Course structure and projects for undergraduate CSD Acoustic Phonetics courses

Interspiritual conversations are becoming more common in health care settings as providers recognize that patients’ diverse spiritual/religious values, beliefs, and practices may influence their health care decision-making and general well-being. This essay explores the practical dimensions of teaching health care professionals how to use an interspiritual dialogue approach grounded in values and particularism through a course entitled “Faith, Spirituality and Culture in Health Care,” which was designed for and taught to doctoral students at a Denver, Colorado, School of Pharmacy. After considering the contemporary context for teaching interspiritual dialogue to healthcare professionals, the essay reflects upon and relates the pedagogical choices made in designing and teaching the course, as well as the course structure, outline, objectives, and schedule.

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Personalized Planning of Study Course Structure Using Concept Maps and Their Analysis

Procedia Computer Science ◽

10.1016/j.procs.2017.01.093 ◽

2017 ◽

Vol 104 ◽

pp. 152-159 ◽

Cited By ~ 2

Author(s):

Raita Rollande ◽

Janis Grundspenkis

Keyword(s):

Concept Maps ◽

Course Structure

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Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning

Sustainability ◽

10.3390/su13126734 ◽

2021 ◽

Vol 13 (12) ◽

pp. 6734

Author(s):

Sohee Kim ◽

Dae-Jin Kim

Keyword(s):

Online Learning ◽

Student Engagement ◽

Student Satisfaction ◽

Survey Data ◽

Structural Model ◽

Student Interaction ◽

Structural Relationship ◽

Key Factors ◽

Course Structure ◽

Instructor Presence

This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.

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