Journal articles on the topic 'University instructor-student relationships'

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.

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.

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.

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.

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.

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.

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.

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.

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
 
 

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.

Abstract This essay explains pedagogical experiment at the University of Arkansas at Little Rock using a piece of literature as a case study to examine interpersonal-communication concepts and to emphasize a course theme of objectification of other human beings. The course, entitled Rhetoric and Communication, has two co-instructors. One instructor is from Rhetoric and Writing, the other is from Communication. This essay reviews the course they teach, along with the readings they require, and it selects The Metamorphosis by Franz Kafka, to illustrate how interpersonal themes play out in a literary text and how objectification thwarts deeply personal values. Initially, the essay summarizes key interpersonal concepts (schema theory, coordinated management of meaning, the work of Martin Buber, and Knapp’s work on relationship stages). It then considers students’ work as they produce a “filtered” summary, a summary that endeavors to apply the interpersonal concepts being studied to Kafka’s work. Finally, it explains how summaries work, the “passage hunt” exercise, and how text-based class discussions can lead to lively discussion, robust student writing and a richer understanding of interpersonal concepts as well as the part objectification plays in damaging relationships. Thus, the paper illustrates several pedagogical strategies as it explores how The Metamorphosis becomes a literary case study that answers the question: how did this fictional family create communication that resulted in such communicative tragedy?

Course Timetabling is a complex problem that cannot be dealt with by using only a few general principles. The various actors (the administrator, the chairman, the instructor and the student) have their own objectives, and these objectives usually conflict. The complexity of the relationships among time slots, classes, classrooms, and instructors makes it difficult to achieve a feasible solution. In this article, we propose an artificial intelligence approach that integrates expert systems and constraint programming to implement a course timetabling system. Expert systems are utilized to incorporate knowledge into the timetabling system and to provide a reasoning capability for knowledge deduction. Separating out the knowledge base, the facts, and the inference engine in expert systems provides greater flexibility in supporting changes. The constraint hierarchy and the constraint network are utilized to capture hard and soft constraints and to reason about constraints by using constraint satisfaction and relaxation techniques. In addition, object-oriented software engineering is applied to improve the development and maintenance of the course timetabling system. A course timetabling system in the Department of Computer Science and Information Engineering at the National Changhua University of Education (NCUE) is used as an illustrative example of the proposed approach.

<p>The willingness and flexibility of university instructors to comply with and provide accommodations for students with disabilities is critical to academic success. The authors examine how communication between students needing accommodations and university instructors impacts instructor self-efficacy, or instructors’ perception that they can meet the accommodation. Specifically, the authors’ explored the relationship between student self-disclosure of a disability and instructor empathy, flexibility, and self-efficacy in meeting student accommodation needs. Results revealed that the more a student self-discloses about a needed accommodation, the more self-efficacy an instructor has in making that accommodation. For the low-disclosure condition, empathy and flexibility were both significant predictors of self-efficacy, whereas, for the high-disclosure condition, only flexibility was a significant predictor of self-efficacy. Finally, instructors’ levels of empathy and flexibility both decreased after reading both the high and low self-disclosure scenarios.</p>

This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.

The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, and institutions had to adapt to the online learning platform. Such a rapid transition of learning modes may have affected learning effectiveness, which is yet to be investigated. Thus, identifying the predictive factors of learning effectiveness is crucial for the improvement of CoOL. In this study, we assess the significance of university support, student–student dialogue, instructor–student dialogue, and course design for learning effectiveness, measured by perceived learning outcomes, student initiative, and satisfaction. A total of 409 university students completed our survey. Our findings indicated that student–student dialogue and course design were predictive factors of perceived learning outcomes whereas instructor–student dialogue was a determinant of student initiative. University support had no significant relationship with either perceived learning outcomes or student initiative. In terms of learning effectiveness, both perceived learning outcomes and student initiative determined student satisfaction. The results identified that student–student dialogue, course design, and instructor–student dialogue were the key predictive factors of CoOL learning effectiveness, which may determine the ultimate success of CoOL.

Aim/Purpose: The purpose of this study was to analyze the online teacher- students’ interactions using WhatsApp, an instant messaging tool, and to identify the students’ view towards the use of that tool in a law course from a higher education institution in Colombia. Background: WhatsApp is a trending tool that is ultimately being used in academic contexts. However, little research is known on the types of interactions that occur when teachers are involved in student conversation groups. Methodology: This is a mixed- method study. Participants completed an opinion survey in order to establish students’ satisfaction towards the use of WhatsApp to complement face-to- face classes, a focus group to explore in depth the students´ opinions and acceptance of the WhatsApp tool for academic purposes and a chat conversation register to analyze the different types of interactions. The sample included 166 Law students. Contribution: Our contribution is to enrich the current literature on the interactions between teachers and students in a virtual environment where teachers can monitor the different academic tasks, coordinate in real time and analyze the students’ interactions that impact on the students’ ´learning process. Findings: The findings found in this research reveal that the different interactions between students and teachers in order to facilitate learning should be valued not only the relationships of knowledge construction, but also the social and interdependence presences due to the fact that in traditional learning processes they are not usually taken into account. Recommendations for Practitioners: The results of our research give evidence of how students in each subgroup (Plaintiffs, Defendant or Judges) diversify the use of the WhatsApp tool. Whether it is to organize, coordinate meetings, plan work, make quick inquiries, clear doubts, share messages and especially be able to communicate in real time and directly with the teacher, thus facilitating the learning process in the classroom. Recommendation for Researchers: This study identified that law university students appear to have a special preference for the WhatsApp tool, thanks to the immediacy of being able to coordinate tasks and communicate with the teacher, in comparison to using other technological means such as email. We recommend continuing to explore the use of WhatsApp in other different disciplines in order to compare the teacher-student interactions. Impact on Society: The analysis of academic interactions through WhatsApp may lead to further exploration of innovative forms of communication of teachers with their millennial students and new teacher roles to design constructive learning environments. Future Research: Future studies are suggested with regard to this topic and it would be interesting to carry out research work that deeply analyzes the role the instructor plays when participating in a WhatsApp chat group with academic purposes and how it may condition the way students interact.

