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Relevant bibliographies by topics / Instructor roles

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Journal articles

Academic literature on the topic 'Instructor roles'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Instructor roles"

1

KAVURAN, Tamer, and Bayram Dede. "The roles of art educationalists to realize the aims of the art education: Bauhaus case." Global Journal of Arts Education 6, no. 4 (2017): 126–32. http://dx.doi.org/10.18844/gjae.v6i4.1836.

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AbstractTo achieve the objective of art education, (i.e. the training of art educationalists) workshops, technical equipment, and curriculum all play an important role. It is impossible to ascertain the objectives of art education if the instructor has insufficient knowledge. The reason why the Bauhaus school of design became globally recognized was due to its superior instructors. Among the instructors of the school, there were Johannes Itten, Josef Albers, Wassily Kandinsky, Paul Klee, Lyonel Feininger, Laszlo Moholy-Nagy, Oscar Schlemmer. They applied their revolutionary methods to the Bauh

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Jeffrey, David M., and Renee M. Clark. "Supplementing Western Perspectives of Learner-Centered Instruction With a Daoist Approach Towards Authentic Power Sharing in the Classroom." International Journal of Contemporary Education 2, no. 1 (2019): 9. http://dx.doi.org/10.11114/ijce.v2i1.4016.

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Learner-centered teaching (LCT) has one main focus – learners and learning! With learner-centered teaching, the traditional roles of the instructor and learners change. In this paper, we draw various parallels between learner-centered instruction and ancient Chinese wisdom based on Daoist perspectives to further promote and support learner-centered teaching among instructors, in particular college instructors. Daoist wisdom is a philosophy based on living in peace and harmony with the way everything is in nature, and it encourages sharing of power with students, which ultimately engenders trus

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3

Inselberg, Lotty. "Innovative Roles: Nursing Instructor, Addictions Nursing." Journal of Addictions Nursing 4, no. 4 (1992): 126–27. http://dx.doi.org/10.3109/10884609209023744.

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4

Arghode, Vishal, Earl Brieger, and Jia Wang. "Engaging instructional design and instructor role in online learning environment." European Journal of Training and Development 42, no. 7/8 (2018): 366–80. http://dx.doi.org/10.1108/ejtd-12-2017-0110.

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Purpose This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings. Design/methodology/approach This paper carries out a narrative literature review. Findings Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment.

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Burt, Tracie D., Adena D. Young-Jones, Carly A. Yadon, and Michael T. Carr. "The Advisor and Instructor as a Dynamic Duo: Academic Motivation and Basic Psychological Needs." NACADA Journal 33, no. 2 (2013): 44–54. http://dx.doi.org/10.12930/nacada-13-006.

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Students learn in and out of a formal classroom, and instructors and academic advisors play key roles in academic motivation and learning. Therefore, through the lens of self-determination theory, we examined the ways perceived support from instructors and advisors relates to satisfaction of college students' basic psychological needs. Advisor and instructor support correlated with satisfaction of student needs for autonomy, competence, and relatedness. Also, as hypothesized, instructor and advisor support predicted satisfaction of basic needs, but did so differently. Instructors and academic

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Willis III, James E., and Viktoria A. Strunk. "The Ethics of Machine-Based Learning." International Journal of Sociotechnology and Knowledge Development 9, no. 1 (2017): 53–66. http://dx.doi.org/10.4018/ijskd.2017010104.

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Technological advances in the previous two decades have created an environment of innovation; however, there seems to be sometimes conflicting, emerging educational practices within communities of learners and educators. The central role of the instructor is being redefined by technology due to quickly-changing educational delivery modalities. By employing utilitarianism, relativism, and care ethics, the centrality of human agency in educational interaction is argued to be indispensable. Teaching and learning in massive open online courses, automated instruction, and learning analytics is alte

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Baltrinic, Eric R., Ryan M. Cook, and Heather J. Fye. "A Q Methodology Study of Supervisee Roles Within a Counseling Practicum Course." Professional Counselor 11, no. 1 (2021): 1–15. http://dx.doi.org/10.15241/erb.11.1.1.

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Counseling students often experience clinical supervision for the first time during their participation in practicum courses. Counseling practicum supervisees new to supervision rely on their supervisors to provide direction and structure in supervision experiences to help them grow professionally and personally. Yet little is known about how students view their roles as new supervisees. Supervisors can benefit from structuring and delivering their courses informed by new supervisees’ perspectives on their roles. Accordingly, the authors conducted a Q methodology study with a purposeful sample

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8

Kurkovsky, Stan. "Four roles of instructor in software engineering projects." ACM SIGCSE Bulletin 40, no. 3 (2008): 354. http://dx.doi.org/10.1145/1597849.1384396.

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9

Yim, Yoon-kyung Kecia. "Input and the Instructor Roles in Online Discussions." English Teaching 62, no. 3 (2007): 289–306. http://dx.doi.org/10.15858/engtea.62.3.200709.289.

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10

Oratmangun, Rendy. "Teacher’s Roles As: Classroom Manager And Classroom Instructor." Cerdika: Jurnal Ilmiah Indonesia 1, no. 2 (2021): 164–70. http://dx.doi.org/10.36418/cerdika.v1i2.24.

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This descriptive quantitative study was intended to analyze and describe the the respondents’ perception of their teacher’s two classroom roles, namely manager and instructor. This study also examined the relationship of each role and different perception based on the respondents’ gender. There were 20 male students and 22 female students responded to the self-constructed questionnaire which was designed to evaluate one female English teacher. The results showed that this female English teacher was perceived as an effective English teacher who had played her roles in the classroom such a way t

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