Academic literature on the topic 'University instructor-student relationships'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'University instructor-student relationships.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "University instructor-student relationships"
1
Furlich, Stephen A. "Understanding Instructor Nonverbal Immediacy, Verbal Immediacy, and Student Motivation at a Small Liberal Arts University." Journal of the Scholarship of Teaching and Learning 16, no. 3 (2016): 11–22. http://dx.doi.org/10.14434/josotl.v16i3.19284.
Full textAbstract:
Abstract Instructor communication behaviors and student motivation to learn relationships were studied at a small liberal arts university. Specifically, relationships between instructor nonverbal immediacy, verbal immediacy behaviors and student motivation to learn were measured. Only instructor verbal immediacy behaviors had a significant linear regression relationship result with student motivation to learn. These results from a small liberal arts university are discussed in reference to previous research that measured these variables primarily at research universities. The results and implications are addressed for instructors and administrators.
2
Robinson, Carly D., Whitney Scott, and Michael A. Gottfried. "Taking It to the Next Level: A Field Experiment to Improve Instructor-Student Relationships in College." AERA Open 5, no. 1 (2019): 233285841983970. http://dx.doi.org/10.1177/2332858419839707.
Full textAbstract:
Competing in today’s workforce increasingly requires earning a college degree, yet almost half of all enrolled undergraduates do not graduate. As the costs of dropping out of college continue to rise, instructor-student relationships may be a critical yet underexplored avenue for improving college student outcomes. The present study attempts to replicate and extend a prior study that improved teacher-student relationships at the high school level in a college setting. In this registered report, we test whether an intervention that highlights instructor-student commonalities improves similarity, instructor-student relationships, academic achievement, and persistence for undergraduate students in a large, diverse public university. We found that the intervention increased perceptions of similarity but not downstream relational or academic outcomes. Our exploratory analyses provide one of the first investigations suggesting that instructor-student relationships predict an array of consequential student outcomes in college. These findings show a notable relationship gap: instructors perceived less positive relationships with certain student groups, but on average, students perceived equally positive relationships with their instructors.
3
Kimble, Carlotta, and Gregory Turner. "University: Student Peer Mentoring in the Clinical Training of Speech-Language Pathologists." Perspectives on Administration and Supervision 22, no. 1 (2012): 12–27. http://dx.doi.org/10.1044/aas22.1.12.
Full textAbstract:
This phenomenological study explored the nature of clinical peer mentoring experiences from the perspectives of first-time undergraduate student clinicians, graduate student peer mentors, and their clinical instructor at one Midwestern university. Participants included five mentor–first time (FT) clinician pairs and one clinical instructor. In-depth, semi-structured, face-to-face interviews were analyzed using Moustakas’ (1994) modified van Kaam method of analysis of phenomenological data. The findings revealed personal and reciprocal peer mentor–FT clinician relationships that impacted clinical instructor supervision. The results suggested a dichotomy between acceptance of peer mentor guidance and support and FT clinician self-confidence in clinical skills. The findings demonstrated the potential impact of relationship dynamics between peer mentor and clinical instructor on the overall clinical experience of FT clinicians. The results yielded implications for peer mentor model development.
4
Glazier, Rebecca A., and Heidi Skurat Harris. "Instructor Presence and Student Satisfaction Across Modalities: Survey Data on Student Preferences in Online and On-Campus Courses." International Review of Research in Open and Distributed Learning 22, no. 3 (2021): 77–98. http://dx.doi.org/10.19173/irrodl.v22i3.5546.
Full textAbstract:
Post-COVID-19, many, if not most, college and university instructors teach both online and face-to-face, and, given that online courses historically have higher attrition rates, designing and facilitating effective online courses is key to student retention. Students need online and on-campus courses that are well designed and facilitated, but even well-designed classes can be ineffective if students feel lost in the course or disengaged from the instructor. We surveyed 2,007 undergraduate students at a public, metropolitan university in the United States about the best and worst classes they had taken at the university. The resulting data revealed important consistencies across modalities—such as the importance of clear instructions and instructor availability. However, students responded that instructors matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments “stand in” for instructors in online classes. These findings support the need for increased faculty professional development in online course design and facilitation focused on student experience as well as faculty expertise.
5
Hellmich, Emily, and Kimberly Vinall. "FL Instructor Beliefs About Machine Translation." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 4 (2021): 1–18. http://dx.doi.org/10.4018/ijcallt.2021100101.