Currently in Mexico, 51% of Mexicans who are studying use online platforms and courses. A study was conducted in the Fall of 2019, 162 students’ perceptions in various online Content and Language Integrated Learning courses offered completely in English in a university in Monterrey, Mexico. The purpose of the study was to determine students’ perceptions of the most important and least important components, as well as students’ greatest challenges in taking online courses in a foreign language. The students’ perceptions were categorized into six areas: course organization, interaction with teachers and classmates, ease of navigation, technology, course materials and content, and assessment. Students selected the following as the most important course components: course organization, easily understood content, quality of course materials. The online course components that students selected as the least important were interaction with classmates, videos recorded by the instructor, and course objectives. The study also revealed a weak relationship in the student to student interactions. This study provided the instructor with feedback on the online courses so that the instructor can make future course modifications to increase student success in the online courses.

University class size is a frequently debated topic among stakeholders given its relation to student achievement, teaching and learning, program evaluation, and education economics. However, the extant literature in both K–12 and higher education contexts regarding class size is equivocal, with some citing evidence of an adverse effect on student achievement for larger class sizes and others suggesting minimal effect. This study aims to explore the relationship between class size and student achievement, as measured by course grades, in the core undergraduate program at Temple University, a large, state-related university in Philadelphia, Pennsylvania. A cross-classified multilevel model was employed consisting of 14 variables—6 student level and 8 class-level—and drawing from a robust sample size of 172,516 grades awarded to 32,766 students in 8,049 classes offered across 14 terms. Results suggest that, after controlling for instructor experience, the effect of class size is not uniform and is, in fact, quite variable when accounting for student race, gender, and academic discipline within the same model. We discuss the possible reasons for these variable results with implications for program policy and classroom practice. Finally, we discuss the limitations of the present study and how future research might resolve those limitations.

<p class="apa">Writing skill is seen as a cornerstone of university students’ success in both academic and career life. This qualitative study was conducted to further explore the teachers’ and students’ perceptions on the relationship between writing apprehension and writing performance, contributing factors of writing apprehension, and strategies to reduce writing apprehension. Semi-structured interviews were conducted to get more in-depth information from two respondents: one experienced instructor of teaching writing at the Centre for Languages and Pre-University Academic Development (CELPAD), International Islamic University Malaysia, and another, a graduate student who was reported to having a high level of writing apprehension using Daly and Miller’s (1975) questionnaire on writing apprehension. Thematic analysis approach was used for data analysis. Both respondents were convinced that writing apprehension has a negative influence on students’ writing performance; the sources of contributing factors could be students, instructors, and teaching learning setting; and writing apprehension could be reduced through suggested strategies. It is recommended that instructors should be more aware of students’ problems in the writing skill.</p>

This paper will seek to contrast the rapidly growing commercial industry of digitally-mediated foreign language education with the gradually diminishing support for foreign language programs in American universities. After first analyzing evidence that justifies the need for foreign language education at the university level, it then digs deeper to locate the characteristics of those most successful online classroom models. It will finally draw on theories of language, teaching, and performativity in an effort to explore how digital spaces have and will shape the relationship between instructor and student and the performance of foreign language learning.

Today’s conventional teaching and learning methods have changed due to the COVID-19 pandemic. Online forms are replacing traditional education approaches. Along with the era of advanced technology, many universities are taking this opportunity to develop e-learning platforms to be used by both students and educators. This paper analyses the relationships between student behaviour, technological systems, interactive applications, institutional factors, and instructor characteristics to accept electronic learning among distance learners. A total of 479 valid questionnaires were analyzed. The result indicates that student behaviour, interactive applications, and instructor characteristics are the determinants of electronic learning. Keywords: Acceptance, online learning, Behavior, Distance learners eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i16.2701

This exploratory study identifies aspects of pedagogical design and teaching practice that enabled creative capacities through the lens of the researcher’s lived experience. A guiding research question in this investigation follows: (a) What is the nature of the relationship between creative activity and transformative learning and (b) In what ways are they connected through the lived experience? To conduct this exploratory study, I adopted a dual role as researcher and student in the context of a PhD-level education course at a university in Ontario, Canada. A methodological approach that drew on elements of narrative, self-study, and autoethnography was applied. Data sources include (a) field notes, (b) teaching and learning materials, (c) an individual interview with the instructor, and (d) a focus group with the other four female students in the course. Participants of the study reported that their traditional perspectives of academia were shaped and changed in the context of the creative activities and interactions. Findings reveal how creative acts served as a catalyst for transforming the ways in which the instructor and the students in the course experienced knowledge making.

In this paper we use co-constructed autoethnographic methods to explore the tensions that animate the meaning of “disclosure” in university and college environments. Drawing insight from our embodied experiences as graduate students and university/college course instructors, our collaborative counter-narratives examine the ordinary ways that disclosure is made meaningful and material as a relationship and a form of embodied labour. Our dialogue illustrates the layered nature of disclosure—for example, self-disclosing as a disabled student in order to access academic spaces but not self-disclosing to teach as an instructor. Katie uses phenomenological disability studies to analyze disclosure at the intersection of disability and pregnancy as body-mediated moments (Draper, 2002). Nancy uses Hochschild’s (1983) notion of “emotional labour” to explore how socio-spatial processes of disclosure can be an embodied form of “extra work” (e.g., managing perceptions of stigmatized identities).

In this paper we use co-constructed autoethnographic methods to explore the tensions that animate the meaning of “disclosure” in university and college environments. Drawing insight from our embodied experiences as graduate students and university/college course instructors, our collaborative counter-narratives examine the ordinary ways that disclosure is made meaningful and material as a relationship and a form of embodied labour. Our dialogue illustrates the layered nature of disclosure—for example, self-disclosing as a disabled student in order to access academic spaces but not self-disclosing to teach as an instructor. Katie uses phenomenological disability studies to analyze disclosure at the intersection of disability and pregnancy as body-mediated moments (Draper, 2002). Nancy uses Hochschild’s (1983) notion of “emotional labour” to explore how socio-spatial processes of disclosure can be an embodied form of “extra work” (e.g., managing perceptions of stigmatized identities).

