs): A Perspective from the Engineering Education

The COVID Pandemic was a big hit not only for the education sector but also finance sector, industrial sector etc. Due to this adverse situation the physical classes were abruptly stopped and there was a chaos. During this arduous situation universities switched to E-learning. Students started taking MOOC courses. Massive Open Online Courses (MOOC) are online courses offered by diverse educators with the goal of enabling everyone to access content at reasonable prices from any location. This paper presents how Universities can influence students to enroll in courses. For this study purpose students at a University in Pune provided the data in the form of Feedback and Suggestions. Students can enroll in a Course for one of two reasons: to learn new things and develop their abilities, or to gain University Credits. The results showed that many students were completing MOOC courses for credit than for personal growth, a strong correlation between enrolling in a MOOC course for university credit and successful completion is observed. A strong need for University teachers to offer their expertise on these platforms to ensure global knowledge sharing was also observed. Keywords— MOOC; Self Learning; MOOC Platforms; Performance.

지형분야 대학 교양과목의 개발 사례와 전망 - '한국지형여행' 과목을 사례로 -

As part of an effort to popularize geomorphology, a course called “Traveling Lanforms in Korea” was developed and opened at Chungbuk National University in 2021. The lecture materials are posted on the online Liberal Education courses of Chungbuk National University; provided as a Lifelong Education content through K-MOOC; and provided to nine national universities through the Base National University Credit Exchange System. The contents of the lecture focus on the geography of the middle and high school curriculum, including mountain landforms, plateaus, granite topography development, mountain rivers, coastal erosional and depositional forms, volcanic landforms, and karst topography. Some portions of this lecture, representing important landforms of Korea, were filmed. In the future, it will be possible to develop and proceed with additional lectures that include geomorphological topics, which are not currently included in this lecture, such as rivers at plain, alluvial fan, arid landforms, glacial landforms, and periglacial landforms. In addition, it seems that new subjects such as landforms of geopark in Korea, are necessary as well. Also, in relation to the high school credit system, it is thought that physical geography and geomorphology-related lectures should be developed in the near future.

Upper Nile University Credit Control, Service Quality and Client Satisfaction: A Case Study of Eden Commercial Bank Juba South Sudan

This study investigated the role of Credit management and Service quality on Client satisfaction in banking sector of South Sudan. The objectives of the study were to examine the relationship between Credit risk management and on Customer satisfaction in banking sector, assess the relationship between Service quality on Client satisfaction in banking sector and to analyse the factor structure of Credit management and Service quality on Client satisfaction in banking sector. The study employed a case study and descriptive design while using qualitative and quantitative approaches. The study population was 170, selected using purposive and simple random sampling technique. The sample size determination was made using Krejcie and Morgan Table (1970) formula. The sample size was 139 with a response rate of 75.5%. The data analysis was made using Statistical package for social scientists (SPSS 20). The major findings of the study were that there was a positive relationship between; between Credit risk management and Client satisfaction (r = 0.658, P-value < 0.01); between Service quality and Client satisfaction (r = 0.521, P-value < 0.01) anda linear relationship between Credit risk management and Service quality and Client satisfaction (R= 0.451)in the commercial sector of South Sudan. These variables explained 45.5% of the variance of Client satisfaction (R Square =.45.5). The most influential predictor of Client satisfaction was Credit management (β = .612, Sig. 073). Service quality is less likely to v since it portrays low significance (β = .498, Sig. 130) in the model. The study recommends that all banks should have established Credit Policies (Lending Guidelines) that clearly outline the senior management’s view of business development priorities and the terms and conditions that should be adhered to in order for loans to be approved, a thorough credit and risk assessment should be conducted prior to the granting of loans, and at least annually thereafter for all facilities, a need drive the customer to buy whereas word of mouth has the power to change customer perception and expectations regarding the service and that all banks should adopt a credit risk grading system.

Teaching Ichthyology Online with a Virtual Specimen Collection

For generations, organismal biologists have learned their craft in hands-on laboratories that teach anatomy, evolution, natural history, systematics, and functional morphology through specimen collection, observation, comparison, and manipulation. Though these activities teach the comparative method that lies at the heart of our discipline, students without access to specimen collections have been excluded from this foundational experience. To fill that gap, we developed a virtual collection of photographs and 3D specimen models and designed entirely online versions of courses in ichthyology and systematics of fishes. The virtualization allows students to illustrate and compare specimens in online labs, identify species from different habitats using dichotomous keys, contextualize the relationships of species, recognize synapomorphies using a phylogeny, take online specimen-based practical exams, and help each other recognize adaptations and diagnostic features on threaded discussion boards. The classes built around the collection educate and provide university credit to students lacking access to similar courses, and their infrastructure allowed face-to-face instruction to shift online rapidly after 2020's novel coronavirus shut down our brick-and-mortar campus. While we may never be able to replicate the aroma of oil-laden alcohol online, specimen virtualization opens access to experiential learning to an underserved and widespread audience; allows new generations of students to develop crucial skills in observation, comparison, and inference; and affords substantial instructional resiliency when unexpected challenges arise.

