Relevant bibliographies by topics / Instructors' belief

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Instructors' belief'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Instructors' belief"

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ÜSTÜNDAĞ, Mutlu Tahsin, Seher ÖZCAN, and Ebru SOLMAZ. "Developing the Instructor Satisfaction Scale for Emergency Remote Teaching." Sakarya University Journal of Education 13, no. 2 (2023): 371–401. http://dx.doi.org/10.19126/suje.1201327.

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The distance education process, which started without adequate preparation due to the COVID 19 pandemic, is called emergency distance education or emergency remote teaching terms in literature. The adaptation and satisfaction of the instructors to this process draws attention as an important variable. The aim of the study is to develop a valid and reliable measurement tool in order to determine the satisfaction levels of the instructors who teach in the emergency remote teaching process. The study started with the creation of the item pool with the literature review and continued with the eval
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Bickley, Celeste, Marian J. Rossiter, and Marilyn L. Abbott. "Intercultural Communicative Competence: Beliefs and Practices of Adult English as a Second Language Instructors." Alberta Journal of Educational Research 60, no. 1 (2014): 135–60. http://dx.doi.org/10.55016/ojs/ajer.v60i1.55810.

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Effective and appropriate communication is critical for the successful integration of newcomers in Canada. In this paper, we describe the intercultural communicative competence beliefs and practices of 70 adult English as a second language (ESL) instructors. Responses to an online survey indicated a strong belief in the value of integrating intercultural communicative competence into their instruction; however, instructors’ reported classroom practices revealed that culture was addressed in varying degrees and that intercultural communicative competence was not systematically developed. Findin
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ÖZDEMİR, Osman, and Burcu KARAFİL. "Üniversite Öğrencilerinin İngilizce Özyeterlik İnançlarının Öğrenci ve Öğretim Elemanı Görüşlerine Göre İncelenmesi." Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43, no. 3 (2023): 2237–71. http://dx.doi.org/10.17152/gefad.1275454.

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This study aimed to explore the English self-efficacy beliefs of EFL students based on their and their instructors’ opinions. The participants of the study, which was designed as a mixed method, included 456 EFL students studying at a preparatory school of a state university in Türkiye. In the qualitative part of the study, there were 32 EFL students and 9 EFL instructors. The personal information form, the “English Self-Efficacy Belief Scale”, semi-structured interview forms for the students and the instructors were used.to collect data. In the analysis of the quantitative data, descriptive s
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Jaya Negara, Gede Agus. "KARAKTER PANCA PANDAWA DALAM EPOS MAHABARATA SEBAGAI PEDOMAN MENJADI PENYULUH AGAMA HINDU YANG BERKARAKTER." Maha Widya Duta : Jurnal Penerangan Agama, Pariwisata Budaya, dan Ilmu Komunikasi 6, no. 1 (2022): 69. http://dx.doi.org/10.55115/duta.v6i1.2019.

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The existence of different views or beliefs will be difficult to avoid friction or conflict. Conflict of belief is a dynamic that occurs in people's lives in Indonesia. Religious instructors are very risky and important jobs in improving the quality of religious life in accordance with their beliefs and beliefs as well as increasing religious harmony in their respective fostered areas so that no more problems arise due to differences in views based on religion. An instructor must have a good character like the character of the Panca Pandavas in the Mahabharata epic, this character can be guide
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YILDIZ, Merve, and Mukaddes ERDEM. "An Investigation on Instructors’ Knowledge, Belief and Practices towards Distance Education." Malaysian Online Journal of Educational Technology 6, no. 2 (2018): 1–20. http://dx.doi.org/10.17220/mojet.2018.02.001.

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Elgoudman, Khatmeh Suleiman, and Kamariah Yunus. "ENGLISH LITERATURE INSTRUCTORS’ BELIEFS AND ACTUAL PRACTICES OF INTEGRATING WEB APPLICATIONS IN HA’IL UNIVERSITY." International Journal of Humanities, Philosophy and Language 2, no. 8 (2019): 28–50. http://dx.doi.org/10.35631/ijhpl.28003.

