Case Study: A Learning-Centered Continuous Ph.D. Advance Course Redesign Process

Autor/in	Al Ahmad, Mahmoud
Titel	Case Study: A Learning-Centered Continuous Ph.D. Advance Course Redesign Process
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 17 (2018) 2, S.13-24 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Doctoral Programs; Graduate Students; Case Studies; Advanced Courses; Engineering; Foreign Countries; College Faculty; Supervisors; Course Descriptions; Mixed Methods Research; Student Centered Learning; United Arab Emirates + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Case study; Fallstudie; Case Study; Fortgeschrittenenunterricht; Maschinenbau; Ausland; Fakultät; Kursstrukturplan; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Vereinigte Arabische Emirate
Abstract	In this case study, the results and recommendation following the redesign process of an advanced engineering course for Doctor of Philosophy (Ph.D.) students is presented. Three Ph.D. students from the college of electrical engineering in United Arab Emirates university enrolled in the course during one academic semester. The Ph.D. supervisor for the three students was the course instructor. The aim of the study was to examine the possibility of aligning the university Ph.D. course design guidelines, students diverse research and knowledge needs and instructor requirements, experience, and skills in one advanced course. Furthermore, proposed herein is a continuous course formation and redesign process to cope up with the ever-changing nature of research and knowledge advancement in this information age. Supporting the students' learning process, knowledge acquisition and assessment was a straightforward process in the newly designed course. The major challenge was in meeting the needs of students from relatively different academic backgrounds and having diverse research requirements. Furthermore, the validity of the recommended course redesign process was established by students' marks and grades, success in meeting requirements and student feedback gathered at the end of the academic semester. The results support the validity of the advocated course redesign process and proved its effectiveness at least for similar context. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01