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Educational success is closely connected with effective course making, which can completely value the students’ experience and provide a conducive learning environment. The central task in faculty members’ activities is concentrated on their profound development of the approach contributing to providing the exceptional and effective course. It is necessary to underline the fact that qualitative analysis should be focused on the investigation of the interpersonal environment being an integral part of effective course reflection; making appropriate course steps are to be developed by faculty members with the purpose of learning environment improvement.
The first requirement influencing the course effectiveness is concentrated on the clarification of the key points and positions of the course, helping the students to succeed in the study. It should be noted that this issue will give an opportunity to be adapted to academic challenges through the awareness of the principal benefits of the course study. Faculty members are to provide the background data at the beginning of the course learning activities for the students to get appropriate advice, guidance, and additional information as to the learning process. It is necessary not to leave course newcomers but participate in the development of their skills and experience; the informational awareness of the students will give an opportunity to promote social and academic support to those who face difficulties at the beginning of their study. (Cohen, & Brawer, 2002)
The second requirement for the faculty members is connected with the investigation of the interpersonal environment contributing to the learning process. Every course structuring is to be related to the student-faculty relationships. One is to cover the information exchange opportunity stimulating the students to share their experience; providing the principles of effective teaching is to be connected with respectful attitudes. This point impacts the improvement of the instructional process and student-faculty relationships making the course exceptional and brilliant. Faculty members are to develop individual and collective learning tasks covering students’ cooperation through the educational process. It was proved that the effective learning process is promoted by means of perfect relationships in the college or university environment.
The third requirement to be followed can be reflected through the introduction of students’ access to course’ distance learning. Modern technological development allowed the system of education to introduce new methods in the course structuring; faculty members are to make conducive to the learning environment through technological assistance. It is necessary to underline the idea that internet practice during the course will allow to increase collaboration of the students and stimulate deeper involvement into the provided instructional data. Faculty members and students will have an opportunity to interact not only during the course time, but clarify faced difficulties over the internet. It is necessary to underline the fact that this requirement can contribute to the improvement of the learning environment and allow newcomers to reach complete understanding. (Kinzie, 2002)
The analysis of the making course requirements gave an opportunity to evaluate every step, contributing to exceptional learning atmosphere. Faculty members are to be concentrated on the educational success of their students through conducive to learning environment introduction, which can be reached through students’ informational awareness, perfect student-faculty relationships, and technological access. The basic goal of every educational institution and its members is aimed at developing exceptional course policies and structures in order to reach students’ succeed in their experience and skills improvement.
References
Cohen, A. and Brawer, F. (2002). The American Community College. John Wiley and Sons.
Kinzie, J. (2002). What Faculty Members Can Do. Promoting Student Success. Web.
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