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This study purports to explore differences and similarities between literature instructors’ beliefs and actual practices of integrating Web applications in literature courses in Ha'il University. This study was designed as a descriptive case-study triangulating several data collection methods such as semi-structured interviews and observation. The data of the interviews and observation were analysed in themes. The results showed that a majority of instructors’ beliefs aligned well with their practices about integrating Web applications with teaching literature while one participant’s beliefs c
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Guadu, Zelalem Berhanu, and Emily Joy Boersma. "EFL Instructors’ Beliefs and Practices of Formative Assessment in Teaching Writing." Journal of Language Teaching and Research 9, no. 1 (2018): 42. http://dx.doi.org/10.17507/jltr.0901.06.

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The purpose of this study was twofold: firstly to assess EFL instructors’ beliefs and practices of formative assessment in teaching writing, and secondly to determine the relationship between their beliefs and practices of formative assessment. Utilizing a mixed methods approach and an explanatory design, both qualitative and quantitative data were gathered and analyzed. The data were generated from 25 EFL instructors teaching writing skills via a five point Likert scale questionnaire and semi-structured interview as well as students’ assessment papers. The Data from the close-ended questionna
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Luaran., Johan @. Eddy, Husna Asyikin Binti Mohammad Tajudin., and Jasmine Jain. "A Study of Instructors' Confidence towards the Utilization of Chatgpt as an Educational Tool." International Journal of Research and Scientific Innovation XII, no. II (2025): 663–72. https://doi.org/10.51244/ijrsi.2025.12020056.

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This study aims to bridge a significant research gap by examining instructors' confidence in effectively implementing ChatGPT as an educational tool. It dives into diverse aspects, investigating instructors' self-belief in troubleshooting issues, adapting to various contexts, overseeing student interactions, and incorporating ChatGPT seamlessly into their teaching methods. The research employs a quantitative methodology, centering around an exploration of key questions. These questions aim to determine instructors' institutional types, investigate the degree of instructors' confidence, examini
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Tai, Ge, and Nadia Binti Mohd Nasir. "Conceptualizing the Digital Pedagogy in Arts Higher Education: Examining the Roles of Training, Technology Support, and Teacher Mindsets." South Asian Journal of Social Sciences and Humanities 5, no. 4 (2024): 174–98. http://dx.doi.org/10.48165/sajssh.2024.5409.

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In this concept paper, the propositions for incorporating professional development, ICT awareness, and technical support to introduce technology incorporation practices among College of Arts instructors are discussed. Drawing from past research in practice, this study’s conceptual framework posits value and ability beliefs as the mediators of technology integration practices. This research establishes professional development, ICT knowledge, and technical assistance as determinants of technology integration practices for learning in the study and looks at the value and ability beliefs and thei
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Erk, Mirna. "English language instructors’ beliefs about the role of L1 in English language development and formal instruction in Croatia: A survey." ExELL 5, no. 2 (2017): 95–121. http://dx.doi.org/10.2478/exell-2019-0002.

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Abstract Current understanding of second language acquisition processes is based on the position that second language learners rely and depend on their L1 as well as on all of their language-related experience. This paper presents results of a questionnaire study aimed to explore Croatian EFL instructors’ beliefs about the role of L1 in English language development and formal instruction. Data was further analysed in order to explore variables most likely to impact instructors’ belief systems (participants’ age and academic degree, students’ language level, learning setting). The findings poin
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Dissertations / Theses on the topic "Instructors' belief"

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LO, HUEI-WEN ANGELA. "A MAPPING STUDY: CHARACTERISTICS OF PROFESSIONAL ONLINE INSTRUCTORS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1120061714.

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Ferguson, Angela. "Student Beliefs about their Foreign Language Instructors: A Look at the Native Speaker/Non-Native Speaker Issue." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1124%5F1%5Fm.pdf&type=application/pdf.

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Lambert, Clement. "An exploration of Jamaican college reading instructors' reading beliefs and practices." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29059.pdf.

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Rupnow, Rachel Lynn. "Examining Connections among Instruction, Conceptual Metaphors, and Beliefs of Instructors and Students." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/92012.

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In this study, I will examine the beliefs and conceptual understanding of instructors and students from two abstract algebra classes. This research takes the form of a case study in which I answer four research questions, each addressing a relationship between instruction and beliefs or conceptual understanding. Specifically, these research questions are: 1. What beliefs do the instructors have about math, teaching, and learning and what relationship exists between these beliefs and instructional practice? 2. What is the relationship between instructional practice and students' beliefs
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HONGSA-NGIAM, Anusak, and anusakhongsa@yahoo com. "AN INVESTIGATION OF PHYSICS INSTRUCTORS' BELIEFS AND STUDENTS' BELIEFS, GOALS AND MOTIVATION FOR STUDYING PHYSICS IN THAI RAJABHAT UNIVERSITIES." Edith Cowan University. Community Services, Education And Social Sciences: School Of Education, 2007. http://adt.ecu.edu.au/adt-public/adt-ECU2007.0011.html.

