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Journal articles on the topic 'University instructors'
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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’.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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Tian, Cong. "University Administrators’ Leadership Styles Affecting Instructors’ Job Satisfaction in a Technology University in China." Journal of Education and Educational Research 9, no. 2 (2024): 275–82. http://dx.doi.org/10.54097/e1xpw619.
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University administrators play a crucial role in shaping the university environment, influencing instructor performance, and ultimately impacting student outcomes. Their effective leadership is of paramount importance for the overall success and satisfaction of instructors. This study determined the relationship between the university administrators’ leadership styles and the instructors’ job satisfaction in a technology university in China. Profile of the instructors respondents, their assessment of university administrator’s leadership style, their job satisfaction level, differences in their assessment on university administrator’s leadership style and job satisfaction level when profile is taken as test factor, and the relationship between their assessment of university administrator’s leadership style and the job satisfaction level were also determined. The study examines the perception of university administrators' leadership styles, focusing on authoritative, democratic, facilitative and situational styles. The assessment of the administrator's leadership style reveals a favorable perception among instructor respondents, with facilitative leadership garnering the highest evaluation. In terms of job satisfaction, the instructor respondents reported a high level, and their assessment of job satisfaction highlights several areas of strength within the academic institution, including job security, community engagement, and the overall work environment. It is found that the administrator is viewed as striking a balance between providing direction and fostering collaboration, supporting faculty well-being, and adeptly navigating the complexities of the academic environment. The strong positive correlations between the assessment of leadership styles and job satisfaction levels highlight the critical role of leadership practices in shaping the working experiences and satisfaction levels of instructors within academic institutions. The findings of the study are used as a basis for a management development program among university administrators. It is suggested that academic institutions should prioritize leadership development initiatives and promote leadership styles that align with the needs and expectations of their faculty members to optimize job satisfaction and organizational performance.
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Wright, Anna M., and Kevin R. Meyer. "Exploring the Relationship between Students with Accommodations and Instructor Self-Efficacy in Complying with Accommodations." Higher Learning Research Communications 7, no. 1 (2017): 65. http://dx.doi.org/10.18870/hlrc.v7i1.367.
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<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>
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El-Mousawi, Dr Hasan Y., and Khaldoun G. Farhat. "Inclinations of Members of the Teaching Staff Towards Factors Leading to Job Satisfaction—A Comparative Study between Public and Private Universities." Research in Economics and Management 4, no. 2 (2019): p110. http://dx.doi.org/10.22158/rem.v4n2p110.
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The study aimed at identifying job satisfaction and inclinations towards factors, such as salary, feeling of job security, extent of empowerment, nature of work relations among different parties and social status the instructor feels, all of which lead to job satisfaction among members of teaching staff in both public and private universities in Lebanon. Furthermore, the study aimed at prioritizing these factors as related to instructors at the Lebanese University and those at private universities. The study also tried to find whether instructors preferred teaching at public or private universities as related to the country from which they obtained their Ph. D’s. To achieve this goal, a five-point Likert-style questionnaire was constructed and distributed to 100 instructors in the public university (Lebanese University) and to another 100 instructors in various private universities. Thus, the society of the study comprises instructors in both public and private universities. Of these questionnaires, the researchers retrieved 184 which were valid for analysis. The study yielded some important findings, mainly that there is a significant difference between instructors in public and private universities regarding some factors leading to job satisfaction (salary, feeling of job security, work relations among colleagues and students, and social status that the instructor feels) in Lebanon. The study also showed a difference in prioritizing factors which lead to job satisfaction relative to workplace (public or private university) in Lebanon. Moreover, the study concluded that instructors at universities have different preferences to work at the Lebanese University (public) relative to the country from which they obtained their Ph. D’s.
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Li, Ting. "Comparison of American and Chinese College Students’ Perception of Instructor Authority." Journal of International Students 2, no. 1 (2012): 116–22. http://dx.doi.org/10.32674/jis.v2i1.541.
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Teacher authority has long been recognized as one of the critical factors that contribute to the formation of effective learning circumstances (Haywood-Metz, 2006). A survey was developed based on Dornbusch and Scott’s (1975) theoretical framework of distinction between formal authority and informal authority, named The Attitude towards College Instructor Authority (ACIA). By using this survey among Chinese and American students at an American University, the current study examines college students’ perception of instructor authority, including their preference of formal or informal authority, the valued elements in instructor professional competence, as well as the relation between instructor’s perceived demographic features and their authority power. The results indicate that overall students rely highly on instructors’ position-attached formal authority rather than professionally-oriented informal authority. Whereas there are culture-specified differences between Chinese and American college students’ valued dimension of instructors’ professional competence at the informal authority level.
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Maldin, Siska Amelia. "SUGGESTION ACTS PERFORMED BY ENGLISH INSTRUCTORS OF CONVERSATION CLASS IN LANGUAGE CENTRE OF ANDALAS UNIVERSITY." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 12, no. 2 (2019): 109. http://dx.doi.org/10.24036/ld.v12i2.101482.
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This study aimed to analyze analyzes suggestion acts that were spoken by English instructors in conversation classes at the Andalas University Language Center. The purposes purposes of this study are are to identify and explain explain the types of speech acts, taxonomies, modifications, and reasons of the instructor expressing the speech. This study is descriptive study which data are taken from two conversation class instructors in language centre of Andalas University This study is descriptive study which data are taken from two conversation class instructors in language centre of Andalas University. The data are in the form of transcriptions, research notes, and interviews. The data are in the form of transcription, research notes, and interviews. The data are in the form of The data are in the form of transcription, research notes,, and interviews. The instruments used are observation sheets, audio recordings,, and interview guidelines. The findings indicate indicate that the two instructors expressed different suggestions at each meeting. The highest intensity of appearance of suggestion acts is is seen in the first meeting of the first instructor and the third meeting of the second instructor. Furthermore, the two instructors also express express the same type of taxonomy/suggestion acts as conventionalized forms. Then, a similar fact is is found from the modified aspect, namely subjectivizer. The reasons reason why the instructor expresses suggestions are are influenced by social distance, power,, and imposition. Based on these findings, it is is implied that the suggestion actions action taken by the instructors instructors are are influenced by the culture of the community and the class context.
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Muhammad, Muzamil, Iqbal Kashif, Parveen Sumaira, and Imran Yasir. "The effect of teachers' attitudes on students' personality and performance." Journal of Social Sciences and Management Studies 1, no. 3 (2022): 40–45. https://doi.org/10.5281/zenodo.6525960.