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

Purpose – Competitive pressure and declining incomes in higher education have propelled many universities to increase the number of students admitted as a means of increasing their income, while the admitted students are regarded as “customers.” The purpose of this paper is to examine students’ beliefs regarding outcomes of the adoption of the student-as-customer concept and the interaction effects of these outcomes and the social influence on students’ attitudes toward acceptance of the student-as-customer concept and their intentions to study at universities adopting this concept. Design/methodology/approach – The conceptual model was developed to investigate the interaction effects of the five outcomes of the student-as-customer concept's adoption – the universities’ aim toward student satisfaction, the instructors’ neglect of teaching, the impairment of instructor-student relationship, the ease of course achievement, and the improvement of universities’ service quality and social influence on the students’ attitudes toward acceptance of the student-as-customer concept, and their intentions to study at universities adopting this concept. Survey questionnaires were used to collect data from students studying at a large private university inclining to adopt the student-as-customer concept. The structural equation modeling technique was utilized for testing the proposed model. Findings – The results indicate that students believe that the universities’ adoption of the student-as-customer concept will lead to improvement of the universities’ service quality and the degradation of educational quality in terms of the instructors’ neglect of teaching, the impairment of instructor-student relationship, and the ease of course achievement. The improvement of service quality has a positive effect on the students’ attitudes toward acceptance of the student-as-customer concept and their intentions to study at universities adopting this concept. The students’ beliefs toward the degradation of educational quality, on the other hand, have indirect and negative effects on the students’ intentions to study at universities adopting the concept. Interestingly, the effect of social influence on students’ intentions to study at universities adopting the concept is greater than the effects of students’ beliefs toward outcomes of the concept. Originality/value – This study is among the first research to empirically investigate the factors affecting students’ attitudes toward acceptance of the student-as-customer concept and their intentions to study at universities adopting this concept. The paper fills the gap in the higher education literature and provides guidance for universities to consider and prepare for the consequences of the concept's adoption associated with the number of students who intend to study at their universities.

Writing from the perspective of both an instructor in a teacher education program at University of Toronto and more importantly as a mentor for teacher candidates in the classroom, hosting for over twenty years student teachers from six universities in Ontario and New York, the paper explores the master-apprentice relationship within the practicum placement in schools – drawing philosophically on Martin Heidegger’s reflections on apprenticeship, Donald Schön’s pragmatic emphasis on studio work and Lee Shulman’s focus for training on developing subject related pedagogical-content-knowledge, to resituate the significance of what many educators and student-teachers say forms the core of teacher education. Subtle changes in teacher education over the last thirty years, set against dominant themes of professional autonomy and agency within sweeping educational and economic reforms such as the neo-liberal accountability and austerity movements, are sketched in order to follow their arc or trajectory into possible futures. Using a Foucauldian genealogical approach, the author aims to show how we could think and act differently in our practices and governance of teacher education.

In this study, classroom leadership styles of English language instructors were investigated within the Full Range Leadership (FRL) framework with the purpose of determining the relationship between instructors’ leadership styles and the outcomes of leader (the instructor in the classroom context) effectiveness, students’ extra effort and student satisfaction. Classroom Leadership Instrument, a modified version of Multifactor Leadership Questionnaire, was administered to 300 students from English Language Teaching and English Language and Literature Departments at a Turkish state university. Research data were analyzed through inferential statistical tests and the results revealed that transformational leadership and active traits of transactional leadership significantly correlated with all three leadership outcomes. Consequently, the instructors with such leader characteristics appeared to be more effective teachers, whose students felt more satisfied with their teaching and displayed extra effort at a higher extent in the courses.

Several challenges are associated with e-learning systems, the most significant of which is the lack of student motivation in various course activities and for various course materials. In this study, we used machine learning (ML) algorithms to identify low-engagement students in a social science course at the Open University (OU) to assess the effect of engagement on student performance. The input variables of the study includedhighest education level,final results,score on the assessment, and the number of clicks on virtual learning environment (VLE) activities, which includeddataplus,forumng,glossary,oucollaborate,oucontent,resources,subpages,homepage,and URLduring the first course assessment. The output variable was the student level of engagement in the various activities. To predict low-engagement students, we applied several ML algorithms to the dataset. Using these algorithms, trained models were first obtained; then, the accuracy and kappa values of the models were compared. The results demonstrated that the J48, decision tree, JRIP, and gradient-boosted classifiers exhibited better performance in terms of the accuracy, kappa value, and recall compared to the other tested models. Based on these findings, we developed a dashboard to facilitate instructor at the OU. These models can easily be incorporated into VLE systems to help instructors evaluate student engagement during VLE courses with regard to different activities and materials and to provide additional interventions for students in advance of their final exam. Furthermore, this study examined the relationship between student engagement and the course assessment score.

The main purpose of this study was to examine the factors that influence the attitudes of computer science students towards the teaching and learning of mathematics and related courses in a public university situated in the Cape Coast Metropolis of Ghana. To achieve this, a descriptive survey design was adopted. In addition, a quantitative approach to data collection and analysis was employed for the study. The target population for the study were all Bachelor of Education (Computer Science) and Bachelor of Science (Computer Science) students in the said university. In all, 150 students were randomly sampled and used as the respondents for the study. The main instrument used for data collection process was a structured questionnaire. The study found that instructor or lecturer-student relationship have an influence on the students’ attitudes towards the teaching and learning of mathematics and related courses. Also, the mathematics curricula used at the university have influence on students’ attitude towards the teaching and learning of mathematics and related courses. In addition, institutional factors such as time allocation on time table and the adequacy of teaching and learning resources has some form of influence on students’ attitude. Implications of the findings are further discussed in the study.

