Log in

Relevant bibliographies by topics / University instructors

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'University instructors'

Author: Grafiati

Published: 4 June 2025

Last updated: 23 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'University instructors.'

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 instructors"

1

Leam, Ji-soo. "Comparison of Korean and Vietnamese University Students in Blended English Classes." Convergence English Language & Literature Association 8, no. 3 (2023): 205–28. http://dx.doi.org/10.55986/cell.2023.8.3.205.

Full text

Abstract:

This study was conducted to compare and analyze the perceptions, satisfaction, and learning strategies of Korean and Vietnamese university students in blended English classes. Vietnamese students had higher negative perception than Korean students for blended English classes, indicating the use of relatively complex methods in blended English classes was a burden on foreign learners. There was a statistically significant difference in the instructor's lecture items in the satisfaction of blended English classes. This suggested that the role of instructors in English classes was very crucial. In learning strategies, interacting with an instructor appeared as a common learning strategy. This further revealed the importance of interaction between instructors and students. In addition, cross-analysis revealed that the rate of using learning strategies in non-native learners was relatively evenly distributed compared with Korean language users. This demonstrated that foreigners who had to pursue classes in a language other than their mother tongue tended to use all the strategies they could for successful learning. As the demand for blended learning is increasing, instructors need to develop suitable teaching materials, curriculum, and textbooks so that learners can use blended English classes more effectively when learning English. This will require support from higher education institutions, such as providing training programs for instructors, or developing special classes tailored to students pursuing blended English classes.

APA, Harvard, Vancouver, ISO, and other styles

2

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 text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

Shepherd, Dan, and Sanghee Yeon. "Student Preferences about University Education Department Instructor Attire." Knowledge 2, no. 2 (2022): 191–208. http://dx.doi.org/10.3390/knowledge2020012.

Full text

Abstract:

Significant research has been conducted into the preferences of college students for what their course instructors wear while teaching face-to-face university classes. This article focuses on a specific focus within that research: students within a teacher education department of a midsized midwestern state university. The study used a survey to examine student preferences into this topic. Data were gathered using an online survey of 92 teacher education department students in one midwestern state university. The survey asked students to respond to images of men and women in various levels of formal dress: very informal attire, casual attire, business casual attire, and more formal attire. Students were asked to respond on a Likert-type scale about the impact of instructor dress on their own learning, on their perception of the instructor’s competence, and on their attitudes toward the professor’s apparent approachability or friendliness. Data were analyzed using descriptive statistics. This study suggests that students prefer their instructors to wear business casual attire while teaching. This finding was true for both male and female professors, and the survey results further indicate that business casual dress is best for student learning, for student perception of the instructor’s competence, and for the perceived approachability of the professor by students. The results of this study provide direction for college-level instructors seeking to enhance their overall effectiveness.

APA, Harvard, Vancouver, ISO, and other styles

4

Panov, V. I., and M. V. Selezneva. "A Study of Professional Competencies in Military University Teachers of Foreign Languages at Different Stages of Agency Formation." Психологическая наука и образование 24, no. 4 (2019): 72–80. http://dx.doi.org/10.17759/pse.2019240406.

Full text

Abstract:

The paper focuses on the outcomes of an empirical research of professional competence in linguistic disciplines instructors at a military institution of higher education from a position of ecopsychological model of agency formation. The sample of the research consisted of 38 instructors aged 25 to 76 years belonging to civilian staff. The paper considers what agency qualities the instructor should possess to perform the necessary didactic actions providing feedback and intensification of the educational process. The authors show unevenness of gradual formation of the instructor’s agency. Discriminant analysis of the obtained data revealed deeper differences between the stages of agency formation and influences of action-related characteristics (according to the terms of competence approach).As a result, the paper identifies four groups of instructors differing in their agency features and stages of professional competence development. Besides, the authors formulate the most appropriate conditions of teaching to release the instructor’s agency and implement the ‘subject’s self-transformation’.

APA, Harvard, Vancouver, ISO, and other styles

5

Ko, Myong-Hee, and Seunmin Eun. "A Review of a University Course Evaluation Research in Korea: Focusing on the Instructor Variable (1994-2024)." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 24 (2024): 1049–75. https://doi.org/10.22251/jlcci.2024.24.24.1049.

Full text

Abstract:

Objectives The present study analyzes the previous research on college course evaluations in Korea over the past 30 years related to instructor factors. It then identifies how instructor-related sub-factors influence course evaluations and provides implications for designing valid course evaluations. Methods We collected previous research articles on course evaluation conducted in Korean universities from 1994 to 2024. We followed three steps to gather research related to instructor factors. First, we screened by looking at the titles of the articles. Then, we looked closely at the abstracts. Finally, we examined the results of these articles. As a result, 37 research articles were selected with five sub-factors: (a)position and experience, (b)age, (c)teaching ability, (d)gender, and (e)research and service achievements. Results Overall, the higher the faculty position and the more years of experience, the higher the teaching evaluation scores. Full-time professors had higher ratings than part-time instructors. An instructor's age tended to have an inverse effect on their course evaluation scores, with older instructors generally receiving lower scores. The quality of an instructor's teaching had a significant effect on course evaluation scores, particularly course preparation, teaching methods, and instructor-student interaction. When it comes to instructor gender, the results are mixed. However, some studies have found that courses taught by female instructors received higher teaching evaluations. Finally, faculty with more research and service achievements tended to have higher course evaluation scores, but this area is still understudied and more research is needed to draw firm conclusions. Conclusions The current study shows that various instructor-related sub-factors have an influence on college course evaluations. These findings are expected to enhance the validity and reliability of course evaluations in the near future.