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Emphasis on pupil-focused education frequently influences how instructors view students' achievements in subjects with a loss of lifelong vision development. An instructor who has his personal teaching techniques and further his attitude and conduct, offers his university students a healthy intellectual attitude and a clean new worldview by means of leaving memorable lines in them. This is a preparatory look to discover how 'attitudes of instructors affect the personality and performance of students'. On this experience this research has offered instructional perception and versatility in trainer-scholar relationships beyond the confined classroom and lecture rooms. The sample of the studies group incorporates a total of 100 students from diverse departments of the University of Sargodha Sub Campus Bhakkar. The data was collected by online survey. The most crucial findings was that the 'attitudes' of suitable instructors have a high quality effect on college students'' persona 'and performance in life.
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Mora, Gloria, Richard E. West, and Auria Julieta Flores. "Decision-Based Learning as an Approach for Teaching Statistics in a Peruvian University." International Journal of Instruction 17, no. 4 (2024): 719–34. http://dx.doi.org/10.29333/iji.2024.17440a.
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Many students find learning statistics difficult, especially novice learners. Instructors also struggle to teach statistics due to many challenges, such as students’ misconceptions, lack of math skills, negative attitudes, and deficient instructional methods. A new pedagogical approach called Decision-Based Learning (DBL) has been developed to help instructors and students; however there are limited studies about teachers’ and students’ experiences with this method, particularly in international settings. For this project, a group of Peruvian university professors were trained to use DBL. This qualitative study sought to understand the experiences of one Peruvian statistics instructor and her students implementing DBL pedagogy and software. The DBL software was created to help instructors easily implement DBL. Findings identify specific benefits and challenges participants faced when using DBL. Benefits included the growth of students’ confidence in solving statistical problems and instructor satisfaction. Challenges included time-consuming instructor initial preparation and students’ learning transfer issues.
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Sorokova, M. G. "University Instructors' Perceptions of Higher Education: Psychosemantic Approach." Psychological-Educational Studies 14, no. 3 (2022): 38–60. http://dx.doi.org/10.17759/psyedu.2022140303.
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The digitalization processes in higher education are a stable global trend. Digital competencies are very relevant for specialists in all subject areas; this is a demand of the modern digital economy and labor market. The digitalization of education is a complex multidimensional process that is estimated differently by university instructors. The purpose of the empirical study: to reveal the peculiarities of the ideas about higher education of university instructors who do not use and do use e-learning courses in their professional activities. The research is a pilot study, the findings are preliminary and will be tested on larger samples. Group semantic spaces for both categories of respondents were constructed by the method of semantic differential using factor analysis. (1) In both categories, there is a factor that reflects the most attractive qualities of higher education, but the set of these qualities is different. Both categories of respondents are characterized by a factor reflecting the problems and shortcomings of higher education, but they put different meanings into it. (2) For instructors who do not use e-courses, most socially accessible and technically equipped approaches, such as distance learning, e-courses, massive open online courses, are subjectively unattractive. Blended learning is more in line with their ideas about quality of higher education, but the most subjectively attractive are the project method and traditional face-to-face learning. (3) Instructors using e-courses are characterized by the recognition of the problematic nature of distance learning, e-courses, massive open online courses, but at the same time of their social accessibility, combined with convenience for instructor and subjective attractiveness. Blended learning is less problematic, socially inaccessible, but subjectively also very attractive. The project method is a promising approach that has few drawbacks, but is also socially inaccessible and less convenient for the instructor. (4) For instructors who do not use e-courses, traditional face-to-face education is the least technically equipped, having problems and shortcomings, but subjectively very attractive. For instructors using e-courses, this approach, on the contrary, has few problems, is convenient for the instructors and is socially accessible, but subjectively it does not arouse interest and does not correspond to their ideas about the quality of higher education.
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Hasan, Zahir. "The Influence of Self-Efficacy Beliefs of University English Instructors on their Pedagogy." Indonesian Journal of EFL and Linguistics 7, no. 2 (2022): 215. http://dx.doi.org/10.21462/ijefl.v7i2.486.
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This research study examines teaching beliefs of English-language instructors in Japan, and how their pedagogy is influenced by those beliefs. An Interpretative Phenomenological Analysis (IPA) research design was used. Seven English-language instructors employed full-time in universities in Tokyo prefecture of Japan participated in this study. Social Cognitive Theory was used as the theoretical framework. It was observed that each instructor’s beliefs interacted in a complex manner within the higher education system in Japan, which impacted instructors’ teaching practices. This study demonstrated that language instructors’ self-efficacy (LTSE) beliefs are intrinsically related to their pedagogy. It revealed a complex relationship between what instructors think and what they may do in class. Findings of this study suggest that English Language instructors’ beliefs are key to their decision-making. In addition, the findings will provide valuable implications for ways to better understand the impact that personal beliefs of instructors have on curriculum and learning. Finally, it has implications for professional education programs for teachers and brings attention to potential research directions for scholars.
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Hustiana, Hustiana. "EXPLORING THE MOTIVATIONAL TEACHING PRACTICES IN ENGLISH INTENSIVE PROGRAM AT AN INDONESIAN ISLAMIC UNIVERSITY." English Language, Linguistics, and Culture International Journal 1, no. 2 (2021): 85. http://dx.doi.org/10.24252/elstic-ij.v1i2.22818.
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The aim of this research was to explore the application of motivational teaching practices used by instructors and their impact on the students’ motivation. The researcher applied case study that conducted in English Intensive Program of UIN Alauddin Makassar namely Pengembangan Intesifikasi Bahasa Asing (PIBA) in academic year 2017/2018. The data sources were 2 instructors and 72 first semester students that taken through purposive sampling. The first instructor taught Guidance and Counseling C Department students that consisted of 30 students and the second instructor taught Nursing A Department students that consisted of 32 students. In collecting data, the motivational teaching Practices by instructor was taken through interview and observation. While, the impact of the application of motivational teaching practices on the students’ motivation was taken through questionnaire. In brief, it could be concluded that there were two kinds instructors’ perception about motivational teaching practices, they were Strongly Motivating Instructor (SMI) and Weakly Motivating Instructor (WMI). Besides, there were two kinds of instructors’ motivation teaching practices implementation, they were Highly Implemented Motivational Teaching Practices (HIMTP) and Lowly Implemented Motivational Teaching Practices (LIMTP). Thus, the impact on the students’ motivation was also different. The Strongly motivating instructor who implemented motivational teaching practices highly had more self-confidence students in learning English. While, the weakly motivating instructor who implemented motivational teaching practices lowly had less self-confidence students in learning English. Even though it could not be denied that all of the students from both classes still had high anxiety and low intrinsic motivation. Therefore, it was suggested for the Instructor to applied personal approach to decrease the anxiety of the students and to increase their satisfying in learning English.
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Soozandehfar, Seyyed Mohammad Ali. "Putatively Quintessential Behavioral-Pedagogical Conditions Reinforcing the Maintenance of EFL University Instructors." International Journal of Linguistics, Literature and Translation 3, no. 6 (2020): 165–71. http://dx.doi.org/10.32996/ijllt.2020.3.6.16.