Full textAbstract:
Machine translation (MT) platforms have gained increasing attention in the educational linguistics community. The current article extends past research on instructor beliefs about MT by way of an ecological theoretical framework. The study reports on a large-scale survey (n=165) of FL university-level instructors in the U.S. Findings indicate strong lines being drawn around acceptable MT use (e.g., in relation to text length and skill, policies), an acknowledgement of widespread student use driven by diverse motivations, and the Janus-faced nature of MT's potential threat to the profession. These findings reveal several salient tensions in how MT mediates relationships in language education (e.g., constructions of students, the nature of language and language learning, goals of the profession) that shed new light on the impact of MT technologies on the field. Implications for future research and the development of pedagogical practices anchored in digital literacies conclude the piece.
6
Lucas, Kyle, and Jennifer Murdock. "Developing an Online Counseling Skills Course." International Journal of Online Pedagogy and Course Design 4, no. 2 (2014): 46–63. http://dx.doi.org/10.4018/ijopcd.2014040104.
Full textAbstract:
Outlined here is the development and implementation of an online counseling skills course at a Rocky Mountain University in the western United States. Techniques were used in reference to how a traditional counselor education classroom operates to teach counseling skills and were modified to fit an online setting. The design of this course used best practices from research regarding online learning, as well as techniques specific to online learning environments. Additionally, the course implemented a learning community utilizing peer collaboration and the encouragement of positive student and instructor relationships. Finally, the course underscored the uniqueness of the individuals enrolled in the context of community membership with careful consideration of diverse backgrounds.
7
Çakiroğlu, Ünal. "Community of Inquiry in Web Conferencing: Relationships between Cognitive Presence and Academic Achievements." Open Praxis 11, no. 3 (2019): 243. http://dx.doi.org/10.5944/openpraxis.11.3.968.
Full textAbstract:
In an increasingly digital society, educators are encouraged to use synchronous online technologies. This study attempts to explore the community of inquiry in a web conferencing system through synchronous interactions and focuses on the relationships between cognitive presence and academic achievements. Participants were teacher candidates enrolled in a one-semester synchronous course at an online program of a public university. Community of Inquiry Questionnaire, final exam scores and student discussion messages were used to gather data. Results indicated that while moderate positive relationships were found between cognitive and social presences, no significant correlation was addressed between teaching and social presences and also between teaching and cognitive presences. In addition, cognitive presence was found moderately positive correlated with academic achievements. The role of the instructor and the affordances of web conferencing system positively influenced the students’ cognitive presences. Further research directions and practical implications about the synchronous instructions were also included.
8
Bao, Mingzhen, Adam L. Selhorst, Teresa Taylor Moore, and Andrea Dilworth. "An Analysis of Enhanced Faculty Engagement on Student Success and Satisfaction in an Online Classroom." International Journal of Contemporary Education 1, no. 2 (2018): 25. http://dx.doi.org/10.11114/ijce.v1i2.3653.
Full textAbstract:
Difficulty building meaningful student and instructor relationships can create a challenge for online instructors. A Faculty of Practice (FoP) role was created in a large online university requiring greater faculty engagement to bolster student achievement. This study examined the impact of the FoP role on student success and satisfaction over a 6-month period. The position emphasized an increased engagement through enhanced personalized learning, subject-matter expertise, discipline mentoring, and community building. The increased engagement was promoted through requirements mandating a consistent presence in the classroom, personalized email interactions with students prior to course start, promotion and instruction of material through individual conferences, outreach to students with late or missing assignments, and weekly office hours including video conference options. None of these requirements are mandated for Associate Faculty (AF) teaching the courses. Data on student success included an analysis of student GPA, pass rates, completion rates, and progression to next course rates for FoP and AF courses. Student satisfaction was evaluated through the analysis of Student End-of-course Surveys (EoCS). Student data showed a significant increase in student GPA with the FoP when compared to AF courses. No differences were seen in pass, completion, or progression rates. Increase in student satisfaction for FoP courses as measured by EoCS was seen upon comparison with AF. Students noted a greater connection with the FoP and indicated stronger relationships with the FoP. Based on the analysis, we conclude the FoP role has the potential to improve student success and satisfaction in the online classroom.