APA, Harvard, Vancouver, ISO, and other styles

6

Ismael Hama, Kozhin Omer. "Adopting and Adapting Syllabi by Instructors of English Language Departments at University Level: An Applied Study." JOURNAL OF LANGUAGE STUDIES 8, no. 5 (2024): 294–313. http://dx.doi.org/10.25130/lang.8.5.16.

Full text

Abstract:

Syllabus is a crucial instructional resource that assists educators with clarification and simplification of subjects and sheds light on the content of a course of study, step by step. It is a crucial aspect of university teaching to provide syllabi for all their offered modules; thus, every instructor requires one to teach a class properly. Instructors, however, always use syllabi to improve their performance and make their teaching better suit students’ needs to learn and gather information to enhance their university education. This study examines how instructors deal with syllabi in terms of designing, adopting and adapting or only adopting them. It; therefore, sheds light on instructor’s expertise in curriculum design in general and the process of syllabus creation and adoption especially. Therefore, eighteen (18) university instructors from the University of Sulaimani and Komar University of Science and Technology have been chosen to answer a questionnaire of six (6) main questions and two (2) sub-questions on syllabus design and adoption. The results show that most of the instructors are unaware of the needed procedures for both designing and adapting previously designed syllabi by experts. Moreover, they do not always take environment analysis into consideration as much as they care about students’ needs when making adjustments to the syllabi that they adopt. Eventually, the study sums up with conclusions and recommendations.

APA, Harvard, Vancouver, ISO, and other styles

7

Urun Goker, Mubeher. "Teacher Burnout: A Case Study among EFL Instructors at the English Preparatory Schools at Universities in North Cyprus." Global Research in Higher Education 4, no. 4 (2021): p47. http://dx.doi.org/10.22158/grhe.v4n4p47.

Full text

Abstract:

The job of being an English language instructor is both demanding and challenging. Recently many researchers have been paying attention to determine teachers’ attitudes, burnouts, and self-efficacy towards the subject and to find a relationship between those psychological concepts and certain variables. However, there is not much research done in the field of English language teaching in North Cyprus, Turkey, and in the Middle East regarding EFL teacher burnout and self-efficacy. This study aimed to investigate the perceived levels of burnout among EFL Instructors at the English Preparatory Schools in Girne American University, Near East University and the European University of Lefke in North Cyprus using the Maslach Burnout Inventory-Education Survey developed by Friedman. The study, in which 51 EFL instructors participated found that instructors experienced low levels of emotional exhaustion, low levels of depersonalization in relationships with students, colleagues, and others, and a high level of personal accomplishment in their work. An EFL instructor’s age, marital status, work experience, weekly teaching hours, job status, native or non-native status do not seem to influence instructors’ responses on each of the sub-scales of the Maslach Burnout Inventory. However, variables gender and the university they work to influence their responses related to emotional exhaustion, but they do not influence their responses related to depersonalization and personal accomplishment scores on the Maslach Burnout Inventory.

APA, Harvard, Vancouver, ISO, and other styles

8

Harvey, Steve, Martin Royal, and Dale Stout. "Instructor's Transformational Leadership: University Student Attitudes and Ratings." Psychological Reports 92, no. 2 (2003): 395–402. http://dx.doi.org/10.2466/pr0.2003.92.2.395.

Full text

Abstract:

We extend leadership research by examining the effect of an instructor's transformational leadership on university students. 120 undergraduate students provided ratings for their instructors on Charisma, Intellectual Stimulation, and Individual Consideration as well as the Instructors' Performance and the Students' Involvement in class. Multiple regression analyses indicated that Intellectual Stimulation and Charisma together accounted for 66.3% of the variance in the prediction of Instructor's Performance ratings. In turn, Intellectual Stimulation and Individual Consideration combined to account for 55.1% of the variance in predicting Student Involvement.

APA, Harvard, Vancouver, ISO, and other styles

9

Diab, Rula L. "Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study." TESL Canada Journal 23, no. 1 (2005): 28. http://dx.doi.org/10.18806/tesl.v23i1.76.

Full text

Abstract:

The purpose of this study was to investigate ESL instructors' feedback techniques and the rationales behind these techniques, to explore ESL students' beliefs about the relative effectiveness of various types of feedback, and to compare students' beliefs with those of their instructors. A university-level ESL instructor and two of her students participated in this case study. Data were collected by think-aloud protocols and semistructured interviews, and results revealed four major categories: (a) types of feedback the instructor emphasized, (b) the instructor's beliefs about teaching writing, (c) students' beliefs about learning to write, and (d) students' views on the effectiveness of teachers' feedback strategies. Because some of the instructor's beliefs seemed to conflict with her students' views, it was concluded that teachers should make an effort to explore their students' beliefs about writing, feedback, and error correction and to try to bridge any gap between their own and their students' expectations.

APA, Harvard, Vancouver, ISO, and other styles

10

Smolinchuk, Larysa, Oleksandra Alpatova, and Nataliia Lytvynchuk. "TRAINING OF INSTRUCTORS OF THE AVIATION EDUCATIONAL INSTITUTIONS AT THE NATIONAL AVIATION UNIVERSITY." Proceedings of the National Aviation University. Series: Pedagogy, Psychology, no. 21 (January 13, 2023): 75–81. http://dx.doi.org/10.18372/2411-264x.21.17092.