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This investigation attempted to explore the necessary conditions to maintain and satisfy university instructors in the EFL context of Iran. To this end, 35 EFL instructors from diverse universities were interviewed, and then, based on the received ideas, a 29-item questionnaire on EFL instructor maintenance was designed and submitted to 48 other EFL instructors. To classify and choose a group of frequent ideas and decline the inessentials, the qualitative codings, i.e. open, axial, and selective coding, were applied. The results of the analysis revealed two major themes, i.e., behavioral and pedagogical, derived from six core categories, i.e., minimizing confrontations, promoting positive attitudes, reinforcing criticality, naturalizing blatantness, encouraging learning-centeredness, and inducing reflective-teaching learning, as six putatively quintessential conditions for the maintenance of EFL Instructors. Finally, this study suggested some pedagogical implications.
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Lee, Yuju, and Yoonkyung Chung. "The relationship between the instructor’s perceived utilities and teaching efficacy and interaction execution on online classes." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 10 (2024): 759–71. http://dx.doi.org/10.22251/jlcci.2024.24.10.759.
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Objectives The aim of this study was to investigate the level of instructor-student interactions in online classes and to explore the instructor-related variables associated with this phenomenon. Specifically, the study focused on examining the explanatory power of instructors' perceptions of the utility of online classes and self-efficacy, in addition to instructors' demographic variables. Methods 321 professors at the university participated in the survey. The survey data were analyzed using multiple regression analysis. Demographic variables of the instructors, such as age and years of experience teaching online classes, along with perceived utilities of online classes and self-efficacy, were entered as independent variables. The five types of interactions (instructor-learner academic interaction, instructor-learner managerial interaction, learner-learner academic interaction, learner-learner social interaction, and learner-content interaction) were entered as dependent variables, respectively. Results Teaching self-efficacy emerged as the most influential explanatory variable for instructors' execution of interactions in online classes, followed by the perceived utilities of online classes. Age and years of experience teaching online classes showed no significant relationship with instructors' interaction executions. Conclusions The study highlights the importance of raising awareness regarding instructors' interaction execution and enhancing teaching efficacy in online classes.
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Chanwaiwit, Panachanok, and Bhornsawan Inpin. "Synchronous collaborative writing instruction in a university EFL context: Challenges and solutions." World Journal on Educational Technology: Current Issues 13, no. 4 (2021): 721–39. http://dx.doi.org/10.18844/wjet.v13i4.6259.
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This study explored EFL instructors’ perceptions and practices to identify challenges of teaching synchronous collaborative writing (SCW) and then proposed solutions to the problems. The instructor survey of practices in online English writing instruction was sent to 52 instructors from 15 regional universities in Thailand; 51 responded to the survey and, after selection, 24 participants were included. Data also included classroom observations and interviews. The participants felt unprepared to teach SCW because of insufficient online pedagogical skills in engaging students in the classroom and a lack of technology skills in managing online classrooms, facilitating real-time collaborative writing and giving objective formative assessments. The findings suggest that EFL instructors improve their teaching quality regarding student engagement, goals, content, tools, classroom management strategies, instructor and student roles, SCW activities and assessment. These discoveries enable educators to develop contextualised guidelines for SCW practices and suggest initial preparation for EFL cyber education.
 Keywords: Online learning challenges, synchronous collaborative writing, EFL writing teaching practices, EFL writing instruction
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Yang, Sooyeon, and Hyejin Kim. "An Autobiographical Case Study on University’s Writing Class Operated in a Synchronous Online Manner －Focusing on the Perception and Reflection of Instructors through the Subject of Writing and Classical Reading at the University of Suwon." Korean Association of General Education 15, no. 6 (2021): 115–34. http://dx.doi.org/10.46392/kjge.2021.15.6.115.
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The purpose of this study is to analyze autobiographical cases in which the university of Suwon's essential liberal arts subject called “Writing and Classical Reading,” was conducted in a synchronous online manner. Through this process, the instructors shared the experiences, perceptions, and reflections that they discovered while practicing these writing classes in the changed educational environment. In addition, the instructors discussed the direction of synchronous online writing classes should take and the new issues required of them within this new environment.</br>Since the outbreak of COVID-19, a series of new studies have accumulated around the keyword “online class” from 2020 to the present, and these new discourses on education have led to various opinions and suggestions on how educational subjects should come up with educational countermeasures amid this pandemic. As a result of synthesizing these new data, I confirmed that instructors were paying attention to the difficulties of ‘interaction’ in the online environment. Therefore, in this study, the instructor's perceptions, reflections, and new practices experienced while operating the class were presented, with a focus on the changed educational environment and the resulting interaction patterns between instructors and learners.</br>As a result of this study, I was able to divide the instructor's perception and reflection into interactions in the technical environment, interactions pertaining to the learner's psychological aspect, and interactions regarding the instructor's practical aspect. In each of these interactions, the new practices attempted by the instructor could be summarized as “in-depth classroom practices,” practices for high context environments, “vivid voices” and relational communication environments, and “shared identities” and practices for the environment of practical knowledge.</br>In the future, many researchers will need to respond quickly to the changing trends of the times and share their experiences and opinions with other instructors involved in various educational subjects. At the same time, instructors will need to continue to implement new educational practices in their classrooms. Thus, I hope that this research paper contributes to this process in a beneficial and significant way.
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Panganiban, Teejay, Rhene Camarador, Ruben Tagare Jr., et al. "Interweaving perceived instructors’ emotional support and students’ academic resilience in the physical education context through the lens of mindset and attachment theories." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 11, no. 1 (2024): 1–20. https://doi.org/10.17979/sportis.2025.11.1.11202.
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This study investigated the influence of perceived instructor emotional support on academic resilience among 363 first- and second-year university students enrolled in Physical Education (PE) courses at a State University in the Philippines. Using the Teacher Emotional Support (TES) Scale and Academic Resilience Scale (ARS-30), the research focused on three components of emotional support: Positive Climate (PC), Instructor’s Sensitivity (IS), and Regard for Adult Perspective (RAP). The findings revealed a significant relationship between TES and ARS, with IS and RAP influencing students’ ability to persevere through challenges. However, PC did not show a statistically significant influence on resilience. Regression analyses indicated that IS fostered resilience by addressing students’ emotional needs, while RAP enhanced autonomy and engagement by valuing students’ perspectives. These results underscored the importance of emotional support from PE instructors in creating inclusive environments that fostered student resilience. The study contributed to a growing body of literature emphasizing the critical role of university instructors in shaping students’ academic success and well-being. Practical recommendations included the need for professional development programs to equip PE instructors with strategies to provide adequate emotional support. Despite the limitations of a single institution sample, this research offered valuable insights into fostering resilience in higher education, particularly in contexts where academic and emotional challenges intersected. Future research was recommended to explore diverse educational settings to validate these findings and examine additional factors, such as socioeconomic status, that might have mediated these relationships.