Purpose – The purpose of this paper is to examines the history and goals of online instruction in higher education by linking them to the neoliberal agenda emerging at the end of the 1980s and early 1990s. Here, the author argues that the move toward more online, socially mediated instruction in higher education is symptomatic of larger socio-political and economic constraints that have been placed upon the academy. Design/methodology/approach – The author demonstrates the practical impact of neoliberal shifts in higher education with the emergence of the online for-profit institution – The University of Phoenix. Here, the author shows the ways in which the advent of the internet, together with the expansion of social – both individual and institutional – networks, come together with neoliberal shifts in government to simultaneously render the university both more and less relevant as an institution. The author limits analysis to the language of connectivity and networking evident in online educational settings to highlight more directly the broader shifts in taking place in the contemporary academy surrounding the tension between professional integrity and institutional marketability produced by the proliferation of online, for-profit colleges and universities. Findings – In part four, the author argues that the institutional response to this state of affairs has been to both expand and limit the mission of the university from a space of formal education to a site of biopolitical production, where students come not merely to earn a degree in anticipation of landing a job, but also, to learn to configure and manage themselves. Practical implications – In the concluding section, the author explores the professional implications of these changes through an analysis of the popular professor rating site – Rate My Professors. Originality/value – The approach the author takes in this paper enables us to more closely exam the ways in which neoliberal mandates for quantifiable measures of institutional “effectiveness” center on a fundamental restructuring of the instructor-student relationship toward a service model wherein the instructor becomes the manager of emotions whose goal is connect with students and so model the kind of affective flexibility and resourcefulness they in turn will requires when joining the workforce.

Abstract The consistency of instruction between various sections of introductory courses is a concern in higher education, along with properly preparing students to enter careers in industry. The study was conducted at Texas A&M University, using an introductory course, General Animal Science, within the Department of Animal Science. This course was chosen due to the utilization of specific animal science industry related terminology within the course content in support of learning outcomes. The study was a quantitative nonexperimental research method that was conducted over a single semester in 2018. General Animal Science is a large-scale course that contains multiple sections, and this study evaluated assessments created by individual faculty members who instructed different sections, Section A and Section B. These sections were selected as they were composed of both animal science majors and non-majors. Section A had a significantly higher (P < 0.001) number of majors versus non-majors than Section B. Assessment questions were collected from all examinations and quizzes distributed throughout the semester and were compiled into a single document for coding. These specific terms were chosen from literature to provide a benchmark for a potential relationship between student performance on questions containing industry related terminology as opposed to those that do not. Comparing the use of specific industry coded terminology in assessment questions yielded no significant difference (P < 0.05) between the two instructors or sections. These findings demonstrate consistent use of benchmarked industry related terminology in assessment questions across multiple sections, irrespective of individual instructor or student major. This provides a necessary foundation for future analysis of student performance.

Background: A significant portion of the AuD curriculum occurs in clinical settings outside the classroom. Expert clinicians, employed within and outside of the university, are called upon to provide this clinical education. Most have had little or no formal training in clinical teaching yet face pedagogical and logistical challenges when simultaneously providing clinical service and teaching. Training to provide optimal methods and approaches to clinical instruction should be based on research evidence; however, there is a paucity of research in this area within the audiology discipline. Purpose: This article provides a review of literature supplying evidence for important concepts, elements, and approaches to the clinical instruction process. Additionally, we provide readers with some practical tools with which to facilitate application of optimal clinical teaching principles. Research Design: We conducted a systematic review of literature on clinical education in audiology and across a wide array of health professions. Through the use of content analysis we identified four elements of the clinical teaching process most critical in examining optimal practices. Results: The elements identified as critical to positive clinical learning outcomes include the establishment of mutual expectations and goals; structured content and delivery of feedback; establishment of a positive instructor/student relationship; and questioning strategies that lead to the development of critical thinking skills. Conclusions: Many disciplines outside of audiology demonstrate robust research activity related to understanding and optimizing the clinical education process. The application of a number of evidence-based clinical teaching principles should allow us to improve student outcomes in audiology. Researchers in our field might consider if and how we should develop our own research literature in clinical education.

As online education has grown rapidly, colleges and universities have developed various approaches to effectively evaluating and coaching faculty. Faculty performance is central to student success and faculty need feedback that is consistent, constructive and illustrative. Through the use of screen recording technology, academic department chairs can record a visual, clear walk- through of an online class while providing constructive, audio feedback to the instructor. This technology in and of itself is simple and straightforward to use, and can be archived for future reference in the event that an academic department chairs and/or administrator would need documentation regarding the performance of a faculty member. In 2009, the School of Business and Management at an online university began using Jing/Screen cast recording to provide faculty feedback. The response from faculty has been overwhelmingly positive. Faculty have expressed that combining the use of visual and audio feedback results in straightforward expectations in meeting teaching requirements and a better understanding of teaching requirements. This has proven to be an efficient and effective way of providing not only positive feedback but also constructive criticism, which has resulted in faculty taking actions to improve their teaching performance. This tool has worked well for this online university but the application could be equally effective in managing fewer faculty members. Faculties have been able to gain an immediate understanding of what they are proficient in and where they can improve. They have provided such feedback as, “I am in awe of the technology! This is so very user friendly, and it is such an efficient and effective way to get your message across to me.” The introduction and use of this technology, audio and visual feedback, has created a community of improved understanding of University requirements and classroom expectations while establishing a better relationship and more open line of communication between academic department chairs and remote adjunct faculty.