Full text

Abstract:

The article deals with the peculiarities of training of instructors of the aviation educational institutions at the National Aviation University. The purpose of training instructors is the formation of professional competencies within the existing qualifications, necessary for professional activity as a teacher. This activity has its own specifics and requires thorough psychological and pedagogical training.  Study Conduct. The Department of Pedagogy and Psychology of Occupational Education carried out the study to improve the training of instructors as well as to take into account the experience of organizing relevant training. The survey of teachers (5 teachers with more than 20 years of work experience) and students (76 people) was conducted, regarding the structure, content of the program, the sequence of studying topics, methods and technologies of education.  Results. At the National Aviation University, the training of instructors of aviation educational institutions is carried out according to the improved program “Instructor (teacher) of an aviation educational institution”. The proposed program includes five main content blocks, which allows the instructors to develop competencies aimed at organizing and conducting professional training of aviation personnel in accordance with the established requirements.  Conclusions. Training and retraining programs for aviation specialists need constant updating, taking into account the modern industry achievements. This, in turn, confirms the need for continuous improvement of the training of instructors (teachers) of aviation educational institutions. In order to improve the quality of professional training and implement the regulatory instructions and recommendations set forth in the documents regulating activities in the field of aviation, the professional training of instructors must be organized in accordance with the requirements of the Air Code of Ukraine and ICAO and be based on modern psychological and pedagogical research

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "University instructors"

1

Loday, Karma Manee Chaiteeranuwatsiri. "An evaluation of training of instructors programme in enhancing the teaching skills of instructors of vocational training institutes of Bhutan /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd412/4938036.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Binks, Emily Suzanne. "An assessment of university instructors' and their pre-service teachers' knowledge of basic language constructs before and after university instructor professional development." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85925.

Full text

Abstract:

Reading is a basic skill for survival and those who have reading difficulties in early grades continue to struggle in school and later in life. Previous studies have shown that instructional procedures that incorporate basic language constructs with literacy instruction are helpful in improving reading skills. It has also been shown that many teachers and reading professionals are not familiar with such concepts. The purpose of this research is to explore reasons for classroom teachers' poor preparation to teach literacy skills and how this situation might be improved. First, a basic language constructs survey assessing self-perception, knowledge, and ability (46 items, Cronbach's a = .903) and based on recommendations by the National Reading Panel and reading research was administered to university instructors of EC-4 reading education (n=114). Forty-eight of these university instructors completed the survey after at least two years of participation in a professional development program (Higher Education Collaborative, HEC) geared towards the incorporation of scientifically-based reading research (SBRR) and research-based reading instruction (RBRI) into teacher preparation. The other sixty-six university instructors completed the survey prior to their participation in the professional development program (HEC). Second, the same survey was administered to pre-service EC-4 teachers (n=173) at the completion of their reading education coursework. Fifty-five of these pre-service teachers had been taught by the "HEC university instructors." The other 118 pre-service teachers had been taught by "non-HEC university instructors." Results indicate non-HEC university instructors and their pre-service are not familiar with basic language constructs and how to teach these concepts to primary level children. However, while room for improvement exists, HEC university instructors and their pre-service teachers did perform statistically significantly better on the survey than their counterparts. This study indicates pre-service teachers need better preparation in teaching the basic language constructs of the English language and university instructors often lack the knowledge to prepare teachers with such information. However, professional development programs designed for university instructors might be one way to help improve the situation.

APA, Harvard, Vancouver, ISO, and other styles

3

Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

4

Aschenbrener, Mollie S. "Analysis of creative and effective teaching behaviors of university [sic] instructors." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5565.

Full text

Abstract:

Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009) Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

5

Bruess, Lili. "University ESL instructors' perceptions and use of computer technology in teaching." ScholarWorks@UNO, 2003. http://louisdl.louislibraries.org/u?/NOD,24.

Full text

Abstract:

Thesis (Ph. D)--University of New Orleans, 2003.<br>Title from electronic submission form. "A dissertation ... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction"--Dissertation t.p. Vita. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

6

Mercer, Robert M. "Attitudes and perceptions of instructors operating marine simulator courses." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ36155.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Laksaniyanon, Benchamat. "Acceptance Theories for Behavior in Conducting Research: Instructors in the Rajabhat University System, Thailand." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc848155/.

Full text

Abstract:

Responding to globalization and its effects on education and research development, the Thai government decided to push all public universities to become autonomous and establish a system of quality assurances. The establishment of quality assurances has had a large impact on many Thai instructors, especially in new public universities. Thai instructors are now forced to more focus on conducting research because the number of research publications is regarded as one of the main criteria for quality universities. The purpose of this study is to investigate the key factors, at the individual and university levels, which impact on the instructors' behavior in conducting research of the full-time instructors in the faculty of Management Science from the Rajabhat Universities in Thailand. The current study will help explain how and why the instructors accept or refuse to conduct research and provide insight into the salient factors motivating the instructors to produce more research by conducting HLM. Data were collected from 694 participants at 37 institutions via a questionnaire survey. The findings revealed that there was no difference among these 37 universities on behavior in conducting research. The key factors statistically influencing behavior in conducting research of the instructors were facilitating conditions, academic degree, social influence, and usefulness as well as ease of conducting research that the instructors perceived. This study gained 46% of effect size.

APA, Harvard, Vancouver, ISO, and other styles

8

Ragsdale, Ronald Andrew. "Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/3567.

