On the other hand, Singapore's Chinese curriculum encompasses six parts as preface, course conception, objectives, course framework, subentry objectives, and implementing suggestions.
For the two course formats, learning objectives, course contents and knowledge tests were identical.
Learning objectives, course materials and course lecture slides were identical for the on-line and on-site formats of both the Biostatistics and Research Ethics courses.
Materials from teachers were course records and documents; plan of learning objectives, course schedules, teachers' schedules and assessment guides; teachers' protocols from systematic evaluations after each course and weekly protocols from course team meetings.
The Biostatistics course was developed by JM, based on an introductory level course he developed for the Department of Biostatistics at Johns Hopkins Bloomberg School of Public Health, with input on learning objectives, course content and knowledge assessments contributed by faculty experts from India (RA, NG and AA).
An analysis of 158 students' descriptive evaluations was brought together with an analysis of key features of course development; learning objectives, course records, protocols from teachers' evaluations and field notes.
The Research Ethics course was developed by faculty experts at the Johns Hopkins Berman Institute of Bioethics NKK and HT), with input on learning objectives, course content and knowledge assessments contributed by a faculty expert from India (AB).
The students were asked to reflect on course objectives, content, course design, and assignments and were asked for suggestions for additional content to enhance their learning.
The objective course examinations were computer-based and consisted of multiple-choice, multiple-correct, true/false, and sequencing problems.
A course map serves as a visual representation to link course learning objectives to course assignment expectations and how the student can assess achievement.