Evaluation of the clinical learning environment is essential because it can improve the success of students undergoing clinical practice in hospitals. With this evaluation, the clinical learning environment will be better and have an impact on nursing institutions that can prepare good quality graduate students. This study aimed to evaluate the clinical learning environment of nursing profession students in hospitals. The research design used descriptive and involved 229 professional nursing students consisting of 23 and 24 batches of Nursing at the University of Jember, which were collected by using total sampling. The results of the evaluation of the clinical learning environment of professional nurses in hospitals showed an average score of 132.7 from the maximum score 170. Every indicator has an average value and the percentage of achievement starting from the highest to the lowest; the relationship of supervision (clinical supervisor or clinical instructor) with an average of 31.10 (77.75%), leadership style of the inpatient ward manajer with an average of 15, 41 (77.05%), the role of nurse lecturers (academic lecturers) with an average of 34.02 (75.60%), nursing service places with an average of 15.05 (75.25%) and an atmosphere of learning strategies with an average of 33.25 (73.25) and overall student satisfaction obtained an average value of 3.92 (78.40%). The results of the study show that nursing students is still not fully satisfied toward clinical learning environment. It must be improved to provide a suitable clinical learning environment so that students feel satisfied and clinical competence can be achieved.

This study aimed to know the “Teachers’ Perception on Modular Distance Learning Approach at Mindanao State University-Sulu: Its Readiness and Challenges”.
 This study contained five (5) objevtives:1) to determine the profile of the respondents; 2) to determine the perceptions of the teachers towards the modular distance learning approach; 3) to find out the challenges encountered by the teachers with modular distance learning approach; 4) to determine the level of readiness on modular distance learning approach as perceived by the teachers; and 5) to find out if there is a significant difference between perception of readiness and challenges in terms of age.
 This study is supported by Michael G. Moore’s Transactional Distance Theory developed by Daniel Bornt (completed August 22, 2011) and Constructivist Theory by Saul McLeod, published 2019. Moore’s theory has a direct bearing on e-learning. It explains and quantifies the learning relationship between instructor and student in the e-learning situation, where there is a substantial physical or temporal distance between the two. First formulated in 1997, it considered the many different forms of distance learning as part of a group which could similarly analyzed. Transactional distance as distinguished from physical or temporal distance – refers to the psychological or communicative space that separates instructor from learner in the transaction between them, occurring in the structured or planned learning situation (Moore, 1997, p.1) and the constructivist learning theory underpins a variety of student-centered teaching methods and techniques which contrast with traditional education, whereby knowledge is simply passively transmitted by teachers to students.
 This study used convenient sampling technique. This sampling is also known as availability sampling. There were forty eight (48) teachers who served as the respondents from different colleges and department of Mindanao State University-Sulu, they were chosen depending on their availability at school.
 To gather data the researcher used survey questionnaire or the descriptive survey method. The questionnaire is guided by the objectives of the study. It consist of twenty five (25) items. This research instrument helped the researcher to determine the readiness and challenges of teachers’ perception on modular distance learning approach at Mindanao State University-Sulu. When the questionnaire were collected, the researcher made tabulations of the gathered data and subjected them to analysis. SSPS was used in computing and analyzing the data. Frequency and standard deviation were used to analyze the SOP1 which were the profile of the respondents. Weighted arithmetic mean for the SOP 2, 3 and 4, then the one-way ANOVA for the SOP 5.
 Based on the findings of the study, the distribution of first category which is age starts in 30 below has the frequency of 26, 31-40 and 41 above have the same frequency of 11, second category which is gender; there are more female respondents with 31 while male respondents have a frequency of 17 and the third category which is college. 9 respondents were from College of Arts and Sciences, both 7 respondents were from College of Education and College of Agriculture. Similarly, 6 respondents were from College of Fisheries and Senior High school Department, College of Computer Studies has frequency of 5 and 4 respondents came from College of Public Affair and College of Public. The study also revealed that the respondents agreed on teacher’s perception on modular distance learning approach with its grand mean of 3.00 with a description of Moderately Agree. The respondents also agreed on the challenges encountered with modular distance learning approach with its grand mean of 3.97 and a description of Agree. The result also concluded that the respondents have high level of readiness on modular distance learning approach with its grand mean of 3.51 with a description of High Readiness.
 The data indicated that there is no significant difference between perceptions on the level of readiness when the data are grouped according to age. Thus, the data suggest that the null hypothesis is accepted. The data also indicated that there is no significant difference between the perceptions on the challenges encountered during modular distance learning approach when the data are grouped according to age. Thus, the data suggests that the null hypothesis is accepted.

Abstract This research is aimed at Developing a virtual classroom model using shared learning and syntactic learning To develop creativity of the College of Education students Roi Et Rajabhat University by researching and developing 3 steps of research: 1) Create a virtual classroom style using shared learning and Synthetics learning to develop creativity of the College of Education students Roi Et Rajabhat University. 2) Study the results of using the virtual classroom format by using joint learning and synthetics learning to develop the creativity of the College of Education students Roi Et Rajabhat University. 3) Presenting a virtual classroom using shared learning and Synthetics learning to develop the creativity of the College of Education students Roi Et Rajabhat University. The sample group consists of undergraduate students, Bachelor of Education Program Roi Et Rajabhat University Early Childhood Education Select by group sampling method (Cluster Sampling) The experimental group consisted of 30 students studying with a virtual classroom model using common learning and Synthetics learning to develop the creativity of the College of Education students Roi Et Rajabhat University with a control group of 32 people, normal students, statistics used to analyze data such as frequency, percentage, mean, standard deviation Non-independent test statistics and independent test statistics and statistics for testing the relationship by value Pearson’s correlation coefficient. Upon completion of the comparative study of achievement and study the satisfaction of students towards learning in a virtual classroom model Data analysis using mean, standard deviation T-test, the research found that; 1. Virtual classrooms using collaborative learning and synthetics to develop the creativity of the College of Education students Roi Et Rajabhat University is comprised of 6 components, namely 1) Learning system on virtual classroom 2) Communication and collaboration tools 3) Media content and learning resources 4) Student and instructor roles 5) Large group and sub-group 6) Learning Evaluation for the learning process together with 3 steps: 1) Process before class 2) Procedure during study consists of sub steps, which are 2.1) preparation for learners 2.2) classes consist of activities in large groups; stimulation and pulling ideas to create motivation, telling purpose, review previous knowledge, learn and present lessons, set the topic of the work by voting, point out learning methods and join activities in small groups (Activities in small groups set topics by voting, prepare and seek information, brainstorming, create works presenting work within a small group, comment vote to vote in large group showing comments, votes, votes and 3) evaluation 3 to 5 qualified persons assessed to certify the virtual classroom format by using mutual learning and learning of synthetics teaching to develop the creativity of higher education students in the field of education, education, science and related fields. There is a comment on the model developed by agreeing the most.