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Students' interest in physics seems to be decreasing at all levels of education in most countries including Thailand. This problem is likely to be influenced by physics teaching and learning processes. Instructors' beliefs influence teaching strategies whereas students' beliefs, goals and motivation influence learning strategies. The investigation of factors influencing teaching and learning will provide useful information for improving the teaching and learning of physics. This research aims to explore physics instructors' beliefs about teaching and learning physics, students' beliefs, go
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Offerdahl, Erika Gudrun. "The Nature of Biochemistry Instructors' Thinking: Factors Associated with Change and Growth." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194216.

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The objectives of this study were to (1) characterize the nature of biochemistry faculty members' "instructor thinking" with regard to teaching upper-level, large-lecture biochemistry courses, (2) identify factors associated with changes in instructor thinking, and (3) investigate the relationship between instructor thinking and teaching practice. For the purposes of this study, "instructor thinking" was defined as an instructor's thoughts about (1) teaching, including the role of instructors, student engagement, instructional strategies, and assessment and (2) students and learning, including
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Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat universities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/35.

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Students' interest in physics seems to be decreasing at all levels of education in most countries including Thailand. This problem is likely to be influenced by physics teaching and learning processes. Instructors' beliefs influence teaching strategies whereas students' beliefs, goals and motivation influence learning strategies. The investigation of factors influencing teaching and learning will provide useful information for improving the teaching and learning of physics. This research aims to explore physics instructors' beliefs about teaching and learning physics, students' beliefs, goals
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Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat Universities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0011.html.

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McLaughlin, Alison. "Adult cognitive development over the lifespan, conditions and consequences of higher education instructors' beliefs." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60398.pdf.

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Xiao, Ting. "Pedagogical Beliefs and Practices through Guided Reflection: A Multiple-Case Study of ESL Writing Instructors." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406821489.

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Books on the topic "Instructors' belief"

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Focke, Jaap. Machseh Lajesoumim. Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463726955.

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The Jewish Orphanage in Leiden was the last one of 8 such care homes to open its doors in The Netherlands before the Second World War. After spending almost 39 years in an old and utterly inadequate building in Leiden’s city centre, the inauguration in 1929 of a brand-new building, shown on the front cover, was the start of a remarkably productive and prosperous period. The building still stands there, proudly but sadly, to this day: the relatively happy period lasted less than 14 years. On Wednesday evening, 17th March 1943, the Leiden Police, under German instructions, closed down the Orphan
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Values and Beliefs in Organisations Instructor's Manual. Pearson Education, Limited, 2000.

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Gaustad, Edwin S., Mark A. Noll, and Heath W. Carter, eds. A Documentary History of Religion in America. Wm. B. Eerdmans Publishing Co, 2018. http://dx.doi.org/10.5040/bci-003s.

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For decades students and scholars have turned to the two-volume Documentary History of Religion in America for access to the most significant primary sources relating to American religious history from the sixteenth century to the present. This fourth edition published in a single volume for the first time has been updated and condensed, allowing instructors to more easily cover the material in a single semester. With more than a hundred illustrations and a rich array of primary documents ranging from the letters and accounts of early colonists to tweets and transcripts from the 2016 president
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Salem, Linda C. Children's Literature Studies. Greenwood Publishing Group, Inc, 2005. http://dx.doi.org/10.5040/9798400625534.

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This supplement to standard children's literature textbooks will be a help to instructors as they engage their students in discussions about selection of materials, censorship, dealing with curricular issues, the need to understand administrative policies, community beliefs, and their responses to these issues. It is designed to help instructors discuss books in ways that inspire collegiality, collaboration, and scholarship in book evaluation and selection. Using actual case studies, resource reviews and/or scenarios of censorship, religion, violence, ethnicity and other issues, the instructor
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Darring, Reggie. Get Past Limiting Beliefs: Step-By-Step Instructions to Destroy Your Limiting Beliefs. Independently Published, 2022.

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Pitts, Edward L. Faith vs Beliefs - Phase III: Faith is God-given Instructions. Kingdom United Media Publishing, 2022.

