920 resultados para Computer education
Resumo:
Bimonthly newsletter detailing the current computer classes offered by DAS-ITE.
Resumo:
Bimonthly newsletter detailing the current computer classes offered by DAS-ITE.
Resumo:
Bimonthly newsletter detailing the current computer classes offered by DAS-ITE.
Resumo:
Bimonthly newsletter detailing the current computer classes offered by DAS-ITE.
Resumo:
Bimonthly newsletter detailing the current computer classes offered by DAS-ITE.
Resumo:
Bimonthly newsletter detailing the current computer classes offered by DAS-ITE.
Resumo:
Bimonthly newsletter detailing the current computer classes offered by DAS-ITE.
Resumo:
Bimonthly newsletter detailing the current computer classes offered by DAS-ITE.
Resumo:
Bimonthly newsletter detailing the current computer classes offered by DAS-ITE.
Resumo:
Bimonthly newsletter detailing the current computer classes offered by DAS-ITE.
Resumo:
Bimonthly newsletter detailing the current computer classes offered by DAS-ITE.
Resumo:
This appendix is divided into three sections. The first section contains abstracts of each of the eight computer programs in the system, instructions for keypunching the three input documents, and computer operating instructions pertaining to each program. The second section contains system flowcharts for the entire system as well as program flowcharts for each program. The last section contains PL/l program listings of each program.
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Breast cancer is a public health issue in numerous countries. Multidisciplinary collaboration is required for patient care, research, and also education of future physicians. This paper uses Kern's framework for curriculum design to demonstrate how a breast diseases module for undergraduate medical students created in 1993 evolved over 15 years. The main outcomes of program refinements were better integrated course content, the development of electronic course documents, and implementation of computer-aided small group learning. A main future challenge is to further develop efficient instructional strategies in line with well-defined learning needs for undergraduate students.
Resumo:
In recent years, studies into the reasons for dropping out of higher education (including online education) have been undertaken with greater regularity, parallel to the rise in the relative weight of this type of education, compared with brick-and-mortar education. However, the work invested in characterising the students who drop out of education, compared with those who do not, appears not to have had the same relevance as that invested in the analysis of the causes. The definition of dropping out is very sensitive to the context. In this article, we reach a purely empirical definition of student dropping out, based on the probability of not continuing a specific academic programme following several consecutive semesters of "theoretical break". Dropping out should be properly defined before analysing its causes, as well as comparing the drop-out rates between the different online programmes, or between online and on-campus ones. Our results show that there are significant differences among programmes, depending on their theoretical extension, but not their domain of knowledge.