9
Peranginangin, Mori. "Nursing Students Perceptions of Effective Clinical Instructors Characteristics." Abstract Proceedings International Scholars Conference 7, no. 1 (2019): 652–59. http://dx.doi.org/10.35974/isc.v7i1.1985.
Full textAbstract:
Background: Clinical instructors have a very important role in the learning process of nursing students, especially in clinical areas such as hospitals. The purpose of this study was to identify nursing students’ perceptions about effective clinical characteristics.
 Method: This research was conducted at the Adventist University of Indonesia with a descriptive, correlation design. The sample used was 152 nursing students taken randomly. The instrument used was the Effective Clinical Instructor Characteristics Inventory (ECICI) consisting of 40 questions, divided into three sections, namely professional competence (28 questions), relationships with students (8) questions and self-attributes (12) questions. Data collection was conducted from June to July 2019.
 Result: The results obtained indicate that the characteristics of effective clinical instructors are Communicate effectively; breaks down content in a down-to-earth manner; Friendly attitude; Respect student as an individual; Open-minded, objective, non-judgmental. The t-test results showed that there were differences in perceptions between male and female students with a sig value of 0.046 (<0.05).
 Conclusions: It is hoped that the results of this study can provide input to staff and faculty in improving or enhancing the characteristics of effective clinical instructors. It is necessary to orient the new clinical instructor about the characteristics that need to be improved.
 Key Words: Clinical Instructors Characteristics, Nursing students, Effective Clinical Instructor Characteristics Inventory
 
 
10
Abalkheel, Albatool Mohammed. "How to Address Your Instructor: An Analysis of Classroom Discourse at Saudi Arabian Universities." Studies in English Language Teaching 8, no. 4 (2020): p122. http://dx.doi.org/10.22158/selt.v8n4p122.
Full textAbstract:
Hofstede’s (1986) concept of national culture includes the key dimension of how power distance affects interactions between interlocutors on all levels and settings of a society, including that of the university. An examination of such interactions, including the expected linguistic behaviors of instructors and students, is quite useful, because cultural values and the archetypal roles of instructors and their students tend to shed light on the relationships and general atmosphere of not just the higher education setting, but also of the society as a whole. In the large power distance culture of Saudi Arabia, this concept is examined through an analysis of the different address terms students use in classroom discourse to address their instructors. Since the use of titles is related to classroom interaction, it is affected by power distance. This study investigates and analyzes the discourse of the classroom in Saudi universities to identify titles and address terms used in student-instructor communications. The research found that the terms students employ with instructors include social and academic terms; whereas first and last names were usually avoided. Effects of potential factors are explained in terms of Hofstede’s (1986) concept of power distance.
Dissertations / Theses on the topic "University instructor-student relationships"
1
Chen, Danyan. "Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35735.
Full textAbstract:
Research shows that there is an increasing number of international students studying in universities and colleges in Canada, with China a top source country of international students. However, Chinese students’ experience studying in Canada has been rarely researched. Taking University of Ottawa as a case, this study explores the experience of Chinese students in terms of their relationships with instructors through a relational communication lens. Semi-structured in-depth interviews were conducted with Chinese first year students studying at the University of Ottawa to explore their experience of student-instructor relationships, to understand their overall experience of the student-instructor relationship, to identify the contributors and hindrances to the development of positive student-instructor relationships, and to explore the impact of such relationship on the students. Findings indicate that Chinese students experience different education and acculturation which influences their overall experience of student-instructor relationships. Teacher immediacy, rapport and classroom justice are factors that affect the development of such relationships, whose impact include both academic and social outcomes.
2
Plew, Melissa S. "Facebook Friendships between College/University Instructors and Students: Deciding Whether or Not to Allow Students as Friends, Communicating with Students, and the Individual Differences that Influence Instructors' Impression Management on Facebook." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/communication_diss/26.