Advanced Placement and Concurrent Enrollment Substitution Effects

Advanced placement (AP) and concurrent enrollment (CE) provide high school students with rigorous coursework and possible college credit. Theoretical modeling predicted students would substitute CE for AP courses conditional on their probability of earning university credit, passing AP tests, and college selectivity despite CE costing more than AP. In the current study, CE costs to families drop to zero and students should be expected to maximize substitution. This study uses multiple years of school-level data from Colorado, a state with a growing CE sector to test substitution effects. Using a school fixed-effect Poisson regression of the most commonly taken AP exams, results indicate limited evidence of widespread substitution. The continued preference for AP may increase costs to families and reduce potential college credits.

Issues on the Japanese University Credit System

Issues on the Japanese University Credit System

Creating Mad People's History as a University Credit Course since 2000

Creating Mad People's History as a University Credit Course since 2000

Symposium 20: Bachelor of Biochemistry in Brazil – 40 years of teaching biochemistry in the United States

Symposium – 20Bachelor of Biochemistry in Brazil Chair: Bayardo B. Torres, IQ-USPForty years of teaching Biochemistry – successes, setbacks and stories – will be described and the future of Biochemistry teaching will be predicted. Faculty in my Biochemistry Department in the United States teach Biochemistry courses at all University levels – to professional students, graduate students, science undergraduates and even undergraduate arts majors (biochemistry for poets). Students frequently think (unfairly, I’d say) that Biochemistry is their most difficult course. In my experience, medical students are the most competitive, pharmacy students are the most interested, dental students are mostly focused on teeth & oral decay, grad students and science undergraduates have the largest range of interest and attention span, and undergraduate poets often ask the best questions. Laboratory-based courses have been dropped in recent years because of too much expense and time commitment, but rotations by first-year graduate students through faculty research laboratories remain very popular and successful. The best undergraduates also work in faculty labs for University credit. On-line Biochemistry lecture courses are now common and provide both challenges and opportunities for Biochemistry Departments.

The Geospatial Semester: Concurrent Enrollment in Geospatial Technologies

ABSTRACTGeospatial technologies are becoming more ubiquitous in our society; however, efforts to sustainably and effectively bring these tools to secondary education have proven challenging. An innovative program in Virginia, the geospatial semester (GSS), is described. The program offers high school students the opportunity to learn about geospatial technologies and apply them to local problems, and students can earn university credit. This article shares details of the program, along with examples of student work. Assessment of the program's impact shows that GSS students have increased spatial vocabularies and improved performance in making claims and providing evidence compared with non-GSS students.

First-year success in a nursing baccalaureate plan of study: A descriptive research study

BackgroundPredicting students' aptitude for post-secondary success remains a widely studied topic. This descriptive study explored demographic variables contributing to success in quantitative courses required by the nursing degree plan. Identification of an “at risk” student profile may inform interventions with which to support attainment of an academic degree. ObjectiveThe purpose of this study was to examine the associations between demographic characteristics and successful completion of baccalaureate nursing courses thought to enhance quantitative reasoning skills: first-year math, first-year chemistry, and second-year pathopharmacology nursing. MethodsThis retrospective analysis accessed 4521 academic records of students who took these three courses at a United States university sometime between Fall 2008 and Fall 2015. De-identified student data included course grades, gender, full-time study, income, marital status, first generation, secondary school (also known as high school) location, dual credit, and high school and university grade point averages. Descriptive statistical analysis was conducted to describe the important features of the data. ResultsOf the 4521 records, 2556 undergraduates (57%) passed the courses in which they were enrolled. Among successful students, females outnumbered males (66%), ages ranged from 20 to 24 years, 86% were classified as low income, 54% fit the designation of first generation, and 12% earned dual credit (university credit during secondary school). Our data demonstrate a positive relationship between dual credit and success, with the strongest correlation (0.62) noted for students in pathopharmacology. ConclusionIn the baccalaureate-nursing plan of study, courses thought to enhance students' quantitative reasoning skills remain difficult for some to successfully complete. We conclude that the more successful students tend to be older, have a higher income, and a higher high school grade point average, while those less successful are directly out of high school and have not earned dual credit.