Full text

Abstract:

All international students have specific motivations and expectations when learning English as a Second Language (ESL) in the United States, and recognizing the diversity of those motivations and expectations is the first step toward providing successful second language instruction. This study was designed to elicit the attitudes, expectations and motivations of two unique groups of students studying in the same classes in an ESL summer session at Portland State University (PSU), the preconception of the instructors, and the impressions and evaluations of the program upon its completion by the students, instructors, coordinators and administrators. A successful curriculum can only be adapted to fit the needs and expectations of those students who share the same needs and hold the same expectations. When the learners fall into disparate groups, with distinct, and perhaps contrary needs, a given curriculum can be only a compromise at best, and a failure for some at the worst. During the summer session at PSU, the Department of Applied Linguistics offers a full range of intensive ESL courses for visiting international students. In the year of this study there were two distinct groups of students enrolled in the Reading/Writing ESL classes. One group was the traditional eclectic mix of international students who for the most part were on an academic track toward eventual enrollment in regular programs at PSU. The other was a group of Japanese students studying at PSU from Otemae College. These two groups of students entered the program with different motivations for studying English and different expectations from the summer program at PSU. Because the general academic focus of the program was established in advance of the enrollment of most of these students, it was designed to fit the more traditional students' expectations and motivations. The specific expectations and motivations of the Otemae students were not explicitly considered, leaving the real potential for a negative experience. This is a serious consideration for those designing the curriculum for the summer sessions, for the instructors who are given the task of teaching these distinct groups of students, and for the coordinators of the short term programs who must convince their clients of their effectiveness so they will choose PSU again in the future. Using a semantic-differential survey to assess the students' attitudes, motivations, and expectations, and comparing the results with general demographic data, it was found that the students did indeed separate into two distinct groups with clear differences in motivations and expectations. The Otemae students also formed a large demographic block within the classes which could not be discounted in the lesson plans. Even though the Otemae students had been integrated into the reading and writing classes, these skills were less important to them in the needs analysis portion of the attitude survey than were conversational and pronunciation skills. Reading and writing skills were also rated lower overall by the Otemae students than they were by the traditional students. These and other factors lend support to the contention that the two groups of students had needs and expectations that were not wholly compatible, which put a strain on the teacher/student relationships as well as on the individual instructors' intended goals. This strain was further verified in instructor interviews, student interviews and in a departmental evaluation at the end of the summer term. If expectations are not met, or attitudes are not compatible between students and instructors, or motivations are at odds between groups of students, learning can be obstructed, and the experience can be less positive for all concerned. Although the summer session, with Otemae students integrated into the regular classes, went well in the estimation of some, there is convincing evidence that there is need for improvement. Recommendations for improvement include integrating the Otemae students into speaking and listening classes instead of reading and writing classes, having a curriculum designed with both groups in mind that instructors would have available before the summer term begins, conducting a term by term needs analysis, providing introductory sessions on American classroom style, and attempting to reduce the percentage of Otemae students in any given class by actively recruiting more international ESL students to PSU.

APA, Harvard, Vancouver, ISO, and other styles

9

Andrews, Dorothy Sturge. "Appraisal of clinical teaching behaviours by diploma nursing students and their instructors /." St. John's, NF : [s.n.], 2000.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Eksi, Gul. "An Assessment Of The Professional Development Needs Of English Language Instructors Working At A State University." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612808/index.pdf.

Full text

Abstract:

ABSTRACT AN ASSESSMENT OF THE PROFESSIONAL DEVELOPMENT NEEDS OF ENGLISH LANGUAGE INSTRUCTORS WORKING AT A STATE UNIVERSITY Eksi, G&uuml<br>l M.S., Department of Educational Sciences Supervisor: Assist. Prof. Dr. Yesim &Ccedil<br>apa Aydin December 2010, 88 pages The main purpose of this study was to assess the professional development needs of the English language instructors working at a state university in Istanbul. Ninety-two instructors teaching preparatory classes constituted the population of the study. Within that needs assessment, the instructors&rsquo<br>perceptions of professional development, the most common professional development activities instructors practice, factors that hindered instructors from attending professional development activities, the most difficult skill to teach and assess, the areas of teaching English where instructors needed a professional development program, and the instructors&rsquo<br>preferences for delivery methods and formats of the professional development programs were identified. This study also examined the role of year of teaching experience, workload of the instructors, department the instructors graduated, and instructors&rsquo<br>perceptions of professional development programs in predicting the professional development needs of the instructors. Findings indicated that participants had positive perceptions of professional development. The most common professional development activity type was found to be &ldquo<br>Sharing experiences with colleagues.&rdquo<br>The most important factor which hindered participants from attending professional development was determined as &ldquo<br>inconvenient date/time.&rdquo<br>The most difficult skill to teach and to assess was reported as &ldquo<br>Writing.&rdquo<br>It was found out that the area where the degree of need was the highest was &ldquo<br>New theories and practices of English language teaching.&rdquo<br>Most of the participants reported that they preferred professional development activities to be optional workshops at their own institutions. A trainer or an expert from an outside institution was the most preferred speaker type. Findings also showed that instructors preferred sessions which took up to 60 minutes, held on weekday mornings once a month. The result of the regression analyses indicated that only year of teaching experience was significant in predicting professional development needs of the instructors. Year of teaching experience was negatively correlated with the needs indicating that as the teachers got more experience, their degree of professional development needs decreased.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "University instructors"

1

University of North Carolina at Chapel Hill. Center for Teaching and Learning. Teaching at Carolina: A handbook for instructors. 2nd ed. The Center for Teaching and Learning, University of North Carolina at Chapel Hill, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Society of University Dental Instructors. International Conference. Society of University Dental Instructors 23rd International Conference, University of Birmingham Dental School, Birmingham, 4th-6th April, 1991. [University of Birmingham Dental School], 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Society of University Dental Instructors. International Conference. Proceedings of the Nineteenth International Conference of the Society of University Dental Instructors. SUDI, 1987.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Society of University Dental Instructors. Conference. Proceedings of the twenty fifth annual conference of theSociety of University Dental Instructors. University of Birmingham, School of Dentistry, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Grant, Frida Kristin. Cross National Comparisons of Excellence in University Mathematics Instructors - An Analysis of Key Characteristics of Excellent Mathematics Instructors based on Teacher Evaluation Forms. [publisher not identified], 2014.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