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Jahangir, Junaid B. "Easy expectations and racial bias in economics instructor ratings." Advances in Economics Education 2, no. 1 (2023): 90–107. http://dx.doi.org/10.4337/aee.2023.01.07.
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This paper uses Rate My Professors (RMP) data for instructors at two Canadian universities to investigate the determinants of economics instructor ratings, including the impact of easy grading expectations (or “easy expectations”) and various potential student biases related to ethnicity, gender, and accent. Regression analysis, including random effects panel data analysis and multilevel modelling, indicates that easier courses with lower difficulty levels and higher grades awarded to students are significant determinants of better instructor ratings. In addition, lower difficulty levels and higher grades tend to be associated with contract instructors compared to full-time instructors. The effect of instructor accent was insignificant. Our findings suggest that the ratings of economics instructors suffer from the same biases related to course difficulty, possibly attributable to “easy expectations,” and racial bias, as has been generally found in student ratings across academic disciplines. To the extent that instructor ratings are driven by “easy expectations” and racial bias, and that RMP ratings are consistent with formal university instructor ratings, the case for basing promotions, tenure decisions, and salary raises on average instructor ratings is weak.
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Yousif, Abubaker Suleiman AwAbdelmajid, and Ahmed Hasan Anwar. "The Perceptions of Faculty Members and EFL Learners to Proficient Instructors: A Philosophical Approach." World Journal of English Language 13, no. 5 (2023): 375. http://dx.doi.org/10.5430/wjel.v13n5p375.
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Adopting a philosophical approach to the concepts of knowledge and instruction, this study aimed to explore the perceptions of faculty members and EFL learners towards the efficiency of EFL instructors at the University level of Sudan University of Science and Technology, College of Languages. Two tools were used to collect data. A direct interview was administered to both learners and faculty members of the English Department at the College of Languages in which faculties and learners were asked about their perceptions of the good EFL instructor. A 30-point questionnaire was distributed to both learners and instructors. The instructors and learners were requested to assess the points from the items of opinion including the valuable instructor merits. The findings revealed that the concepts of instruction varied immensely over the past two decades. Also, the results showed that the EFL learners and the teachers are different regarding the arrangement and exhibition of learning resources. The instructors prepared the tutorial plans in a way that grabs learners' attention and that satisfies the learners' needs to achieve gauges in a useful EFL tutor. To sum up, it might be said that skilled Sudanese EFL instructors are in high demand since they can motivate and push their students to reach their best potential to maximize their language learning prospects.
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Attiat, Madhr. "Analyzing Traditional and Alternative Assessment Forms in University Instruction Settings through Planned Behavior Theory." Dirasat: Human and Social Sciences 49, no. 1 (2022): 305–24. http://dx.doi.org/10.35516/hum.v49i1.1661.
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This study aims to investigate the use of traditional and alternative assessments, and the level of valuing assessments, from university instructor perspectives. In addition, it also aims to examine the capability of Ajzen's theory of planned behavior (TPB) at interpreting assessment practices and valuing assessments. A questionnaire consisting of two sections was designed to identify the assessments practiced by the instructor, the valuing assessment level, and the behavioral beliefs and intentions according to Ajzen’s TPB. The sample was comprised of 348 instructors who were randomly chosen from (BAU) in Jordan. The results showed an average-level practice of traditional and alternative assessments, as well as a high level of valuing assessments. There were no statistically significant differences in the practices of traditional and alternative assessments due to the instructor's gender, college, academic rank. In contrast, statistically significant differences were shown in the assessment practices that were based on essay tests, projects, and observations, due to the attended number of training workshops, in the university assessment. Results from a hierarchical linear regression analysis revealed that TPB explained a significant proportion of variance in alternative assessment practices: 43.8% in homework, 28.5% in observation, 21.5% in projects, 14.8% in peer evaluation, and 11% in self-evaluation, which was the lowest. However, behavioral beliefs and intention components contributed highly to the explanation of alternative assessment practices. This study recommends utilizing of TPB to explain the academic practices of university instructors.
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Potvin, Jacqueline, and Kimberly Dority. "Feminist Pedagogy in the Neoliberal University: The Limits of Precarious Labour." Atlantis 43, no. 1 (2023): 56–68. http://dx.doi.org/10.7202/1096957ar.
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In recent years, feminist pedagogy has been advanced as a strategy for disrupting the neoliberal corporatization of the university classroom. In this paper, we both recognize and trouble this disruptive potential, examining how the working conditions faced by adjunct instructors affect our ability to put our commitments to feminist pedagogy into practice. Based on our own experiences as sessional instructors, we argue that conditions such as heavy workloads, alongside limited access to institutional resources and community, contribute to faculty burn-out and hinder our ability to build and maintain feminist student-instructor relationships. Drawing on existing scholarship on feminist pedagogy, and emerging work exploring the challenges of teaching within the neoliberal university, we argue for the need to extend and complicate dominant understandings of feminist pedagogy as a series of values and practices that individual instructors can implement, and to recognize how its enactment is limited by the adjunctification of higher education. This paper pertains to instructors, particularly those in feminist departments, seeking to apply feminist pedagogy across the university.
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Alfahadi, Abdulrahman M. "The Contribution of University EFL Instructors in Creating Educational Strategies to Develop Ideological Security at the University of Tabuk within the Saudi Vision 2030." International Journal of Linguistics, Literature and Translation 3, no. 12 (2020): 147–53. http://dx.doi.org/10.32996/ijllt.2020.3.12.18.
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This study aimed at examining the contribution of university EFL instructor in creating educational strategies to develop ideological security at the University of Tabuk (UT) within the Saudi Vision for the academic year 2020. This mixed-mode research included 60 EFL instructors who were selected randomly from the Institute of Languages (IL) at UT in Saudi Arabia. It is based on the general theory of security and modern theories of the analysis of social phenomena (Fairclough, 2003). The researcher implemented two research instruments to elicit data from the participants are; questionnaires and a semi-structured interview. The analysis was done quantitatively and qualitatively using statistical (SPSS; Version 24.0) and thematic analysis. The results revealed that EFL instructors have a great and in-depth contribution to creating educational strategies in developing ideological security based on 2030 Vision. 64% of the participants indicated that existing educational strategies implemented by EFL instructors for developing ideological security amongst learners. 87% of them pointed out that creating educational strategies affect developing ideological security at UT. Whilst 86% of them said that UT EFL instructors support the idea of ideological security and globalization within the Campus. Also, the qualitative findings indicated that the contribution of university EFL instructors in creating educational strategies to develop ideological security at UT within the Saudi Vision 2030 was very effective and strengthened learners’ belief in national identity. Additionally, the results indicated that EFL instructors’ awareness concerning developing ideological security was acceptable and showed high agreement towards the creation of educational strategies. This study recommends that further research be carried out on this concern.