Full textAbstract:
This research examined Facebook friendships between college/university instructors and students. Based on the development of instructor-student dual relationships, this study described instructors’ Facebook use with students. This included explanations for allowing/not allowing students, communication with students, and ethical concerns. Rooted in the theories of impression management, self-monitoring and role conflict, plus the concept of ambient awareness, hypotheses predicted relationships between instructors’ individual differences and Facebook use: (1) self-monitoring would be positively related to role conflict; and (2) self-monitoring, (3) role conflict, and (4) ambient awareness would be positively related to instructors’ self-presentation, impression management behaviors, and privacy management. Emails were sent to faculty at 270 colleges/universities throughout the U.S. and 331 instructors completed the online survey. Of these, 56.2% allowed students as friends. Open-ended answers revealed that instructors allowed students as friends to communicate, to facilitate learning about each other, and because it was difficult to decline requests. Some instructors did not allow certain students (e.g., problematic students, undergraduates). They communicated by commenting on and liking posts on students’ pages, and had ethical concerns about negative consequences. Open-ended answers revealed that instructors did not allow students as friends to maintain the professional divide and avoid favoritism, which explained their ethical concerns. Hierarchical regression analyses tested the predicted relationships. Results revealed that self-monitoring approached significance as having a positive relationship with role conflict and a negative relationship with privacy management, but was not related to self-presentation or impression management behaviors. Role conflict was not related to impression management. Awareness of students was positively related to self-presentation and impression management behaviors, but unexpectedly, perception of students’ awareness of instructors was negatively related to privacy management. A partial correlation analysis tested high/low self-monitors separately and not only replicated the results, but also revealed that high self-monitors’ perception of students’ awareness was positively correlated with self-presentation and impression management behaviors. These findings indicate that ambient awareness is related to online communication and should be studied further. This is especially intriguing since the two types of ambient awareness related differently to the three types of impression management studied in this research.
3
Mak, Barley Shuk-yin Chan. "An investigation into the relationship between speaking-in-class anxiety with instructor behaviour and classroom practices among Chinese ESL (English as a Second Language) first year undergraduates in a Hong Kong university." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:5615.
Full textAbstract:
This study investigates the relationship of instructor behaviour and classroom practices with Chinese ESL speaking-in-class anxiety of a group of first-year university students in Hong Kong. The factors contributing to second language learning speaking-in-class anxiety (SA) are identified by means of interviews,a questionnaire and discussion. The relationship between sex, majors, students' second language (English) proficiency, self-evaluation of their first language (Chinese) and second language (L2) proficiency with SA are examined with the help of a questionnaire. A further aspect of the study explores the kinds of classroom practices and teacher behaviour that help students reduce SA by means of an experiment, comparison of data gathered from pre-and-post experiment questionnaires, participant observation, interviews, classroom activity records, audio recording and comparison of students' English oral grades before and after the experiment. Factor analysis identified five factors contributing to SA. They are - speech anxiety and fear of negative evaluation - comfortableness when speaking with native speakers - negative attitudes towards the English class - negative self-evaluation and - fear of failing the class/consequences of personal failure. Speaking in front of the class without preparation, being corrected when speaking, inadequate wait-time and not being allowed to use the first language in a second/foreign language class were also indicated by this group of first-year Chinese ESL university students as important elements leading to SA. Results suggested that teacher behaviour such as creating a warm and easy going atmosphere in the classroom, upholding teaching professionalism, providing specific help to students and providing pleasant language experience are useful to encourage spoken English in an ESL classroom. Classroom practices such as adopting appropriate tasks and activities that address varied leaning styles and strategies in the classroom, adopting appropriate modes of assessment and correction, allowing preparation in advance before asking students to speak in front of the class, providing adequate wait-time and allowing the use of the first language help lower students' SA. The thesis concludes with an examination of the methodological and theoretical implications of the study. The present research has highlighted the importance of considering the cultural elements, wait time and the use of LI in the L2 classroom, elements which have been neglected in previous anxiety research. A number of tentative and practical recommendations from the study are proposed together with suggestions for future research.
Book chapters on the topic "University instructor-student relationships"
1
Bardelle, Cristina. "Improving Learning Strategies for Mathematics through E-Learning." In Handbook of Research on Didactic Strategies and Technologies for Education. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch058.
Full textAbstract:
This chapter describes an experience concerning a mathematics course offered at university for first-year science students. The course, realized in a blended format, is aimed at supporting students in the critical stage of transition from high school to university. Beside standard materials and resources, students were provided with online tools for the achievement of learning strategies mainly based on semiotic and pragmatic aspects of mathematical language. The online activities are an effective tool from the cognitive and metacognitive perspective, promoting a shift from passive learning (listening to lectures and taking notes) to more active modalities of learning where the students were engaged in student-instructor or student-computer interaction activities. Overall, more than half of the students participated in the optional online activities, and a positive relationship between this participation and the results in the final written test serve to verify the potential effectiveness of this form of study.