K, Kokula Krishna Hari, ed. An Investigation of Factors Affecting Instructors' Usage of E-Learning Systems at the University of the West Indies: IC5E 2014. Association of Scientists, Developers and Faculties, 2014.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Washington State University. Office of the Registrar. Instructor's guide to academic policies. the University], 1985.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

1898-1975, Sears Francis Weston, Zemansky Mark Waldo 1900-, Freedman Roger A, Young Hugh D, and Ford, A. Lewis (Albert Lewis), eds. Instructor solutions manual Sears and Zemansky's University physics. Pearson Addison-Wesley, 2008.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Whitten, Kenneth W. Instructor's manual to accompany general chemistry and general chemistry with qualitative analysis. 5th ed. Saunders College, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

F, Trimmer Joseph, Jennings C. Wade, and Patterson Annette, eds. Instructor's manual to accompany eFictions [edited by] Joseph F. Trimmer, Ball State University, C. Wade Jennings, Ball State University, Annette Patterson, James Cook University--Austrialia. Harcourt College Publishers, 2002.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "University instructors"

1

Ingvarsdóttir, Hafdís. "University Instructors’ Views on Using Curriculum Materials in English." In Educational Linguistics. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67804-7_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Worthman, Christopher. "In Search of Internationalization: Changing Conceptions of EMI Among Mexican University Instructors." In English-Medium Instruction and the Internationalization of Universities. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47860-5_7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Plotnikova, Irina Y., Alexandr A. Filozop, Svetlana Yu Berleva, Anna V. Podoprigora, and Ilya V. Stepanov. "Strategic Directions for Continuing Professional Development of Medical University Instructors in Russia." In Advances in Natural, Human-Made, and Coupled Human-Natural Systems Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-75483-9_59.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Bates, Tony. "Teaching the Skills Needed for the Future." In Creating the University of the Future. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42948-5_6.

Full text

Abstract:

AbstractTechnology is leading to massive changes in the economy, in the way we communicate and relate to each other, and increasingly in the way we learn. Teachers and instructors are faced with a massive challenge of change. There are many opportunities in even the most academic courses to develop intellectual and practical skills that will carry over into work and life activities in a digital age, without corrupting the values or standards of academia. Even in vocational courses, students need opportunities to practice intellectual or conceptual skills such as problem-solving, communication skills, and collaborative learning. The chapter explores the skills that will be needed, and ways in which such skills can be developed. It approaches questions such as how we can ensure that we are developing the kinds of graduates from our courses and programs that are fit for an increasingly volatile, uncertain, complex, and ambiguous future as well as how we can teach or help students develop the skills they will need in the twenty-first century.

APA, Harvard, Vancouver, ISO, and other styles

5

Kayaduman, Halil, and Ali Battal. "The University Instructors' Opinions About Emergency Remote Education in Turkey." In Advances in Educational Technologies and Instructional Design. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7275-7.ch004.

Full text

Abstract:

This study explores university instructors' opinions regarding emergency remote education practices during the COVID-19 pandemic. This research included 248 university instructors from 29 universities in Turkey. The findings revealed the instructors' positive and negative opinions, educational preferences, and support demands. While instructors found the process useful in terms of cost-effectiveness, providing individualized learning environments, and supporting ubiquitous learning, their negative opinions stemmed from course-, student-, technology-, and instructor-related factors. The instructors demanded support in technology and training aspects, and they preferred face-to-face education rather than blended and distance education. This study suggests considering the technological pedagogical content knowledge (TPACK) framework for professional development programs. As well, it emphasizes the importance of open educational resources and collaboration efforts at the institution level to share digital resources to eliminate the digital divide and digital literacy issues.

APA, Harvard, Vancouver, ISO, and other styles

6

Cleveland-Innes, Martha, and Randy Garrison. "The Role of Learner in an Online Community of Inquiry." In Web-Based Learning Solutions for Communities of Practice. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-711-9.ch013.

Full text

Abstract:

Students experiencing an online educational community for the first time experience adjustment in the role of learner. Findings from a study of adjustment to online learning from the instructor’s point of view validate five main areas of adjustment identified in previous research: technology, instructor role, modes of interaction, self-identity and course design. Using a confirmatory research model, instructors from two open and distance institutions were interviewed. Data confirmed that instructors also perceive adjustment in the five areas of online experience identified by students. In addition, student adjustment in these five areas can be understood in light of core dimensions of learner role requirements in an online community of inquiry (Garrison, Anderson, and Archer, 2000). Instructor comments provide understanding of the experience of online learners, including the challenges, interventions and resolutions that present themselves as unique incidents. Recommendations for the support and facilitation of adjustment are made. Funding for this research was received from the Athabasca University Mission Critical Research Fund.

APA, Harvard, Vancouver, ISO, and other styles

7

Asunka, Stephen. "Instructor Perceptions and Intentions to Use a Tablet PC for Mobile Learning in a Ghanaian University." In Handbook of Research on Mobile Devices and Applications in Higher Education Settings. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0256-2.ch021.

Full text

Abstract:

This study used aspects of the Technology Acceptance Model (TAM) to predict instructor acceptance and adoption of a tablet computer for mobile learning in a Ghanaian University. Following the distribution of a customized tablet PC (known as Campus Companion) to all instructors of the institution, and an expectation that they will use these devices to support and facilitate mobile learning, data on instructor perceptions, attitudes, and behavioral intention to use the technology were gathered and analyzed. Thirty-eight (38) instructors participated in the study. Findings show that instructors' intentions to use the tablet PC for mobile learning are very low, and are significantly influenced by their perceived usefulness, perceived ease of use and attitude towards the device. Implications of these findings for practice and further research are discussed within the context of the adoption of m-learning within the Ghanaian higher education context in particular and the developing world in general.