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Stock, Kathleen. Conclusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198798347.003.0008.

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In this book, a central aim has been to defend what many have taken to be an indefensible view: extreme actual intentionalism about fictional content. This book has the aim of demonstrating that extreme intentionalism should be taken seriously. Meanwhile, if the ideas about fictional content presented here are right, then, as the book has shown, a number of interesting consequences follow for other matters, among them, that a theory of fiction as a set of instructions to imagine certain things is provided with additional motivation. This account also furnishes a neat explanation of how testimo
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Gadel, Cara. Fascinating and Exciting Overview of Chinese Belief Systems : Confucianism, Taoism, and Legalism: (Full Instructor Script for Slideshow Presentation, with Visuals and Point-By-Point Explanations). Independently Published, 2019.

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Ruch, Willibald, Arnold B. Bakker, Louis Tay, and Fabian Gander, eds. Handbook of Positive Psychology Assessment. Hogrefe Publishing, 2022. http://dx.doi.org/10.1027/00619-000.

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This volume gives a state-of-the-art overview of assessment in the field of positive psychology, including a comprehensive survey of current theories, approaches, issues, and assessment instruments. In four sections, leading experts look at different conceptualizations of well-being and discuss specific traits, states, and behaviors. New directions in positive psychology are also explored, including measuring primal world beliefs, imagination, self-transcendent experiences, and nostalgia. Each chapter provides an introductory background to the positive psychology topic reviews the most relevan
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Strong, S. I. 6. Step four in the IRAC method: the conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198811152.003.0006.

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This chapter guides the law student to the fourth step in the IRAC method of legal essay writing: identification of the conclusion of the argument. Students often overlook the need to have a conclusion in their law essays and exams, or believe that their conclusion must be the same as that identified by the instructor. This chapter explains what ‘conclusion’ means under the IRAC system, outlines the need for a conclusion in legal writing and provides a fast and easy technique that can be used to facilitate the process of writing a conclusion to any essay or exam. The chapter also includes tips
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Book chapters on the topic "Instructors' belief"

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El-Ali, Leena. "Sexual Misconduct: What the Qur’an Tells Us about Pre-Marital vs Extra-Marital Sex." In Sustainable Development Goals Series. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-83582-8_19.

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AbstractIn the Qur’an, sex outside marriage is a topic addressed to men and women equally, although society has come down much harder on women in this regard. A distinction is made between pre-marital and extra-marital sex (adultery), yet we hear almost nothing about that, with the two typically collapsed into a single category in the public discourse. While four witnesses are required to prove illicit sex of any kind, a mere expression of remorse is sufficient for the accused to be left alone per Qur’anic dictate. Where remorse is absent, the Qur’an takes a harder line against extra-marital s
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Bohn-Gettler, Catherine M., and Matthew T. McCrudden. "Effects of Emotions, Topic Beliefs, and Task Instructions on the Processing and Memory for a Dual-Position Text." In Emotions in Reading, Learning, and Communication. Routledge, 2024. http://dx.doi.org/10.4324/9781003478720-3.

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Andrews, Sharon K., Lisa Lacher, and Todd W. Dunnavant. "Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement." In eLearning Engagement in a Transformative Social Learning Environment. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6956-6.ch005.

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The philosophical beliefs of instructors directly impact how a course is designed, the extent to which each instructor's belief systems may impact the course experience, and the beliefs that may underlie instructional design and engagement systems throughout the instructional process. The focus of this discussion evolves around the philosophical belief systems of three higher education instructors at different points in their career trajectory, from adjunct instructor to full professor, that focuses upon an analysis of philosophical beliefs associated with the teaching and learning process, th
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Craig, Madeline, Patricia N. Eckardt, and Linda Kraemer. "Recursive Redesign." In Research, Practice, and Innovations in Teacher Education During a Virtual Age. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5316-2.ch010.

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This chapter describes in detail the use of a semester-long project for students learning the foundations of education. This chapter takes the readers on a journey through successful reiterations of the project to meet the needs of students in traditional face-to-face, fully online course and hybrid courses. Over the years, the instructors have improved the project through slow expansion, piloting, research studies, and student feedback. Teacher candidates need to understand and value the notion of lifelong learning as being an essential part of teaching, and the recursive redesign of this pro
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Maddux, Cleborne D., and Rhoda Cummings. "Developing Web Pages as Supplements to Traditional Courses." In Instructional and Cognitive Impacts of Web-Based Education. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-59-9.ch009.