Part-Time Jobs, Mental Health, and Earning University Credit

Part-Time Jobs, Mental Health, and Earning University Credit

Student Learning in a Long-Term Student Exchange Program: South Korea’s University Credit Acquisition Curriculum

Student Learning in a Long-Term Student Exchange Program: South Korea’s University Credit Acquisition Curriculum

Development and validation of a Multidimensional Motivations to Study Abroad Scale (MMSAS) among European Credit Mobility Students

The aim was to establish and validate the Multidimensional Motivations to Study Abroad Scale (MMSAS) to measure university Credit Mobility Students’ (CMSs) reasons (e.g., academic, cross-cultural, personal growth) for studying abroad. The instrument was administered to a multi-language sample of 1333 European CMSs. The final measure included 27 items.Results supported nine factors for the English (both for native English speakers and the version for non-native English speakers), French, German, Italian, and Spanish versions; invariance across languages was demonstrated and evidence for construct validity is provided. Further research should explore the relevance of this measure to other populations (e.g., other languages, degree mobility students) and determine the relationship with students’ experiences and behaviours abroad.

I am going to make the most out of it! Italian university Credit Mobility Students' social representations of alcohol use during study abroad experiences.

The aim was to explore shared representations of alcohol use in students who were to travel abroad to study. Focus group data from Italian students ( N = 69) were collected. Analyses used Grounded Theory Methodology and were informed by the four key components of Social Representation Theory (cognition, emotion, attitude and behavioural intentions). The study abroad experience was described as one that would involve an increase in alcohol consumption compared to pre-departure levels. Reasons given included greater social and leisure opportunities involving alcohol, reduced social control and features of the host country environment. Opportunities to intervene and address risky alcohol use in this group are discussed.

Propuesta de acción tutorial para el título de Grado en Traducción e Interpretación

Entre las nuevas metodologías de enseñanza y aprendizaje necesarias para hacer frente a...

From Open Educational Resources to College Credit: The Approaches of Saylor Academy

Over the past decade great progress has been made in improving the availability of Open Educational Resources (OER). However, one area in which OER has been deficient is in its ability to lead to college or university credit, something that many users of OER may desire. This article describes the work done by the Saylor Academy in amalgamating OER in such a format that college credit is more easily attainable. We describe not only the theory behind what Saylor has done, but also provide details about the initial stages of their program implementation within specific accredited institutions.

Influences on loneliness, depression, sexual-risk behaviour and suicidal ideation among Thai transgender youth

This study examined the influence of age, education level and number of sex partners on levels of loneliness, depression, suicidal ideation and sexual-risk behaviour in Thai male-to-female transgender youth. A total of 190 participants filled in the study's questionnaire, designed to tap the primary variables of age, level of education, number of sex partners, loneliness, depression, suicidal ideation and sexual-risk behaviour. Results reveal that level of education has a significant influence on depression and loneliness, the number of sex partners has a significant influence on sexual-risk behaviour and suicidal ideation and age has a significant influence on sexual-risk behaviour and suicidal ideation. Participants with higher levels of education reported more loneliness than participants who did not graduate from high school. In addition, participants who did not graduate from high school reported more depression than participants with some university credit. Furthermore, participants aged 15 to 19 years, compared with those of 20 to 25 years, reported higher level of sexual-risk behaviour and higher levels of suicidal ideation.

My New Zealand Lesbian Studies Through Time and Times

In this article Alison J. Laurie reflects on her political activism and how it informs her academic scholarship and research interests relating to lesbian studies in New Zealand. She concludes that her desire for social change and commitment to lesbian community development inspired her early activism and has continued to inform her activism as well as her academic research and writing. She discusses her involvement in lesbian and gay organizations and campaigns, in New Zealand, Scandinavia, the United States and the United Kingdom, and the ideas that have informed and influenced her work. She pioneered the first lesbian studies courses in New Zealand, initially through community education, and from 1990 for university credit, and considers the contribution these courses can make. Finally, she reflects on several of her articles, book chapters and books considering how her work has developed during the past 50 years.

A Comparison of Student and Instructor Preferences for Design and Pedagogy Features in Postsecondary Online Courses

This study investigates the preferences of instructors and students for design and pedagogy features of online instruction at the post-secondary level. Participants included 60 instructors and 200 students at a comprehensive research university. Correlation coefficients of .95 on the design item rankings and .87 on the pedagogy item rankings were found between instructors and students. An independent sample T-test was conducted, resulting in a finding of significant difference between the preferences of instructors and students on 19 of 63 features. Additional findings included the high level of agreement on design and pedagogy features among all students as a group and subgroups (e.g., students earning regular university credit and those pursuing professional development goals.) An interesting finding was the concurrence in the low preferences by instructors and students. Both groups rated low those features pertaining to social networking and collaboration.

State Debt Policies and the Credit Ratings of Public Universities

As public institutions have come to rely more heavily on borrowing, they have adopted many policies to govern debt issuance in an effort to bolster their credit rating and thus reduce the costs of borrowing. In many states, the implemented debt polices are applied not only to direct state agencies but also to the public entities such as universities that operate with some autonomy. The question of how these state policies affect various actors remains unanswered. Given that some states' debt policies with respect to public universities are more restrictive than others, how are these differences perceived in credit markets? This article looks at the impact of certain state policies and procedures on public university credit ratings.