To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively perceived synchronous and asynchronous online paralegal courses. Paralegal instructors reported statistically significant higher perceptions than paralegal students: (1) of instructional design and course content in synchronous online paralegal courses; and (2) of technical assistance, communication, and course content in asynchronous online paralegal courses. Instructors also reported higher perceptions of the effectiveness of universal design, online instructional design, and course content in synchronous online paralegal courses than in asynchronous online paralegal courses. Paralegal students reported higher perceptions of asynchronous online paralegal course effectiveness regarding universal design than paralegal instructors. No statistically significant differences existed between paralegal students’ perceptions of the effectiveness of synchronous and asynchronous online paralegal courses. A strong, negative relationship existed between paralegal students’ age and their perceptions of effective synchronous paralegal courses, which were statistically and practically significant. Lastly, this study provided practical applicability and opportunities for future research. Akyol, Z., & Garrison, D. R. (2008). 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Instructors’ actions in the classroom matter; what the instructor does and says can impact students’ attitudes about the course and learning approaches, which can in turn impact the quality of their learning. This study examines the relationships among instructor openness to student questions, student help-seeking behavior, and student final grade in lecture-style college/university courses. Two hundred sixty-eight university students completed measures on their perception of instructor openness to questions and their approach to help-seeking in class. Perceived instructor openness and help-seeking were positively related to grade. Help-seeking mediated the relationship between perceived instructor openness to questions and final grade. Participants were also asked for examples of communication behaviors instructors used to either promote or suppress help-seeking; themes emerging from these responses are presented, and implications for instructors are given.

PurposeOn the basis of the justice, attachment, social support, self-determination theories, this research paper examines the impact of the student–instructor relationship construct on the customer-centric measures of overall student satisfaction, and perceived value for money and their impact of the behavioral intentions as an endogenous construct. We considered universities as providers of complex services focusing on students' service quality and students as the customers of the higher education institutions.Design/methodology/approachA survey instrument was used to collect data among undergraduate and graduate business students in a medium-sized Canadian university (N = 178). Partial least squares structural equation modeling was used to analyze the strength, significance, and effect sizes of the relationships between the key constructs.FindingsThe results indicate that the student–instructor relationship is significantly related to student satisfaction and value for money perceptions. Also, the student satisfaction and behavioral intentions, value for money and student satisfaction, and value for money and behavioral intentions relationship were significant.Originality/valueThe perceived quality of student–instructor relationship and its relationship to customer-centric measures like satisfaction, value for money and behavioral intentions has received relatively little attention in previous research and was discovered to be an important contributor to the perceived student satisfaction and value for money. The importance of the student–instructor relationship is further emphasized indirectly via the perceived value for money construct to student satisfaction.

PurposeNumerous educational applications (APP) have been developed to assist traditional classroom teaching and student learning. APP quality plays a critical role in influencing students' learning behaviors. However, the role negative mindsets, especially computer anxiety, play in how APP quality affects student engagement remains unknown. To address the relationships among APP quality, computer anxiety and student engagement in an APP-based learning environment, we developed an extended information system (IS) success model that includes interface and instructor quality.Design/methodology/approachTo empirically test the proposed model, we conducted a survey with a sample of 225 university students and examined the hypotheses using the partial least squares (PLS) method.FindingsComputer anxiety was demonstrated to fully mediate the relationships between student engagement and interface quality and service quality and system quality. In addition, the instructor quality acts as a partial mediator of the relationship between computer anxiety and student engagement.Originality/valueThis study reveals the important mediating role of computer anxiety in APP-assisted learning and the special status of instructor quality and user experience in influencing student engagement. The findings of this study shed meaningful light on the practical implications for instructors and APP software developers.

<span>The purpose for this study is to validate a model of student interactions (student-content, student-instructor and student-student interactions and vicarious interaction), information technology self efficacy and student achievement. Investigation of the relationships was undertaken with structural equation modeling analyses, in a study with 250 undergraduate students providing 231 responses for the final analyses. Adopting a framework from Moore (1989) and Devries (1996) on e-learning interactions and Bandura (1997) on self efficacy, this study has found that student interactions can be predictors of student achievement. However, self-efficacy can only promote student achievement via student interactions in an e-learning environment. Although the hypothesised model showed an overall fit, it was further re-specified due to non significant relationships between IT self efficacy and student achievement.</span>

Nursing is primarily a practical discipline. Thus, clinical learning experience is an integral part in the nursing curriculum. The perioperative setting is challenging, particularly for student nurses with limited exposure to this area. These difficulties cannot be taken for granted because the Operating Room has a profound effect on those who enter it.As personally experienced by the researcher and as observed by nursing curriculum graduates, perioperative exposure entails a different level of stress to student nurses which serve as a challenge and thus the display of varied responses to it. As a clinical instructor always assigned in the Operating Room to supervise student nurses, it is vital to identify the responses to perioperative demands encountered by students. This study aimed to determine the responses of level III student nurses to perioperative challenges. This study utilized the descriptive method using a researcher-made questionnaire with follow-up interviews. The findings revealed that level III student nurses experience physiologic and emotional-behavioral responses to perioperative demands. A weak relationship between the respondents’ profile and their responses was also found out. The researcher recommends implementing the proposed action plan and conducting an investigation to confirm or reject weak relationships between the respondents’ profile and responses to perioperative challenges.