APA, Harvard, Vancouver, ISO, and other styles

8

Asunka, Stephen. "Instructor Perceptions and Intentions to Use a Tablet PC for Mobile Learning in a Ghanaian University." In Mobile Devices in Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch052.

Full text

Abstract:

This study used aspects of the Technology Acceptance Model (TAM) to predict instructor acceptance and adoption of a tablet computer for mobile learning in a Ghanaian University. Following the distribution of a customized tablet PC (known as Campus Companion) to all instructors of the institution, and an expectation that they will use these devices to support and facilitate mobile learning, data on instructor perceptions, attitudes, and behavioral intention to use the technology were gathered and analyzed. Thirty-eight (38) instructors participated in the study. Findings show that instructors' intentions to use the tablet PC for mobile learning are very low, and are significantly influenced by their perceived usefulness, perceived ease of use and attitude towards the device. Implications of these findings for practice and further research are discussed within the context of the adoption of m-learning within the Ghanaian higher education context in particular and the developing world in general.

APA, Harvard, Vancouver, ISO, and other styles

9

Asunka, Stephen. "Overcoming Barriers to Instructor Adoption of a Learning Management System." In Cases on Educational Technology Implementation for Facilitating Learning. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3676-7.ch014.

Full text

Abstract:

Following a realization that a Web-based Learning Management System (LMS) deployed by a University in Ghana remained largely unused by instructors, the university’s management intervened. The university wishes to expand access to its educational resources through the use of Information and Communication Technologies (ICTs). Since instructors play a pivotal role in this direction, all instructors were trained, motivated, and appropriately resourced to enable them to use the LMS effectively to deliver courses. Five years down the line, however, most instructors are still ambivalent towards using the LMS software. This chapter discusses the case extensively and concludes by suggesting that one approach that might help solve the problem will be to engage all instructors in participatory activities aimed at collectively identifying and addressing the issues and challenges.

APA, Harvard, Vancouver, ISO, and other styles

10

Li, Liping, Li Li, Yaqin Xu, and Zetao Du. "An Empirical Study on the Subjective Well-Being of China Local University Instructors." In Modern Management based on Big Data V. IOS Press, 2024. http://dx.doi.org/10.3233/faia240280.

Full text

Abstract:

In order to understand the current situation of subjective well-being of local university instructors, analyze the differences in demographic variables of subjective well-being of university instructors, and provide a basis for the psychological health education work of local university instructors. A subjective well-being questionnaire was used to survey 598 university instructors from 5 local undergraduate colleges in Hunan Province, China. It was found that the subjective well-being of local college instructors is at a moderate level. There is no significant difference in gender, age, or marital status. But there are significant differences in professional titles and income. Propose to establish an effective social support network and pay attention to the development of instructors of different ages; Suggestions for improving the salary level of instructors and establishing a scientific, fair, and reasonable salary and welfare system.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "University instructors"

1

Rodriguez, D. G., J. L. G. San Juan, and C. L. Sy. "Mitigating the Social Impact of Delayed Salary Payments of Part-time Instructors in a Provincial State University in the Philippines." In 2024 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2024. https://doi.org/10.1109/ieem62345.2024.10857233.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Lopez, Blake R., and Victor M. Zavala. "Analysis of Chemical Engineering Curricula Using Graph Theory." In Foundations of Computer-Aided Process Design. PSE Press, 2024. http://dx.doi.org/10.69997/sct.190804.

Full text

Abstract:

Chemical engineering is a highly complex interconnected major. Just as chemical engineers have broken complex processes into unit operations, the chemical engineering curriculum has been broken up into courses. The organization of these courses vary among institutions and are based on years of prior teachings and research. Despite this, there have been calls to revaluate the curriculum from both industry and academia. We propose a graph-based representation of curricula in which topics are represented by nodes and topic dependencies are represented by directed edges forming a directed acyclic graph. This enables using graph theory measures and tools to provide formal ways of evaluating a curriculum. Additionally, the abstraction is readily understandable meaning conversations between instructors regarding the curriculum can occur within a department and even across institutions. This abstraction is explained with a simplified curriculum and applied to the undergraduate chemical engineering curriculum at University of Wisconsin-Madison. Highly and lowly connected topics are identified and approaches for grouping the topics into modules are discussed.

APA, Harvard, Vancouver, ISO, and other styles

3

Hsia, Justin, Dan Garcia, and Swapneel Sheth. "Student Teachers as Lead University Instructors." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. ACM, 2021. http://dx.doi.org/10.1145/3408877.3439520.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

OBrien, Thomas V., and Holly A. Foster. "Old Dogs Can Learn to Like New Tricks: One Instructor’s Change in Attitude to Online Instruction from 2009-2017." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9234.

Full text

Abstract:

This qualititative case study examined a veteran instructor’s change in attitude about university online instruction. After a short review of the literature and explanation of the project, researchers conducted a content analysis of an instructor’s annual self-reports about his online teaching of a graduate course in the social sciences. The self –reports were written between 2009 and 2017. The researchers also examined students’ end-of-semester evaluation scores about the course and instructor. Results suggest that the instructor began online teaching with a mixed attitude. After four years of teaching the online course (delivered once each spring) the instructor reported more about content issues and less about online delivery. In the final the period (2016-17) the reseachers found that the instructor was invested fully in online delivery. Although the study is not generalizable, its results suggest that instructors who stay with an online system over an extended period of time may gain more confidence in the efficacy of online delivery. The findings complement previous findings in the literature about faculty attiudes toward technology use in instruction.