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Shudifat, Raed, Abdullah Algunmeeyn, Deema Mahasneh, Haytham Al-Oran, Hamza Alduraidi, and Ghada Abu Shosha. "Nursing students’ perceptions of the qualities of clinical instructors in a public university in Jordan: A qualitative study." Belitung Nursing Journal 10, no. 4 (2024): 481–89. http://dx.doi.org/10.33546/bnj.3469.
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Background: Nursing clinical education is a key to developing nursing students’ knowledge, skills, and competencies. Few studies have attempted to explore students’ perceptions regarding the qualities of effective clinical instructors. Objective: The current study aims to explore nursing students’ perceptions of effective clinical instructors’ qualities in Jordan. Methods: A qualitative exploratory approach was used to deepen our understanding of nursing students’ perceptions of effective clinical instructors’ qualities. A total of 21 nursing students were involved, and data were collected from June to August 2023. Data were analyzed using the thematic analysis approach. Results: The thematic analysis revealed two main themes. The first theme was professional qualities, comprising four subthemes: professional knowledge and experience, acting as a role model, performing as a caring one, and assembling effective communication. The second theme was building a good rapport. The findings demonstrated that clinical instructor qualities impacted how students perceived their teaching effectiveness, and they identified professional knowledge and competence as crucial qualities of an effective clinical instructor. It was acknowledged that caring behaviors and effective communication skills were essential behavioral attributes for clinical instructors. Conclusion: Nursing students have valued particular characteristics of effective clinical instructors. These characteristics were knowledge, caring, relationships, role models, and communication. Further research is needed to validate the study’s findings.
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Chen, Juan. "Instructor’s Research Capabilities in A Government University in Guangdong Province." Journal of Education and Educational Research 8, no. 2 (2024): 9–11. http://dx.doi.org/10.54097/p3fxhs13.
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This research will determine the capabilities of the instructors of Guangdong University of Science and Technology. Through research, the academic administrator and instructor enhances and develops his or her own research capability level by joining and attending different training and development- thus, her strength. This workshop session involves sampling methods for qualitative and quantitative researches. It is for the researchers to select the most appropriate number of participants. Now that the researchers know the number of participants needed, making data collection instruments and disseminating it is the following stage. The instructors' unanimous agreement on their strength in writing the concept paper reflects a shared competency that extends beyond individual capabilities. It indicates a collective proficiency in navigating the complexities of research conceptualization. The instructors' unanimous agreement on their strength in writing the data gathering procedure reflects a robust and comprehensive expertise in the research process.
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Coursey, Christina De, and Nadine Dandashly. "Digital Literacies and Generational Micro-Cultures: Email Feedback in Lebanon." English Language Teaching 8, no. 11 (2015): 216. http://dx.doi.org/10.5539/elt.v8n11p216.
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<p>This study reports on the introduction of email feedback, in a private university in Lebanon with marked generational differences and a traditional instructor culture focused on grammar correction. The instructor profile showed insufficient ELT training and a disjuncture between those with low and those with long service. Instructors were trained, and an email form used during one semester. A survey elicited instructors’ views. Appraisal analysis identified attitudes in personal responses written by students and instructors. Analysis of feedback quality was undertaken. Results showed students responded positively, instructors negatively to email feedback. Instructors perceived students’ positive response, but reasserted traditional understandings of teacher roles, reflecting a lack of understanding of the role of emotion in acquiring form. Training in ELT and digital literacies, management oversight of accountability structures, and sufficient remuneration for part-timers’ grading hours, are recommended. The study also implicates long years of service in resistance to needed change.</p>
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Bogolepova, S. V. "Emergency Transition: Have Tertiary Language Students’ Needs Been Met?" Professional Discourse & Communication 3, no. 1 (2021): 49–61. http://dx.doi.org/10.24833/2687-0126-2021-3-l-49-61.
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The emergency transition of university education online posits a number of questions which are still to be answered. This paper aims to investigate whether language students’ needs were met when instruction was delivered completely online. To understand this, parallel questionnaires based on the current research on the needs, engagement and motivation in online and distance learning environments were administered to language instructors (N=69) and their students (N=148) at a large university in Russia. The instructors self-evaluated related competences, and the students assessed the experience of distant online language learning. The data collected via the questionnaires was subject to statistical analysis. The results showed a discrepancy in the instructors’ beliefs and students’ perceptions. The instructors were confident about their ability to meet the language learners’ needs, to provide individualisation, motivate and engage students, however, the students did not feel that happening. Open answers, which were analysed qualitatively, shed light on the reasons behind the mismatch in opinions. The students’ need for communication and interaction was inhibited by the limitations of the medium and the transactional distance. These factors contributed to the reduction of engagement, motivation and concentration. The interviews with 20 university language instructors revealed the practices the instructors implemented to meet the students’ needs, and identified the challenges they faced. Some implications for online language instructor training and development are discussed.
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Han, Yifang, and Poonpilas Asavisanu. "The Development of an Instructor Competency Model for Music Instructors in Guizhou Province, China." International Journal of Sociologies and Anthropologies Science Reviews 4, no. 4 (2024): 91–100. http://dx.doi.org/10.60027/ijsasr.2024.4342.
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Background and Aims: Instructor competence is especially critical for instructors at the university level as they often teach already skilled students, and there is the expectation of a more rigorous and in-depth educational experience. This study sought to develop a music instructor competency model for higher education instructors in Guizhou, China. The study objectives were: (1) To determine the desired knowledge and competencies for music instructors in higher education; (2) To measure the current and desired music instructors' knowledge and competencies in universities in Guizhou Province, China, (3) To find the gap between the current and desired music instructors' levels of knowledge and competencies in universities in Guizhou Province, China, and (4) To develop a proposed competency model for music instructors in Guizhou Province, China. Methodology: An exploratory sequential mixed methods instrument development design was used. Music instructors from six normal universities and eight comprehensive universities were the population for the study. The sample size was 429 music instructors. Gap analysis using the PNI modified method. Results: The priority needs ranked from highest to lowest were music instructor self-image, skill, technological knowledge, pedagogical knowledge, attitude, and content knowledge. A model was proposed and subsequently validated by experts. The model is intended to be used as a guide for music instructor evaluation and identifying areas for professional development and growth. Conclusion: the key priorities for music instructors were highlighted by the study, which placed a strong emphasis on knowledge, talent, and self-image. The study concluded with the validation of a model intended to improve evaluation and promote professional development in the industry.
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Nikussa, Mekonnen Tolera. "University EFL Instructors’ Attitude towards English Oral Interaction: A Case Study at Wollega University, Ethiopia." International Journal of Multicultural and Multireligious Understanding 10, no. 12 (2023): 530. http://dx.doi.org/10.18415/ijmmu.v10i12.5178.
