A course delivery method by using a software to predict contaminant migration through a soil layer

2018 ◽  
Vol 26 (5) ◽  
pp. 1324-1335
Author(s):  
Erdal Çokça ◽  
Tuğçe Aktaş
Keyword(s):  
Soil Layer ◽  
Course Delivery ◽  
Contaminant Migration ◽  
Delivery Method

Utilizing Virtual Technology as a Tool to Enhance the Workforce Diversity Learning

2016 ◽  
pp. 258-279 ◽  
Author(s):  
Bertie Marie Greer ◽  
Denise J Luethge ◽  
Gil Robinson
Keyword(s):  
New Technologies ◽  
Course Delivery ◽  
Delivery Method ◽  
Diversity Courses ◽  
Global Competencies ◽  
Virtual Technology ◽  
The World ◽  
Information And Communication ◽  
Communication Ability

New technologies for sharing information and communication are being developed every day. Such technologies have become critical to organizations and are needed to bridge the global distance gap. The ability for employees to meet virtually and interact with domestic and global partners is priceless. This ubiquitous communication ability also can be used to promote diversity and equality in the workplace. In this chapter, the increased global role of technology in the workplace and how its use can benefit and/or hinder diversity objectives will be discussed. Additionally, an innovative course delivery method will be used to demonstrate how students in diversity courses can use virtual technologies to build skills and develop intercultural and global competencies by learning from and interacting with students from around the world.

The challenges of upgrading from ISPO Category II level to Bachelor Degree level by distance education

2008 ◽  
Vol 32 (3) ◽  
pp. 299-312 ◽  
Author(s):  
Sisary Kheng
Keyword(s):  
Distance Education ◽  
Cost Reduction ◽  
Review Process ◽  
Course Delivery ◽  
Full Time ◽  
Delivery Method ◽  
Long Distance ◽  
Learning Skills ◽  
Bachelor Degree ◽  
Degree Level

The Cambodian School of Prosthetics and Orthotics (CSPO) in collaboration with La Trobe University, Australia, has established an upgrade programme from ISPO Category II level to a Bachelor Degree in Prosthetics and Orthotics. One group of students have completed the course and following a review process, a second group are now enrolled. The upgrade curriculum focuses on clinical reasoning and development of learning skills. A survey aimed to investigate the challenges of the programme using long distance education was prepared and data was gathered by questionnaires delivered to the organizer, host, coordinators, lecturers and students of the programme. Eleven subjects from various backgrounds participated in the questionnaire. The questionnaire showed the programme improves the capacity of the clinicians and future educators in Cambodia and the region. The distance education course delivery method was found to be beneficial for the students and allows them to remain in their home country. In addition, there is a cost reduction compared to full-time study in Australia.

Utilizing Virtual Technology as a Tool to Enhance the Workforce Diversity Learning

2017 ◽  
pp. 822-843
Author(s):  
Bertie Marie Greer ◽  
Denise J Luethge ◽  
Gil Robinson
Keyword(s):  
New Technologies ◽  
Course Delivery ◽  
Delivery Method ◽  
Diversity Courses ◽  
Global Competencies ◽  
Virtual Technology ◽  
The World ◽  
Information And Communication ◽  
Communication Ability

New technologies for sharing information and communication are being developed every day. Such technologies have become critical to organizations and are needed to bridge the global distance gap. The ability for employees to meet virtually and interact with domestic and global partners is priceless. This ubiquitous communication ability also can be used to promote diversity and equality in the workplace. In this chapter, the increased global role of technology in the workplace and how its use can benefit and/or hinder diversity objectives will be discussed. Additionally, an innovative course delivery method will be used to demonstrate how students in diversity courses can use virtual technologies to build skills and develop intercultural and global competencies by learning from and interacting with students from around the world.

scholarly journals Exploring Hybrid Teaching Methods for Hispanic Agricultural Workers

2017 ◽  
Vol 27 (5) ◽  
pp. 695-699
Author(s):  
Gilberto Uribe ◽  
Luisa Santamaria
Keyword(s):  
Student Performance ◽  
English Language ◽  
Course Delivery ◽  
Agricultural Workers ◽  
Extension Programs ◽  
Delivery Method ◽  
Face To Face ◽  
Language Extension ◽  
Hybrid Teaching ◽  
Training Opportunities

Growing demand for appropriate training opportunities for Oregon’s increasingly scarce agricultural workers continues to outpace extension’s available time and resources. New, more efficient, and innovative ways of reaching this audience must be explored to better fill the need and demand. Hybrid teaching, which refers to course delivery through a blend of traditional, face-to-face teaching, along with online instruction outside of the classroom, is being implemented in some English-language extension programs. A hybrid pesticide training course was designed and delivered in Spanish over the course of 4 weeks to nursery and landscape workers in Oregon to assess their reception of hybrid teaching. The delivery method was very well received and the students showed interest in taking more courses offered in a hybrid format. Initial and final practice exams included in the course were used to assess student performance and showed significant improvement from the students who completed the course. One student became certified and licensed to apply pesticides in the Oregon.

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