The Problem The COVID-19 pandemic required many college and university faculty members to transition quickly from traditional classroom instruction to virtual, online learning. Aside from mastering technical skills needed to maintain an uninterrupted learning environment, faculty were challenged with mastering social-emotional competencies for maintaining continuity in relationships (e.g. student/peer, student/instructor). This dilemma highlights transdisciplinary relationships between the fields of human relations (HRL) and human resource development (HRD). The Recommendation In this article, a framework is introduced and recommended for understanding the experiences of a university faculty member who, in addition to mastering technical competencies (e.g., coaching, care, collaboration), was also challenged with developing social-emotional support behaviors (e.g., emotional, instrumental, informational) while maintaining continuity in established relationships as a transdisciplinary HRL/HRD response to the pandemic. The Stakeholders This article offers faculty, higher education administrators, human relations professionals, and human resource development scholars/practitioners a model for ways in which to work professionally within the “new normal.”

In instructional contexts, instructor credibility or ethos is deemed to play a paramount role in teacher–student interaction and relationships. Much effort has been devoted to instructor credibility conceptualization, measurement, and its association with other instructional variables of interest in dominantly quantitative inquiries. However, little research has been undertaken in second-language education in which communication is both a means and an end. This qualitative research set out to explore the perception of the students of instructor credibility in the context of higher English education and how gender, nativeness, and subject matter might impact their perceptions. It also aimed to study how instructor credibility could, in turn, influence the engagement and success of the students. Thirteen senior students of English as a foreign language from a university in Iran participated in this study. They were given a scenario about their prospective professors for two courses of “Research Methodology” and “Essay Writing.” The professors included four native English- and Persian-speaking male and female PhD holders. The participants were, then, interviewed about their perceptions of instructor credibility, their choices of instructors, and how they would affect their engagement. The data were recorded, transcribed, and recursively analyzed using an inductive thematic analysis. While instructor credibility is commonly characterized as a three-dimensional construct, involving competence, character, and caring, the data analysis generated a new component of performance concerned with the effectiveness of classroom knowledge presentation and activity organization. Caring also emerged as a constituent of a more inclusive component of rapport. Interestingly, albeit they viewed native English professors as generally more competent due to their nativeness, they perceived non-native professors as more credible for both courses, mainly because of their rapport building and familiarity with the needs and challenges of the students. Most of the participants also viewed male professors as more competent and communicative for both courses. The participants also tended to argue that perceived instructor credibility would encourage them to put in more effort in their academic undertakings and to engage in class activities. This would ultimately enhance their academic achievements and success. The paper discusses the findings and implications for second-language instructor credibility conceptualization and practice.

For the past two years at the University of X, first-year engineering undergraduate students have been asked to fill out workload questionnaires. These questionnaires were sent to random samples of the first-year class weekly, where they were prompted to answer questions regarding how much time they devoted outside of the classroom to each particular class. Workload data for 2018 and 2019 showed upward of 30 hours of work outside of the classroom, after the first few weeks of classes once major assignments and examinations began. Evidence in the literature [1,2] suggests that university students face a shortage of time, specifically with first-year students lacking the essential time management skills to be efficient. In the present study, we aim to find a correlation between how long the first-year engineering students spend on a class each week versus how long instructors anticipate the average student would spend on their respective class. In order to do so, we examined the data gathered for 2018 and 2019 fall terms from each student for a specific class and week. Furthermore, additional relevant information will be gathered from the instructors and course coordinators to obtain an estimate on how many anticipated hours a student would have to spend on a class each week versus how long instructors anticipate the average student would spend on their respective class. In order to do so, we examined the data gathered for 2018 and 2019 fall terms from each student for a specific class and week. Furthermore, additional relevant information will be gathered from the instructors and course coordinators to obtain an estimate on how many anticipated hours a student would have to spend on their course that week, given what assessments are in that week. Through analyzing multiple courses, we expect to find a relationship that would suggest whether the hours students spend on assignments is less than, equal to, or greater than what instructors expect for first-year engineering students at University of X to spend. The outcome of this analysis would be beneficial to understand the workloads as perceived by professors and experienced by first-year engineering students. Furthermore, it can highlight potential misjudging of difficulty of each course and assignment, helping instructors to update their expectations and propose fair deadlines and grades for assessments. It can also assist program coordinators to distribute major assessments better towards a steadier and more manageable workload for the students. The students can also benefit from the findings to understand their time commitments.

PurposeSocial cognitive career theory (“SCCT”) suggests that positive feedback can influence educational choices. Introductory courses often provide students with their first opportunity to obtain feedback in a given discipline. As a result, SCCT hypothesizes that introductory courses grades will impact a student's decision to major in a given discipline. The purpose of this paper is to explore this hypothesis in the accounting domain.Design/methodology/approachLongitudinal data were collected from four cohorts of students registered at a Canadian university. The main hypothesis is tested by estimating a logistic regression.FindingsA significant positive relationship is found between a student's introductory financial accounting (“IFA”) course grade and their decision to major in accounting. This decision to major in the discipline is not found to be affected by various student (e.g. biological sex or age) or instructor (e.g. whether the instructor holds a CPA designation or not) characteristics.Practical implicationsThis study supports seminal and enduring research that emphasizes the IFA course as a gateway into the accounting major. As a result, educators should consider these findings when designing their IFA courses and the related student supports embedded within the IFA course.Originality/valuePrior literature offers conflicting results on the relationship between IFA grades and student's choice to major in accounting. This study relies upon a theoretical framework, SCCT, to settle the debate. This study further extends the prior literature by exploring the impact of various student and instructor characteristics on the relationship between IFA grades and student's choice to major in accounting.