APA, Harvard, Vancouver, ISO, and other styles

5

Jiaping, Deng. "Practice Study of University Sunshine Sports Instructors Work." In 2015 3d International Conference on Advanced Information and Communication Technology for Education (ICAICTE-2015). Atlantis Press, 2015. http://dx.doi.org/10.2991/icaicte-15.2015.8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Deng, Jiaping, and Yingfeng He. "Practical Study of University Sunshine Sports Instructors' Work." In International Conference on Education Innovation and Social Science (ICEISS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iceiss-17.2017.36.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Chory, Rebecca M. "Fairness matters in higher education: Student classroom justice perceptions and behavioral responses." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16315.

Full text

Abstract:

Fairness in the higher education instructional context, i.e., classroom justice, is fast becoming a salient and widespread concern among scholars, instructors, and students alike. Drawing on research conducted in North America, Europe, Asia, and other world regions, the present article describes university students’ beliefs about what constitutes unfair instructor behavior, and it explores the relationships between classroom justice and student behavioral responses. Results of this work indicate that university students identify grading procedures, instructor feedback, and instructor affect, attention, and caring as key factors in determining classroom justice. In addition, university students’ perceptions of (un)fairness are associated with student learning, engagement, and antisocial classroom behavior. In short, classroom justice in higher education is integral to student learning and instruction. Classroom justice matters.

APA, Harvard, Vancouver, ISO, and other styles

8

Kabage, Joseph, and Philipo Sanga. "Revisiting the Rationale for Training Online Instructors at the Open University of Tanzania." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9687.

Full text

Abstract:

Online learning is increasingly becoming a prevalent feature in higher learning institutions globally. Online learning aims to increase access to education without compromising the quality of teaching and learning. Thus, online learning requires competent online instructors who have undergone training on how to teach in an online environment. According to the Open University of Tanzania (OUT) Information and Communication Technology (ICT) policy of 2019 the number of courses uploaded on Moodle does not comply with the e-learning standards. There is little evidence regarding instructors’ effectiveness in executing online instruction roles. This paper examines the efficacy of instructors’ training programmes using explanatory concurrent research design with data collected from 178 instructors at the Open University of Tanzania through questionnaires and interviews. Findings from the study indicated that generally, training has significant impact on the way instructors teach in the online environment. Although most of respondents rated training as an effective strategy for online instruction they lacked continuous training programmes while data from interview indicated that the package of training programmes missed some key content required by instructors. This paper suggests that, among other things, institutions should invest on continuous training programmes for online instructors and ensure inclusion of all key contents for the same.

APA, Harvard, Vancouver, ISO, and other styles

9

Sun, He. "Assessing TPACK Level of University Language Instructors in China." In International Conference of Research on Language Education. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23097.13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Saleh, Mohammad Mahmoud Naser, Lew Sook Ling, and Goh Pey Yun. "Proposed cloud learning management systems framework: A study of instructors’ acceptance and adoption." In MULTIMEDIA UNIVERSITY ENGINEERING CONFERENCE 2023 (MECON2023). AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0240312.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "University instructors"

1

Alemu, Nahom Eyasu. Zooming into the Barriers and Motivations of the Ethiopian University Instructors for Designing and Delivering Content Online: An Institutional Case Study of the University of Gondar. Mary Lou Fulton Teachers College, 2024. http://dx.doi.org/10.14507/mcf-eli.i1.

Full text

Abstract:

Over the last two decades, the educational field of study has been one of the areas that benefited from the proliferated use of digital technologies. Recent digital technologies in education have focused on online education in developed nations. However, they have paid less attention to the involvement of university instructors in online education in developing countries. Therefore, the current project tried to address this problem by examining the challenges and prospects of instructors in designing and developing content online in Ethiopia's public universities. This study involved 59 participants (15 semi-structured interviews, 32 participants in four focus group discussions, and 12 key informants), derived using a purposive sampling technique. Data were analyzed using inductive thematic analysis to explore participants’ explanations about the impediments and motivation of university instructors in designing and developing content online at the University of Gondar, Ethiopia. Explanations were presented in terms of impediments (the state of being faced with the challenges of university instructors) and motivation (the determination of instructors in higher education). The findings showed that the challenges of instructors can be classified as personal (technophobia, digital illiteracy, bad impression of content online, fear of making low-quality content, and lack of knowledge on how to produce content online) and institutional (insufficient infrastructure, absence of curriculums and policies on eLearning education. On the other hand, the prospects of instructors, such as taking eLearning education initiative, online education support services, and boosting awareness of online education, are the facilitators for instructors in developing content online in higher education.

APA, Harvard, Vancouver, ISO, and other styles

2

Kibret, Alemu Kassaw, Getachew Azeze Eriku, and Melisew Mekie Yitayal. Challenges and opportunities of adopting online learning at the University of Gondar: Lecturers’ and higher officials’ perspectives. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.i7.