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There has been a recent explosion of interest in distance education. On college and university campuses, this interest owes much of its life and vigor to (a) a belief by university faculty that technology may be able to improve instruction, and (b) the sudden realization by university administrators that distance education is producing large sums of money and has the potential to produce much more. In higher education, the World Wide Web (WWW) has come to be one of the most popular service delivery vehicles for distance education efforts. At first, most sites were created primarily for courses
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Andrews, Sharon K., Lisa Lacher, and Todd Dunnavant. "Additional eLearning Considerations Around the Instructor's Philosophical Belief Systems." In eLearning Engagement in a Transformative Social Learning Environment. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6956-6.ch006.

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The instructor is an integral member of the educational environment through leading, facilitating, and supporting the development of a learning community. This is integrally important within an elearning environment, wherein motivational engagement is a potentially more nuanced environment due to the differentiation in time, space, and place. The instructor's philosophical belief systems highlight the potential for transformative social learning environments that directly impact the instructional design of the course, differentiating enhancements towards supporting user experience, as well as
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"Identifying the Differences Between Online and F2F Teaching." In Reforming Teacher Education for Online Pedagogy Development. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5055-8.ch006.

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Governing agencies and administrators of education have typically been operating under the impression that online teaching is Face-to-Face (F2F) teaching using computers. This belief is a negative stereotype of education that is continually disproven by instructors of both modes, students of both modes, and research into the similarities and differences. Traditional pedagogies have a longstanding role in the F2F classroom, which do not always transfer into the online classroom. Rather, online pedagogy should be considered as a distinct area of study that addresses the new and evolving pedagogi
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Agamba, Joachim Jack. "Optimizing Blended Teaching and Learning in Brick-and-Mortar Institutions." In Models for Improving and Optimizing Online and Blended Learning in Higher Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6280-3.ch001.

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The increase of blended instructional offerings in brick-and-mortar institutions provides leverage for the appropriate utilization of technology for instruction to optimize learning and serve a generation of learners who prefer such environments. However, the question of appropriate use of technology to improve student performance rests on teacher belief. Where faculty believe that they are content experts who should be trusted to deliver instruction as they see fit, the integration of technology becomes a choice. Some faculty see a clear demarcation between curriculum development and instruct
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"TO THE INSTRUCTOR." In Philosophy, Reasoned Belief, and Faith. University of Notre Dame Press, 2022. http://dx.doi.org/10.2307/jj.21995557.4.

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Crawford, Caroline M. "Instructor Immediacy and Authenticity." In Creating Teacher Immediacy in Online Learning Environments. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9995-3.ch002.

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Online instructors necessitate the implementation of immediacy and authenticity on a continuous basis within an instructional endeavor. Towards more fully understanding the immediacy and authenticity of an instructor's efforts, aspects related to interactive activities, instructor's philosophical beliefs systems, and understanding cognitive vulnerability within an online instructional environment are vitally important to learner success. Further, while developing a community of practice supports the instructor's efforts to engage learners more fully within the instructional success capable wit
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Conference papers on the topic "Instructors' belief"

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Lee, Eric S., and Naina Garg. "Reliability of multiple-choice versus problem-solving student exam scores in higher education: Empirical tests." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11303.

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Instructors in higher education frequently employ examinations composed of problem-solving questions to assess student knowledge and learning. But are student scores on these tests reliable? Surprisingly few have researched this question empirically, arguably because of perceived limitations in traditional research methods. Furthermore, many believe multiple choice exams to be a more objective, reliable form of testing students than any other type. We question this wide-spread belief. In a series of empirical studies in 8 classes (401 students) in a finance course, we used a methodology based
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Kaplan, Jennifer, and Kristen Roland. "Confidence Means What?!?: Lexical Ambiguity in the Interpretation of Confidence Intervals." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8h2.

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Associations of Statistics and Psychology recommend reporting interval estimates, such as confidence intervals, when communicating data-based results. Previous research in statistics education, however, has identified the word confidence as having lexical ambiguity for students learning statistics. This study investigates the nature of this ambiguity with the interpretation of confidence intervals. Analysis of transcripts from task-based interviews revealed four themes, (a) sureness/belief, (b) confident in outcome, (c) confusion of chance/probability, and (d) equivalence of chance/probability
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Chory, Rebecca M. "Fairness matters in higher education: Student classroom justice perceptions and behavioral responses." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16315.