Purpose This paper aims to investigate student experiences and the potential impact of experience-based learning (EBL) in the early phase of graduate sustainability programs through the lens of key competencies. The goal is to provide evidence for the improvement of existing and the thorough design of new EBL formats in sustainability programs. Design/methodology/approach This comparative case study focuses on the first semester of three graduate sustainability programs at Leuphana University of Lüneburg, Germany and Arizona State University, USA, for two of which EBL was a core feature. The study compares the curricula, the teaching and learning environments and the reported experiences of one student cohort from each of three programs and synthesizes the resulting insights. Student interviews were combined with student self-assessments and supported by in-vivo observations, curriculum designer input, instructor interviews and course materials. MAXQDA was used for data analysis following a grounded theory approach. Findings EBL influences students’ reflective capacity, which impacts the development of key competencies in sustainability. Qualitative analysis found four key themes in relation to the students’ learning in EBL settings, namely, discomfort, time-attention relationship, student expectations of instructors and exchange. The intersection of these themes with curricular structure, student dispositions and differing instructor approaches shows how curriculum can either support or interrupt the reflective cycle and thus, holistic learning. Research limitations/implications With the focus on the first semester only, the students’ competence development over the course of the entire program cannot be demonstrated. Learning processes within EBL settings are complex and include aspects outside the control of instructors and curriculum designers. This study addresses only a select number of factors influencing students’ learning in EBL settings. Practical implications Early engagement with EBL activities can push students to leave their comfort zones and question previous assumptions. Designing curricula to include EBL while encouraging strong intra-cohort connections and creating space for reflection seems to be an effective approach to enable the development of key competencies in sustainability. Originality/value This paper investigates the experiences of students in EBL through a key competence lens. The study combines student self-perceptions, instructor reflections and in-vivo observations. Data collection and analysis were conducted by a researcher not affiliated with the programs. These factors make for a unique study design and with data-driven insights on the seldom researched competence-pedagogy-curriculum connection.

North American universities are encouraged to increase opportunities for undergraduate research experiences (UREs). To this end, many universities offer directed studies courses (DSCs) which are 1-2 semester long courses involving one-on-one instruction, with a focus on student-led independent research. Building on the understanding of dynamics generally related to UREs, this paper seeks to compare the motivations, benefits, and barriers specifically related to DSCs from student, instructor, and administrator perspectives. Based on a set of qualitative focus group discussions at a small undergraduate liberal arts institution, we present the similarities and differences in these perspectives and recommend a set of best practices for DSCs. All three groups reported motivations for engaging in a DSC that addressed working with a particular student or instructor, assistance with graduate school preparation, and meeting program requirements. In terms of perceived benefits of DSCs, both students and instructors indicated the mentoring relationship and practical outcomes arising from DSCs. Students recognized the benefits of developing research skills, but stressed the motivation and benefit of independent learning more than was found in other studies. Instructors focused on benefits of research engagement and relationship building. The major challenges to participating in DSCs were workload and time (all groups), unprepared students and lack of guidelines (instructors and administrators), and the oral presentation requirement and lack of information about DSCs (students). Based on these results, we suggest increased clarity in DSC expectations, consistent standards of quality, and promoting research processes common to the DSC’s home discipline. Les universités nord-américaines sont encouragées à augmenter les possibilités d’offrir des expériences de recherche au premier cycle (ERPM). À cette fin, un grand nombre d’universités offrent des cours d’études dirigées (CÉD) de 1 ou 2 trimestres qui impliquent un enseignement individuel où l’accent est mis sur la recherche indépendante menée par l’étudiant. Cet article est basé sur la compréhension de la dynamique généralement liée aux ERPM et tente de comparer les motivations, les avantages et les obstacles spécifiquement liées aux CÉD du point de vue des étudiants, des instructeurs et des administrateurs. Cette étude, basée sur un ensemble qualitatif de discussions de groupes dans une petite université d’arts libéraux de premier cycle, présente les similarités et les différences entre ces points de vue et recommande un ensemble de meilleures pratiques pour les CÉD. Les trois groupes ont rapporté que la motivation pour s’engager dans des CÉD impliquait le travail avec un étudiant ou un instructeur particulier, l’aide pour la préparation à l’entrée au deuxième cycle et le fait de répondre aux exigences des programmes. En ce qui concerne les avantages des CÉD, tant les étudiants que les instructeurs ont indiqué qu’ils avaient bénéficié de la relation de mentorat et des résultats pratiques des CÉD. Les étudiants ont reconnu qu’il y avait des avantages à développer des compétences en recherche, mais ils ont souligné que la motivation et les avantages de l’apprentissage indépendant étaient supérieurs que dans le cas des autres types d’études. Les instructeurs ont insisté sur les avantages de l’engagement en recherche et sur l’établissement de relations. Les défis principaux rencontrés quand on participe à des CÉD étaient la charge de travail et le temps (tous les groupes), les étudiants non préparés et l’absence de lignes directrices (instructeurs et administrateurs), ainsi que l’exigence d’une présentation orale et l’absence d’information sur les CÉD (étudiants). En fonction de ces résultats, nous suggérons une meilleure clarification de ce que l’on attend des CÉD, des normes de qualité constantes et la promotion des processus de recherche communs à l’établissement d’enseignement dans la discipline en question.

As part of a major shift to embed quality improvement processes within a School of Nursing at a medium-sized Midwestern university, a faculty enrichment program using a Plan-Do-Act-Study design was implemented. A central focus for the program was the development and maintenance of an online faculty resource center identified as “My Faculty Center.” Nursing faculty used the tools in My Faculty Center to assess their baseline skills in the areas of teaching & learning best practices, use of learning management system, and technology. The first goal (Goal 1) of the systematic faculty development program was to measure the impact of the Faculty Enrichment program on overall faculty development with regards to technology. The second goal (Goal 2) was to evaluate the relationship, if any, between faculty development and student evaluations. To meet Goal 2, data from IDEA end-of-course evaluations (IDEA, n.d.) and the skills assessments were correlated. Results indicated that the instructor’s desire to learn more about teaching and learning best practices was positively correlated with students providing higher scores on progress on relevant objectives, perceiving the instructor as an excellent teacher, and the course summary scores. When students rated an instructor as an excellent teacher, that instructor self-reported a higher level of applying skills in using Desire-to-Learn (D2L). Negative correlations were found between the instructor’s self-reported skills with presentation and multimedia tools and the students’ perception of progress toward objectives, excellence of course, and overall course score. Based on the initial results, future professional development will optimize adequate training on the Learning Management System (i.e. D2L), for all faculty, and emphasize the effective use of technology in the classroom.