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Abstract
The issue of how to develop curriculum for construction management programs has been
debated for several years by university faculty. Construction management is a recognized
discipline that needs to maintain a strong identity positioned between architecture and
engineering. Graduates of construction management programs should be prepared to meet
the needs of the construction industry for managing complex projects. Therefore,
construction management education needs a curriculum model that will help university
faculty to achieve and maintain relevant construction management programs. This paper
describes a curriculum model that integrates curriculum development, instructional design,
and program evaluation.
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Abstract
The notion of entrepreneurship is not a new one. Neither is the idea of entrepreneurship
education. However, post-secondary entrepreneurship curriculum has exploded the past thirty
five years. A number of reasons have helped to fuel this growth. An argument can be made
that entrepreneurs can be made and are not born. Entrepreneurship education is the tool
that encourages the transformation process. At the university level, most entrepreneurship
curriculum is taught in business schools and colleges. Implications indicate that
entrepreneurship education is good not only for students who become entrepreneurs.
Entrepreneurship curriculum stimulates creativity and ownership, two traits desired
by corporate America.
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Abstract
With the popularity of e-learning and computer-aided training, the need for curriculum
designed specifically for the electronic environment needs to be evaluated. Many curriculum
models developed over the past 30 years are proven and have stood the test of time, but
their design is aimed toward the purpose of designing traditional classroom training.
This article looks at some of the differences between the traditional student and the
e-learning student and compares their needs to some of the traditional models of designing
curriculum. The author then combines the needs of an average e-learner with a curriculum model
to form a model for designing electronic environment curriculum.
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Abstract
The purpose of this study was to determine student response to the integration of
web-based instruction as a teaching method in baccalaureate dental hygiene courses. A
22-item questionnaire was developed and administered to a convenience sample of two
groups of dental hygiene students regarding basic computer skills/knowledge and their
perception of using WebCT™ as a supplement to traditional classroom instruction. The
most common problems reported when visiting the WebCT™ course page by both
groups were the inability to open/download files quickly, and slow browser and
difficulties with the internet server. Both groups reported that more orientation on
WebCT™ could have increased utilization of the web page and that more courses should
incorporate the use of the internet. A comparison within one of the two groups of students
who completed two courses with WebCT™ and thus, completed the questionnaire twice,
provided valuable feedback that instructors can use to improve the integrating of
WebCT™ in traditional course delivery.
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Abstract
This study was conducted to examine the effectiveness of online education. Two sections
of Information Management Systems (IST 483) -Real Time Captioning Technology (I) were compared.
Comparison of the two sections was based on the students’ final letter grades. The results of
the two-tailed T-test show that there were no significant differences in the means of the final
scores of both sections, concluding that there were no significant differences in the
effectiveness of distance education and traditional face-to-face education. Thus, the null
hypothesis was accepted; distance education was as effective as the traditional classroom
education.
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