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The purpose of the current study was to investigate EFL instructors’ attitude towards English oral interaction in EFL classroom. For the study, a constructivism paradigm, a descriptive case study design and a qualitative research approach were employed. The participants were eight EFL instructors selected through purposive sampling technique. The data collection instrument was semi-structured interview. A phenomenological data analysis strategy was utilised. The data were analyzed in terms of the three components of attitude: cognitive, affective and behavioural components. Regarding cognitive component, all the EFL instructors perceived oral interaction as essential in promoting learners’ skills. Pertaining to affective component, the EFL instructors preferred oral interaction. Concerning behavioural component of their attitude towards oral interaction, the EFL instructors were enthusiastic to employ oral interaction in EFL classrooms. Therefore, the findings of the study portrayed that the EFL instructors had positive attitude towards oral interaction in the classroom. The findings indicated that, the EFL instructors utilized most of the oral interaction patterns in EFL classroom. Moreover, the EFL instructors employed the different patterns of English oral interaction most often in EFL classrooms.
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McGaghie, W. C., D. R. McCrimmon, G. Mitchell, J. A. Thompson, and M. M. Ravitch. "Quantitative concept mapping in pulmonary physiology: comparison of student and faculty knowledge structures." Advances in Physiology Education 23, no. 1 (2000): S72–81. http://dx.doi.org/10.1152/advances.2000.23.1.s72.
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Quantitative concept mapping, in contrast with qualitative approaches, is rigorous scientifically and permits statistical analyses of data about concept learning. This study extends past quantitative research on the structure of student concept learning in pulmonary physiology. Pathfinder scaling is used to derive concept maps for medical and veterinary students and their physiology instructors at Northwestern University and the University of Wisconsin, respectively. The concept maps are evaluated for coherence (internal consistency), student-instructor similarity, and correlation of similarity with final examination scores. Results show that student and instructor concept maps are coherent and that student concept maps become increasingly similar to instructors' concept maps from pre- to postinstruction, but that student-instructor concept map similarity does not correlate with examination performance. Research outcomes are discussed concerning possible sources of variation in student and faculty knowledge structures.
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Phek-Lin Sim, Sandra, Hannah Phek-Khiok Sim, and Cheng-Sim Quah. "IMPACT OF ONLINE INSTRUCTOR SCAFFOLDING STRATEGIES ON STUDENTS’ SPEAKING PERFORMANCE." Malaysian Journal of Sustainable Environment June, no. 2023 (2023): 105–26. http://dx.doi.org/10.24191/myse.v0ijune.22676.
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Students need to master oral communication skills during their university studies to prepare them for future working environment. However, many ESL students are facing difficulties communicating in English because they seldom use English for interaction outside their English classes. Additionally, they lack proper guidance from instructors on how to improve their speaking skills. Thus, this study aims to identify the types, usefulness, and impact of Online Instructor Scaffolding Strategies on students’ speaking performance. A mixed-method research design was utilised in this study. The instruments used in data collection included an open-ended questionnaire designed by the researchers, pre-test and post-test, recorded videos of students’ role-play, and instructor’s online feedback. The participants were 66 mixed-proficiency level students from a university in Malaysia. The findings revealed various useful online instructor scaffolding strategies enhanced students’ speaking performance. Post-test results showed that the Online Instructor Scaffolding Strategies have an impact on students’ speaking performance. The findings from this study are meaningful as Online Instructor Scaffolding Strategies can benefit students of all proficiency levels to improve their speaking performance.
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Abdullah Alharbi, Mohammed. "Patterns of EFL Learners’ and Instructor’s Interactions in Asynchronous Group Discussions on Free Writing." Journal of Information Technology Education: Research 17 (2018): 505–26. http://dx.doi.org/10.28945/4143.
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Aim/Purpose: The aim of the present study was to examine peer interactions and the instructor’s facilitation of online asynchronous group discussions on free writing among 20 learners of English as a foreign language (EFL) joining one Saudi university over one academic semester. The study also attempted to explore the views of the learners on the online interactions. Background: Peer interaction has been one of the interesting topics for research on the applications of computer mediated communication (CMC) tools among learners in different domains, including language learning and writing. However, most of the EFL classroom practices lack such peer interactions and are dominated by teacher-centered approaches. Moreover, although CMC tools serve as interactive platforms for online peer interaction, such interaction needs to be cultivated and maintained by instructors. Methodology: The study was conducted among 20 learners of English as a foreign language (EFL) in one Saudi university over one academic semester. The instructor of the writing course facilitated the asynchronous group discussions of free writing. The data was collected from (l) learners’ peer interactions, (2) instructor’s comments in the discussions and (3) learners’ follow-up individual interviews. A qualitative content analysis of online interactions and a thematic analysis of the students’ responses to the interview questions were performed. Contribution: The use of technology reported in this study maximizes the opportunities for teacher-learner and learner-learner interactions, which are restricted or almost lacking in the EFL writing classroom. The findings of the present study also contribute to previous research on learners’ peer interactions and instructors’ facilitation of asynchronous group discussions. More specifically, the study informs us of the role of peer interactions through asynchronous tools in language learning, including writing. It also highlights the role of instructors in facilitating asynchronous group discussions. Findings: The findings showed that the EFL learners posted 1702 comments distributed among eleven patterns in terms of its language functions: evaluation, problem identification, alterations, clarification, suggestion, justification, agreements and disagreements, comprehension check, procedural, error acknowledgement and others. Analysis of the foci of peer interactions illustrated that the learners engaged in task-oriented interactions: content, organization, purpose, grammar, vocabulary and spelling and punctuations and non-task-oriented interactions: task management and socialization. Based on the analysis of the instructor’s comments, the instructor played an important role in facilitating the group discussions as indicated through his various comments (n=852) on the learners’ discussions. Although the learners expressed their positive views on the role of peer interactions and learner-instructor interactions in enhancing language learning, including writing, grammar and even reading, some of them were challenged by the flow of online interactions, weak net connection and sensitivity to peer feedback. Recommendations for Practitioners: The findings of the study provide valuable recommendations to both learners and instructors who are interested in using asynchronous tools for language learning and, in particular, writing through interactions. The application of such tools is promising, and its value is maximized with instructor’s facilitation of peer interactions. Recommendation for Researchers: The study provides valuable insights into how peer interactions and instructor’s comments are both important when investigating asynchronous group discussions in EFL learning. Therefore, researchers should search this interesting research topic further to enrich our knowledge of it. Impact on Society: Since the study focuses on one country of the EFL context, it is expected to have an impact on the society, particularly university learners and instructors by raising their awareness of the role of technological applications in learning and teaching. Future Research: Future researchers should focus on how peer interactions are distributed among individual learners and how the instructor’s facilitation affects peer interactions in asynchronous group discussions over time.
