Introduction to microelectronic design in a distance learning program

2021 ◽  
pp. 002072092199658
Author(s):  
Wieslaw Kuzmicz
Keyword(s):  
Distance Learning ◽  
Integrated Circuits ◽  
Educational Software ◽  
Learning Program ◽  
Ic Design ◽  
Advanced Level ◽  
Face To Face ◽  
Hands On ◽  
Short Video ◽  
Distance Learning Program

This paper describes observations and experiences collected during 14 years of running the “Integrated circuits” course in the framework of a distance learning program. The main objective of the “Integrated circuits” course is to raise the interest in microelectronics, convince the students that IC design is not a “secret science” requiring extraordinary talent and prepare the students for continuation toward M.Sc. degree. The course includes a mixture of teaching materials available online for self-studying, short video files, interactive self-tests, two “hands on” exercises and educational software needed for these exercises. E-mail and/or phone consultations, face-to-face or online meetings with the instructor are possible. About 1/3 of all students enrolled for the distance learning course perceive the “Integrated circuits” course as interesting, praise the design exercises and ask if it would be possible to continue education in microelectronic design at a more advanced level. Unfortunately distance learning at advanced level is not possible, mainly because professional design software can be used only on site, not remotely.

scholarly journals A comparison the factors affected on academic satisfaction of students between traditional learning and distance learning models

2015 ◽  
Vol 1 (1) ◽  
pp. 01 ◽  
Author(s):  
Mahmut Demir ◽  
Sirvan Sen Demir
Keyword(s):  
Distance Learning ◽  
Convergent Validity ◽  
Reliability And Validity ◽  
Test Reliability ◽  
Traditional Learning ◽  
Learning Program ◽  
Academic Satisfaction ◽  
Factors Affecting ◽  
Face To Face ◽  
Distance Learning Program

The traditional on-campus classroom environments and distance learning have been the issue of debate and research in recent years. This research has also focused on these models. The main purpose of this research was to determine the factors affecting academic satisfaction and also the differences in academic satisfaction between distance learning and traditional learning students in tourism management education at SDU. To reach of the present research, first the literature was consulted to provide a conceptual model. Appropriate to the research model, 5-point Likert type survey has been prepared. Through conducting a face-to-face interview with 110 students of traditional learning program and an online (via internet) interview with 82 students of distance learning program were collected in the academic year of 2014-2015. The data obtained from the students was analysed via the SPSS. For the pre-test, reliability and validity analysis was done. And independent samples t-test was also used to determine whether differences in academic satisfaction of two groups. At second stage, structural and convergent validity of the data have revealed with the factor analysis. Then, correlation analysis and regression analysis were used. As a result, the findings demonstrated that the significant relationship between independent variables and academic satisfaction and all hypotheses have been supported.Keywords: academic satisfaction, traditional learning, distance learning.

Equity Issues in the Star Schools Distance Learning Program

1995 ◽  
Vol 13 (2) ◽  
pp. 173-183
Author(s):  
Naida C. Tushnet ◽  
Treseen Fleming-McCormick
Keyword(s):  
Distance Learning ◽  
Rural Areas ◽  
Urban Areas ◽  
Department Of Education ◽  
Advanced Mathematics ◽  
Learning Program ◽  
Equity Issues ◽  
Underserved Students ◽  
Distance Learning Program ◽  
Mathematics And Science

The Star Schools distance learning program, sponsored by the U.S. Department of Education, is charged with serving “underserved” students. A recently concluded national evaluation of the program assessed the extent to which the program addressed the equity issue as defined in the legislation, that is, whether students in remote, rural areas and economically disadvantaged students were served by Star Schools. The study found that two distinct types of distance learning experiences are offered to students with equally distinct characteristics. A declining number of Star Schools courses are full courses, mainly in advanced mathematics and science or foreign languages, offered primarily to students in remote rural areas. At the same time, students in urban areas are receiving supplemental courses, mainly in elementary schools, in mathematics and science. These differences hinge on different definitions of “underserved.”

scholarly journals A Remote Access Robotics And Plc Laboratory For Distance Learning Program

2020 ◽  
Author(s):  
Akbar Eslami ◽  
Aliza Williams ◽  
Kerry Krauss ◽  
Amir Rezaei
Keyword(s):  
Distance Learning ◽  
Remote Access ◽  
Learning Program ◽  
Distance Learning Program

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 410-437
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

scholarly journals Exploring Open Distance Learning at a Jordanian University: A Case Study

2009 ◽  
Vol 10 (2) ◽  
Author(s):  
Khalil M. Dirani ◽  
Seung Won Yoon
Keyword(s):  
Distance Learning ◽  
Administrative Support ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Learning Program ◽  
Arab Region ◽  
Adverse Conditions ◽  
E Learning ◽  
Distance Learning Program

This case study explores an open distance learning program offered by the Information Technology and Computing (ITC) department at AOUJ, a major university in Jordan. It provides an overview of e-learning in the Arab region and explores factors that affect ODL quality in the Arab Open University in Jordan (AOUJ). The research utilized a qualitative approach, which included five lengthy semi-structured interviews with the program director, two instructors, and three students. Three important conclusions can be drawn from the study about e-learning in the Arab region: (1) the existence of adverse conditions, (2) the presence of strong instructional practices, and (3) the need to improve administrative support.

scholarly journals Distance Learning Program for Teachers at The Kigali Institute of Education: An expository study

2006 ◽  
Vol 7 (2) ◽  
Author(s):  
Dariya Mukamusoni
Keyword(s):  
Distance Learning ◽  
Academic Staff ◽  
Group Discussion ◽  
Faculty Members ◽  
Learning Program ◽  
Service Program ◽  
Software Analysis ◽  
Service Training ◽  
Service Departments ◽  
Distance Learning Program

In 2001, a program of distance learning was started within Kigali Institute of Education in collaboration with the Rwanda's Ministry of Education. It is an in-service training program that aims to upgrade in-service secondary school teachers and alleviate the shortage of teachers both in terms of quality and number. This program runs parallel to a pre-service program, also conducted within the Kigali Institute. Academic staff members working in the pre-service program are involved in this distance learning program. After three years, a descriptive qualitative case study was conducted to determine the experiences of academic staff involved in the distance learning program. Purposive and theoretical sampling was used for participants’ identification and inclusion. Individual unstructured interview and focus group discussion was used to gather the data. A qualitative software analysis called NVivo 2, developed by Qualitative Solutions and Research (QSR) International in 2002, was used to compile and analyse the data. Results of the study revealed that faculty members involved in both in-service and pre-service programs face challenges associated with heavy workload. Moreover, the pre-service program is typically prioritized at the expense of the distance learning in-service program. Academic relationships between faculty members and tutors also need to be reinforced. Serving as the critical link between the distance learning in-service program and pre-service departments and faculties, this research also shows that course coordinators play a pivotal role in the smooth operation of the distance learning program.

scholarly journals Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

2019 ◽  
Vol 9 (2) ◽  
pp. 217 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Florentina Cañada-Cañada ◽  
Alejandrina Gallego-Picó ◽  
Juan Carlos Bravo
Keyword(s):  
Distance Learning ◽  
Active Learning ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Positive Impact ◽  
Efficacy Beliefs ◽  
Learning Program ◽  
Brick And Mortar ◽  
Distance Learning Program

Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also positive impact in the students’ learning outcomes. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.

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