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course quality
Furthermore, some available mid-course quality measurements are used to rectify the final prediction results.
      
Finally, the measures relative to the various aspects of the course are synthesized through a weighted mean, building gross or net multidimensional indicators of course quality.
      
It is suggested that course satisfaction is a dubious criterion of course quality, in that such ratings may be biased by students' characteristics.
      
Understanding how course innovations affect student evaluations over time is essential to avoid penalizing innovators for predictable, temporary declines in student ratings of course quality during the implementation of innovations.
      
Institutions of higher learning employ compulsory attendance policies with the expectation that these mandates enhance students' academic performance and perceptions of course quality.
      
Discussion and conclusions highlight the utility of class attendance in understanding students' evaluations of teaching and course quality.
      
Course quality is multifaceted, being determined by instructor, students, and external conditions.
      
It was concluded that the instrument was both reliable and valid for student evaluations of both teaching performance and course quality within a European context.
      
Student Perceptions of Web-based Course Quality and Benefit
      
This research explores students' reasons for choosing a Web-based course and their perceptions of course quality and benefit.
      
As ECTS does not address such issues, the project will add meta data that take into account course quality and difficulty level.
      
Despite concerns withonline course quality, students reported that they definitely want the college to expand the variety of web course offerings.
      
Evaluation of clients' satisfaction presented in Table 3 show that the efforts in improving general course quality did pay off.
      
It is not surprising therefore, that analysis of evaluation data would show wide differences in course quality scores.
      
Students' assessment of course quality was negatively affected by these unintended negative impacts of an effective pedagogical design.
      
This faculty control is a critical method of course quality and instructional standards.
      
The SDF signal is fixed at either 6 degrees or 12 degrees as necessary to provide maximum flyability and optimum course quality.
      
There must be assurance that the scores are fair and accurate representations of course quality.
      
 

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