Full text

Abstract:

E-learning is the use of the internet and ICT to access learning material, interact with the content, instructor, and learners, and acquire knowledge. Education has grown rapidly and transformed the present isolated, teacher-center face-to-face education into online. Despite the impact of e-Learning, there are many challenges in adopting and implementing it in higher education. Therefore, the main purpose of the study was to investigate the perspective of lectures, challenges, and opportunities of adopting online learning. The study conducted institutional-based mixed quantitative and qualitative study designs at the University of Gondar from June to October 2022. Simple random sampling techniques were employed to select study participants for the quantitative study and purposive sampling was used to select higher officials for an in-depth interview. A structured self-administered and in-depth interview guide questionnaire was used for the quantitative and qualitative data respectfully. Linear regression analysis conducted for the quantitative data while inductive thematic analysis was undertaken for the qualitative data. Thirteen (13) higher officials were involved in an in-depth interview and 366 instructors participated in the quantitative study. The majority of participants believed that e-Learning is applicable. However, almost all participants agreed that the infrastructures are inadequate at the University of Gondar. Five main themes emerged from an inductive thematic analysis which includes: perceptions of adopting online learning, challenges of adopting online learning, opportunities of adopting online learning, strategies to overcome challenges, and higher officials’ willingness and support. Most instructors and all higher officials are willing and happy to adopt. Internet connectivity, electric power, computer access, and poor perception of instructors, students, and employees will be a challenge to adopting e-Learning. Capacity-building training for the instructors and supporting teams and fulfilling infrastructures for the successful implementation of e-Learning at the University of Gondar is recommended.

APA, Harvard, Vancouver, ISO, and other styles

3

Stoler, Justin, and Yunqiu Wang. A “How-To” Guide for Implementing Flipped, Team-Based, Active Learning Assignments in an Undergraduate Social Science Course. Platform for Excellence in Teaching and Learning (PETAL), 2024. https://doi.org/10.33596/report-2.

Full text

Abstract:

This guide summarizes the implementation of flipped learning techniques in an upper-division social science course. It began as an instructor’s course guide and was expanded with logistical notes and images to help other instructors experiment with flipped assignments using best practices. This is intended to serve as a logistics manual for implementing similar types of flipped learning techniques to increase active learning in other university courses.

APA, Harvard, Vancouver, ISO, and other styles

4

Ragsdale, Ronald. Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5451.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Namada, Juliana Mulaa, and Bernadatte Kamene Kiarie. Towards Authentic Online Assessment of Learner Performance at United States International University-Africa (USIU-Africa). Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.i4.

Full text

Abstract:

Achieving authentic learner assessment is not an easy task. Online teaching and learning require assessment of both formative and summative assessment. The combination of the two types of assessments facilitates measurement of learning outcomes, application of knowledge, metacognition through reflection and self-assessment, interaction through collaborative activities, creation of new knowledge and achievement of higher order thinking which is a daunting task to many organizations. This study focused on moving towards achievement of authentic online assessment of learner performance. It sought to achieve five research questions including establishing the status of online assessment, determining digital tools used on online assessment, finding out the factors which affect exam credibility, examining the extent to which formative assessment contributes to authentic learner assessment and establishing the extent to which summative assessment contributes to authentic learner assessment. The study adopted a mixed method approach which collected and analyzed both qualitative and quantitative data. This triangulation approach facilitated complementarity of the data to adequately interrogate the research questions. Data was collected from faculty members, chairs of departments and the dean for the Chandaria School of Business. Analysis was done using descriptive and inferential statistics. The study findings indicate that the status of online assessment was based on the face-to-face approach, a variety of digital tools were being used in online assessment while several factors associated with learner and instructor support affected examination credibility. The study established that formative assessment contributed significantly and positively towards authentic learner assessment while summative assessment’s contribution to authentic learner assessment was dismal. This study concluded that educational technology tools facilitate learner assessment, and the online examination credibility is key to achieving better results. While both formative and summative assessments are important authentic assessments, more emphasis needs to be placed on formative assessment. The study recommends support to both the learners and the instructors. Specifically, the instructors need to be trained in assessment approaches which lead to authentic learner performance.

APA, Harvard, Vancouver, ISO, and other styles

6

Kamonjo, Florence W., David Ngatia, Benedicta Tabot, and Paul Onsare. Baseline Study on Technology-Enabled Learning at the University of Kabianga. Commonwealth of Learning (COL), 2023. http://dx.doi.org/10.56059/11599/5442.

Full text

Abstract:

This report presents the findings of a baseline study conducted at the University of Kabianga (UoK), Kenya. The study’s aim was to establish the status of access to and use of information and communication technologies (ICT) for teaching and learning at UoK. The baseline study established that UoK’s institutional preparedness status can be represented as ‘emerging preparedness.’ UoK provides Internet access to both instructors and learners in some areas of the university. However, learners felt they should have Internet access in more places, including their hostels, to improve the TEL experience. Learners had positive perceptions about using technology in their learning, but they indicated the need for greater bandwidth and for more desktop computers to be available in non-ICT courses. The study also established that lecturers have positive attitudes towards the use of TEL. However, they have concerns about a lack of faculty training on TEL and a lack of time to develop courses for delivery using technology.

APA, Harvard, Vancouver, ISO, and other styles

7

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1148.

Full text

Abstract:

These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.

APA, Harvard, Vancouver, ISO, and other styles

8

Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1149.

Full text

Abstract:

These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.

APA, Harvard, Vancouver, ISO, and other styles

9

Ruediger, Dylan, Danielle Cooper, Angela Bardeen, et al. Fostering Data Literacy: Teaching with Quantitative Data in the Social Sciences. Ithaka S+R, 2022. http://dx.doi.org/10.18665/sr.317506.

Full text

Abstract:

“Fostering Data Literacy: Teaching with Quantitative Data in the Social Sciences” explores why and how instructors teach with data, identifies the most important challenges they face, and describes how faculty and students utilize relevant campus and external resources. Full details and actionable recommendations for stakeholders are offered in the body of the report, which offers guidance to university libraries and other campus units, faculty, vendors, and others interested in improving institutional capacities to support data-intensive instruction in the social sciences.

APA, Harvard, Vancouver, ISO, and other styles

10

Mansfield, Janet. Report on faculty and student evaluation of instructors in direct service teaching at Portland State University Graduate School of Social Work. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1705.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!