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Halston, Abby, Taylor Lum, and Hans Chun. "Student Evaluation of Teaching: Exploring Instructor and Student Perspectives with Course Redesign." Education, Language and Sociology Research 1, no. 1 (2020): p144. http://dx.doi.org/10.22158/elsr.v1n1p144.
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Student Evaluation of Teaching (SET), or instructor evaluations, is used as a significant instrument across the world to measure instructors teaching methods and course evaluations. With the lack of standardized SET across universities and institutions, this study gains insight into how instructors use and improve student evaluations and students’ views of how their feedback is utilized by posing questions to university students and faculty through focus groups and interviews. Data was gathered and recorded to interpret students’ perceptions with how instructors utilize the students’ evaluations and instructors’ perceptions of student evaluations and how the instructors use the students’ feedback. Results indicate that students and instructors have different values for student feedback and curriculum improvement. Implications of different values for student feedback and curriculum improvement include instructors not attempting to improve their teaching and course, students poorly rating their instructors, and students that may not be challenged due to possibly receiving a negative evaluation.
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Pambudi, Agung, and Winda Apriandari. "An Extreme Programming Approach for Instructor Performance Evaluation System Development." Journal of Informatics Information System Software Engineering and Applications (INISTA) 5, no. 2 (2023): 126–35. http://dx.doi.org/10.20895/inista.v5i2.1050.
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The aim of this research was to develop an instructor performance evaluation system for Information Technology Training Center (ITTC) of Islamic State University (UIN) Sunan Kalijaga Yogyakarta using Extreme Programming (XP) methodology. The system was designed to evaluate the performance of instructors in the ICT (Information and Communication Technology) Training process based on certain criteria. The XP method was an agile software development approach that emphasizes iterative development, continuous testing, and customer involvement. The proposed system was developed through several iterations that involve continuous feedback from the ITTC management. The development of the system followed the XP process, which was included planning, designing, coding, testing, refactoring, and integrating. Trainees can access the system to evaluate instructors, and the system helped the ICT training management to determine the instructor's performance for future employment contracts. The system has undergone functionality testing, which resulted in a 100% functionality test and 95,5% of usability test. This system was an effective tool for evaluating the performance of ICT training instructors and can be used to determine the effectiveness of training programs. The system's usability and functionality had been tested and proven to be highly effective, making it a valuable resource for ICT training management.
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Anwar Zainuddin, Mirza, Jer Lai Jun, Muhamad Zulhelme Bakar, Kumaresan Palanisamy, and Zahayu Md Yusof. "Evaluation of Students’ Satisfaction towards Instructor using Factor Analysis." Journal of Science and Mathematics Letters 9, no. 1 (2021): 36–45. http://dx.doi.org/10.37134/jsml.vol9.1.4.2021.
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Student evaluation on instructors is used in almost every high institution throughout the world whether in university or even colleges. The objective of this paper is to examine the factors that contribute to the student's evaluation on instructors among undergraduate students at Northern University of Malaysia (UUM) by using factor analysis method. The respondents of this study were 153 undergraduate students at the School of Quantitative Science via convenience sampling and snowball sampling method. The questionnaire was distributed to the participants via Google Form regarding demographic information and evaluation of the instructor. The questionnaire evaluation of the instructor consisted of 31 questions in total and 153 responses were received. The factors were classified into dependent and independent variables to identify the significance of the variables. In this paper, the variables of Student Interest, Student-Instructor, Course Demands and Course Organization were grouped as independent factors while Instructor involvement as the dependent factor.
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Alaziby, Sawsan, and Shaban Aldabbus. "Assessment Strategies Used by University Instructors." British Journal of Education 11, no. 14 (2023): 56–69. http://dx.doi.org/10.37745/bje.2013/vol11n145669.
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This study aimed to investigate the assessment practices and challenges encountered by instructors when evaluating students in the College of Sharia Sciences at Tripoli University. Qualitative methods, including the distribution of questionnaires to instructors, were employed in the research. The findings indicated that instructors utilized a variety of assessment methods, which were selected based on the educational context and the instructors' perspectives. Some instructors favored formative assessment methods, while others relied on summative approaches. However, certain obstacles were identified, such as student disengagement in assessment activities, language proficiency issues, and limited use of technology. Instructors provided recommendations to improve the assessment system, such as introducing new assessment techniques, integrating technology, and considering student feedback to address any deficiencies.
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Samuel, Anita. "Zones of Agency: Understanding Online Faculty Experiences of Presence." International Review of Research in Open and Distributed Learning 21, no. 4 (2020): 79–95. http://dx.doi.org/10.19173/irrodl.v21i4.4905.
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As instructors are forced to move their courses online, they are confronted by a sense of isolation and distance from their learners. Research has shown that feelings of loneliness are mitigated when presence is created in the online environment. An interpretive phenomenological analysis was conducted at a public university in the United States to answer the question: What are the determinants of presence for instructors in online teaching? Twenty-five online instructors from various disciplines, with diverse levels of experience teaching online, were recruited for the study. Interviews, analysis of course syllabi, and observations of course sites revealed five determinants of presence for online instructors: content, format, strategies, technology, and students. The crucial factor in deciding an instructor’s experience of presence was the degree of agency instructors had over these determinants. This paper introduces the Zones of Agency for Online Instructors model and describes how the model can be used to enhance instructors’ experiences of presence.
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Rezaei, Behrooz, and Seddigheh Hadian. "Comparison of Clinical Education Status between the Viewpoints of Clinical Instructors and the Nursing and Midwifery Students in Islamic Azad University, Falavarjan Branch." Journal of Nursing Education (2222-4428) 6, no. 4 (2017): 1–10. https://doi.org/10.21859/jne-06041.
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Abstract Introduction: Improvement of the quality of clinical education requires continuous assessment of the current situation, identifying the strengths and improving the weaknesses through getting feedback from instructors and students. This study aimed to compare the viewpoints of clinical instructors and nursing and midwifery students about clinical education. Methods: In this descriptive, cross-sectional study, 33 clinical instructors and 361 nursing and midwifery students were selected from Islamic Azad University, Falavarjan Branch, using the census method in 2016. Data were collected using two-part self-reported questionnaire including demographic information and clinical education status' questionnaire in five dimensions (educational objectives and plans, instructor's performance, feedback and interaction with students in clinical field, educational environment, and supervision and evaluation). Data were analyzed using independent t-test, ANOVA and Pearson correlation coefficient by the SPSS 21 software. Results: The clinical education status in the viewpoints of the instructors was in a high level (50.03 ± 7.61) and in the viewpoints of the students was in a moderate level (23.63 ± 11.77). There was a significant difference between students' and instructors' viewpoints in all dimensions of clinical education (P < 0.05). Instructors with a higher education level assessed the level of supervision and evaluation of clinical education significantly lower (P < 0.05). Conclusions: The instructors, compared to the students, evaluated clinical education status more suitable. It seems that the instructors had more positive approach to training than the students. In contrast, in the viewpoints of students, the problems of clinical environment were more tangible and so they have reported weak assessment of their clinical training. According to the findings of the present study, providing suitable clinical educational environment and improving the interaction with student in the clinical field seems necessary for solving the problems of clinical education. Keywords: Clinical Education, Clinical Learning, Clinical Instructor, Nursing Student, Midwifery Student
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Lee, Min Hyo, and Chang Woo Nam. "Exploring the Factors Affecting Teachers Perception of Teaching and Learning for Learner-Centered Instruction in Teacher Education." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 20 (2022): 141–55. http://dx.doi.org/10.22251/jlcci.2022.22.20.141.