2
Leflore, Dorothy. "Theory Supporting Design Guidelines for Web-Based Instruction." In Instructional and Cognitive Impacts of Web-Based Education. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-59-9.ch006.
Full textAbstract:
More and more universities are turning to Web-based instruction in order to accommodate a larger student population. Much of the coursework available online follows the traditional packet type system that has been available for printed correspondence courses. The major difference has been synchronous and asynchronous communication, not just between the instructor and students but among the students. However, learning can be enhanced if attention is given to how the material to be learned is presented and how students are required to interact with and interpret the material. Learning theories can be used to provide sound guidelines for designing a variety of presentation modes and student activities online. Examples provided later in this chapter come from an on-line course in Learning Theories at North Carolina A & T State University which was designed and taught by Karen Smith-Gratto. A primary theory to consider is Gestalt theory because the main focus of Gestalt theorists was to explore perception and its relationship to learning. Smith-Gratto and Fisher (1998-99) stated “The screens rely heavily on the ‘visual perception’ of the learner” (p. 3). Consequently, the Laws of Perception should be the foundation for visually designing and evaluating the Web-based instructional page. Some of the Laws of Perception that would be beneficial in designing Web-based instructional pages are figure-ground contrast, simplicity, proximity, similarity, symmetry, and closure. In addition to the Laws of Perception, Gestalt theory can also provide guidance in the development of activities for students to engage in during the Web-based learning experience. While modern cognitive theory is in some respects an outgrowth of Gestalt theory, there are differences that can be exploited to provide additional approaches to Web-based instruction. There are several approaches from cognitive theory that can be used to help design what appears on the Web-based instructional page and help design student interactions. Cognitive mapping or webbing, concept attainment activities, and use of motivational graphics, animations and sounds are ways that cognitive theory can substantially contribute to the instruction. In addition to Gestalt and cognitive theory, constructivism can be drawn upon to create Web-based instructional activities that require students to approach learning in different ways. Guidelines for developing Constructivist based activities require that students be given active and engaging tasks that require more than minimal intellectual involvement. Examples of such tasks include student development of models and metaphors to explain what they are learning. Students can be provided with demonstration simulations that are not explained. Students are then required to explain what happened within the demonstration and construct definitions and explanations based upon what they observed. In addition to these types of activities, students can be required to participate in on-line problem solving activities both alone and with other students.
Conference papers on the topic "University instructor-student relationships"
1
Martin, Michael W., and Cale T. Polkinghorne. "Breaking Down Classroom Walls: Fostering Improved Communication and Relations Between Engineers and Tradesmen Through a Joint Semester Project." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62229.
Full textAbstract:
Recent engineering education research has suggested that most engineering curricula does not promote attainment of many characteristics desired in practicing engineers [1][2]. One such characteristic is effective communication with workers in other disciplines. A method to attain improved communication is simulation of workplace situations in the educational environment [3][4]. In an effort to improve communication between trades and to foster a higher appreciation for the other field, a project simulating the working relationship between engineers and machinists was implemented via a joint semester project coupling a Computer Numerical Control (CNC) machining course and an engineering design course. A significant body of knowledge exists regarding multidisciplinary education for engineering students. Nearly all of the multidisciplinary projects involve one discipline of engineering working with another engineering discipline (i.e. mechanical engineering students working with electrical engineering students). The multidisciplinary work between different disciplines of engineering students has documented benefits; however, the two groups of students are on a similar communication level. By coupling junior and senior level bachelor degree-seeking engineering students with students primarily pursuing a 1 year CNC machining certificate, many communication barriers are encountered that are not seen in typical university multidisciplinary projects. The students from the engineering class were tasked with designing a simple assembly that performs a specified function. The engineering student was responsible for generating a complete set of manufacturing prints. Each engineering student was matched with a group of two or three CNC machining students, who were responsible for manufacturing the parts designed by the engineering student. This type of collaboration closely simulates the design engineer working with the manufacturing shop floor employee in determining how a part is best produced and taking the project to completion by manufacturing and assembly of that part. Data collection methods included student surveys and instructor observations. Primary student outcomes appeared to be; 1) an appreciation for the importance of communication and, 2) greater understanding of the complete process needed to produce a product. The primary difficulties the students encountered were due to communication issues and project management breakdowns. Efforts to address these issues and other lessons learned will be discussed.