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Fairness in the higher education instructional context, i.e., classroom justice, is fast becoming a salient and widespread concern among scholars, instructors, and students alike. Drawing on research conducted in North America, Europe, Asia, and other world regions, the present article describes university students’ beliefs about what constitutes unfair instructor behavior, and it explores the relationships between classroom justice and student behavioral responses. Results of this work indicate that university students identify grading procedures, instructor feedback, and instructor affect, a
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Myers, Marie J. "BRIDGING LANGUAGE GAPS OF L2 (SECOND LANGUAGE) TEACHERS BY OPTIMIZING THEIR SELF-AWARENESS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end112.

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"During a Canada-wide consultation session of teacher trainers for future teachers of French, Canada’s official second language (L2), given the problematic situation of unprepared candidates with questionable mastery of the language, some instructors even retreated to a position stating that these students need to be encouraged although they are struggling with French. What this implies is placing role models in classes with inaccurate French, repeating the same situation if not making it even worse as indeed early French immersion is still the chosen protocol by Canadian non-French speaking p
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Hall, Simin, Catherine T. Amelink, Samuel Conn, and Eugene Brown. "Online Course Design Informed by Students’ Epistemic Beliefs: A Case Study of a Thermodynamics Course." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37228.

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Online offerings of abstract engineering courses such as thermodynamics provide a medium to present course material using pedagogy that employs problem-based learning (PBL). This shift requires a student-centered approach to course design and delivery that addresses several key elements in the educational setting, including students’ self-efficacy as it relates to problem-solving and students’ epistemic beliefs as they relate to interacting with peers, instructors, and instruction. This paper reports results from a mixed-method study that collected data useful in design of an online course foc
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Lauritano, Steven. "The Case for Survey Eclecticism." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.95.

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Imagine an architectural history survey course in which the diversity of interpretive approaches takes precedence over any attempted comprehensiveness of content. This paper examines the merits, and possible pitfalls, of such a class. Instead of asking students to work through a single textbook, an “eclectic survey” presents a chapter from a different book every week with each chapter carefully selected to highlight a distinctive interpretive tradition: Sigfried Giedion on Paleolithic Europe, Vibhuti Sachdev on Ancient South Asia, George Kubler on Ancient America . . . and so on. Together with
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Daniels Rahimi, Ilan, and Gila Cohen Zilka. "Self-Efficacy in Learning English as a Foreign Language via Online Courses in Higher Education." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5154.

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Aim/Purpose. Higher education institutions face difficulties and challenges when it comes to distance learning. The purpose of this paper is to examine self-efficacy indicators and student satisfaction during online English classes. Background. E-learning has been very relevant since the Covid-19 era and is still relevant today. It is possible for students to study regardless of their location or time. By measuring students’ self-efficacy, instructors can gain valuable insights into their students’ ability to create social interaction, cope with technology, and acquire knowledge and tools to m
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Heller, Patricia, Kenneth Heller, Charles R. Henderson, H. Vincent Kuo, and Edit Yerushalmi. "Instructors’ Beliefs and Values about Learning Problem Solving." In 2001 Physics Education Research Conference. American Association of Physics Teachers, 2001. http://dx.doi.org/10.1119/perc.2001.pr.005.

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Galantomos, Ioannis. "Surveying Greek language instructors’ beliefs about metaphor teaching." In 8th Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2017/08/0009/000311.

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Zhan, Ying. "Chinese college students’ beliefs about instructor and peer feedback functions." In The 2nd International Conference on Research in Education, Teaching and Learning. Acavent, 2019. http://dx.doi.org/10.33422/2nd-icetl.2019.04.232.

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Reports on the topic "Instructors' belief"

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Drury, J., S. Arias, T. Au-Yeung, et al. Public behaviour in response to perceived hostile threats: an evidence base and guide for practitioners and policymakers. University of Sussex, 2023. http://dx.doi.org/10.20919/vjvt7448.

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Background: Public behaviour and the new hostile threats • Civil contingencies planning and preparedness for hostile threats requires accurate and up to date knowledge about how the public might behave in relation to such incidents. Inaccurate understandings of public behaviour can lead to dangerous and counterproductive practices and policies. • There is consistent evidence across both hostile threats and other kinds of emergencies and disasters that significant numbers of those affected give each other support, cooperate, and otherwise interact socially within the incident itself. • In emerg
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