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Objectives The purpose of this study is to examine the impact of teaching and learning environment support, learning evaluation support, and student guidance support in teacher education for learner-centered classes, and to examine the perception of instructors' programs for competency development. Methods For this purpose an online survey was conducted on the needs of instructional design support, teaching and learning support, learning evaluation support, student guidance support, and instructor competency development at A University, a four-year general university located in Busan. For the collected data, multiple regression was conducted to examine the degree to which teaching and learning environment support, learning evaluation support, and student guidance support variables affect teaching design support. Results The results of this study are as follows. First, among the demands for instructional design support, teaching and learning environment support, learning evaluation support, and student guidance support, the demand for instructional design was the highest. Second, as a result of analyzing the impact of teaching and learning environment support, learning evaluation support, and student guidance support on teaching design, it was found that teaching and learning environment support had the greatest influence. Third, looking at the instructor's program requirement for the development of instructor competency, special lectures and workshops on teaching methods were the highest. Conclusions The conclusions derived from the analysis results are as follows. First, it can be seen that the demand of instructors increases according to the importance of instructional design and social necessity for effective instruction and difficulty in instructional design of prospective and incumbent teachers in teacher training institutions. Second, it can be seen that instructors recognize the importance of teaching and learning methods for learner-centered classes, and in particular, there is a high demand for special lectures and workshops on teaching methods.
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González Darriba, Patricia, Benjamin Kinsella, Crystal Marull, and Nathan Campbell. "The Effect of Perceptions: Instructor–Student Dynamics in the Spanish Heritage Classroom." Languages 6, no. 1 (2021): 46. http://dx.doi.org/10.3390/languages6010046.
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The rising population of heritage speakers (HS) in university courses in the US has increased the need for instructors who understand the linguistic, social, and cultural profiles of their students. Recent research has discussed the need for specialized courses and their differentiation from second-language (L2) classes, as well as the intersection between HS and language attitudes. However, prior studies have not examined HS students’ language attitudes toward the sociolinguistic background of the instructors and their effect on classroom interactions. Therefore, this study explores HS students’ overall language attitudes and perceptions of their instructors’ sociolinguistic background. In a survey, HS university students (N = 92) across the US assessed four instructor profiles along five dimensions. Results showed that students rated more favorably instructors born and raised in Latin America, followed by those from Spain. Furthermore, HS favored these two profiles over HS or L2 profiles as their course instructors. However, preferences were less marked in the online context. These findings demonstrate that to design supportive learning spaces with—rather than for—HS students, programs must first acknowledge how classroom dynamics are shaped by the perspectives brought into the learning space and by the context of the learning space itself.
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Moodie, Douglas R. "How Different Student Demographics affect the Course Grades of the Different Teaching Modes for Hybrid Teaching Instructors Only." International Journal of Educational Methodology me-10-2024, me-10-issue-3-august-2024 (2024): 495–516. http://dx.doi.org/10.12973/ijem.10.3.495.
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<p style="text-align:justify"><span style="font-size:9.0pt"><span style="color:black">Certain demographics of students may prefer certain modalities, and certain demographics may achieve higher mean grades in some teaching modalities than others. This study used student-section data from five years of all the undergraduate courses at Kennesaw State University (KSU) from 2015 to 2019. This data set with individual student course outcomes included full student demographics and course types, including previous university grade point average (GPA), sex, age, ethnicity, course department, modality, etc. The study only used data from those instructors who taught hybrid sections, as well as in-person and online sections, to avoid the effect of instructor bias. Previous research found that instructors who taught hybrid sections gave higher grades for their online and F2F sections compared to those instructors who had not taught hybrid sections. The results showed that that hybrid-teaching instructors gave higher mean course grades for their hybrid sections than their online or F2F sections and higher mean course grades than non-hybrid teaching instructors in all modalities. This effect held for all demographics. </span></span></p>
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Furlich, Stephen A. "Understanding Instructor Nonverbal Immediacy, Verbal Immediacy, and Student Motivation at a Small Liberal Arts University." Journal of the Scholarship of Teaching and Learning 16, no. 3 (2016): 11–22. http://dx.doi.org/10.14434/josotl.v16i3.19284.
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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.
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Hong, Hee-Kyung. "Analysis of Differences in Satisfaction by Characteristics of Instructors in Standardized Curriculum : Focusing on the Comparison of AI⋅SW Liberal Arts Curriculum." Korean Association of General Education 19, no. 2 (2025): 127–41. https://doi.org/10.46392/kjge.2025.19.2.127.
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In the era of the Fourth Industrial Revolution, university education is evolving beyond simple knowledge transmission to focus on cultivating students' digital literacy and AI⋅SW utilization skills as essential competencies for the future society. This study quantitatively evaluates the impact of instructors' competencies on lecture satisfaction by analyzing satisfaction data from 29 sections of an AI⋅SW general education course conducted using standardized course materials by multiple instructors. The study set independent variables, including the specificity of course planning, instructors' expertise and enthusiasm, alignment with course objectives, and the utilization of course materials. The dependent variable was the average lecture satisfaction score, and four hypotheses were derived and tested using Python libraries for multiple regression and analysis of variance (ANOVA).The analysis results indicate no statistically significant differences in satisfaction attributable to variations in instructor competency within the context of the standardized curriculum. This finding suggests that the standardized curriculum contributes to minimizing individual differences among instructors and maintaining overall lecture quality at a consistent level. However, the distribution of average lecture satisfaction scores across instructors revealed relatively low scores for some, highlighting the importance of instructors' expertise and enthusiasm even within a standardized curriculum.This study analyzes the impact of instructor competency differences within a standardized curriculum on lecture satisfaction, providing practical insights and improvement suggestions for enhancing the quality of university education in the digital era. However, as the analysis is based on quantitative data, it does not consider qualitative data or learner characteristics. Additionally, the findings are limited in generalizability as the study was conducted on a specific course. Therefore, further research from diverse perspectives is required.