Syllabus factors: Perceptions of instructor and course impacted by graphics and skills descriptions.

Background Learner-centered syllabi influence students’ perceptions of their instructors; however, studies have not investigated the gender identity of the instructor. Objective We sought to investigate whether the gender of the instructor and the syllabus design affected students' perceptions of the instructor, course, and memory of the syllabus. Method Participants were randomly assigned to read either learner- or instructor-centered syllabi for a course taught by a male, female, or gender-neutral instructor. They reported their perceptions of the instructor (i.e., Teacher Behavior Checklist), how they perceived the syllabus (i.e., Syllabus Tone Survey), and their memory of syllabus information. Results Students who received a learner-centered syllabus perceived the instructor as possessing higher master teacher behaviors, positive tone and remembered more of the course syllabus. Students perceived gender-neutral instructors as more caring, supportive, professional, and communicative compared to male and female instructors. Perceptions of male instructors were the least negative, and female instructors were the least positive. Conclusion The current study adds to the growing body of research demonstrating that a learner-centered syllabus can positively influence students' perceptions of the instructor. The initial evidence suggests that gender may also have an effect. Teaching Implications Instructors should consider designing their syllabus using learner-centered principles and be cautious and aware of a potential gender bias.

<p>University science teachers’ technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and in-service teachers’ TPACK, few studies have examined university instructors’ TPACK and university students’ perceptions of instructors’ TPACK. The main purpose of this study was to examine the TPACK questionnaire differences between university students’ perceptions and instructors’ self-perceptions, and assess differences in university physics instructors’ TPACK according to gender, academic degrees and teaching experience in Taiwan. This study adopted and revised an instrument for measuring university students’ perceptions of science instructors’ TPACK. The sample was randomly selected from the physics instructors of universities in the northern, central, and southern regions of Taiwan. Exploratory factor analysis was conducted to examine the dimensions of the instrument. The results revealed that the TPACK questionnaire of university physics instructors’ views were different from the university students’ perceptions. University physics instructors’ results indicated statistical significance in overall TPACK according to teaching experience. The research implications of this study are provided along with suggestions.</p>

Patronage for fitness and wellness activities has increased in Ghana, but the perception of primary consumers regarding exercise delivery service codes of conduct (EDCC) remains undocumented. This study reported the perception of clients about fitness instructors' adherence to EDCC. Three hundred and seventy-nine (mean age = 26.12 ± 8.83 years) clients registered with National Sports for ALL Association, Ghana (NASFAAG) were recruited. The participants were not living with any diagnosed disability, using psychiatric medication, and had consistently participated in fitness training, at least three times a week for a year, and not below the age of 18 years. The participants were recruited from fitness and wellness centers, gyms, and fitness clubs in three regions (Greater Accra-GA, Upper East-UE, and Ashanti-A) of Ghana. A closed-ended, self-structured and validated awareness and adherence exercise delivery codes of conduct questionnaires was administered. The questionnaire focused on data protection and responsibility, informed consent, competence, and professional and personal conduct adapted from the British Association of Sports and Exercise Science codes of conduct was administered. Statistical Package for Social Sciences (SPSS) version 23.0 was used to run factor analysis which determined factorial distribution of clients' perception of instructors on codes of conduct. In total, 50.99% (UE), 47.68% (A), and 46.02% (GA) clients indicated that identities were unprotected when trainers displayed information. In all, 31.05% (UE), 40.34% (A), and 36.48% (GA) showed they were introduced to substances without consent. In total, 38.89% (UE), 32.70% (A), and 53.55% (GA) clients participated in training to realize that the expertise expected was not provided. In all, 38.10% (UE) and 36.23% (A) agreed that instructors put safety at risk, while 23.02% (GA) exploited clients for personal gain. Fitness instructors need enlightenment to adhere ethically to EDCC activities in Ghana. Activities related to wellness and fitness in Ghana require regulations.

Scholars prefer applying metaphors to interpret the instructor's role in online education, such as facilitators, mentors, e-moderators, and “leading the band”, but the rise of Massive Open Online Courses (MOOCs) has reshaped the online teaching and learning practices. Accordingly, the role of instructors in MOOCs is expected to be redefined based on the precedent framework. This research inquiry thus explores students' perceptions of the instructor's role in a MOOC, Technology Applications in Education, regarding four dimensions of Berge's classifications: pedagogical, managerial, social, and technical. An emerging framework of instructor's role in a MOOC is construed to benefit professionals and academics investing in MOOC teaching and learning. Besides, designing a cohesive, structured course is evident in the roles of MOOC instructors, and instructors' timely interaction as a “real person” also influences students' learning experience.

BackgroundGroup exercise courses are popular among adults, but dropout rates are high. Studies of relationships between participants’ perceptions and their participation might highlight factors to target to improve adherence and...

The Relationship Between Instructor and Course Characteristics and Students’ Perception of Instructional quality

This study assessed students’ (N=195) perceptions of instructors’ relevant humor and inappropriate conversations in the classroom and used expectancy violation theory (EVT) as a lens to position instructor relevant humor as a moderator between instructors’ inappropriate conversations and student communication satisfaction. Results showed a positive association between students’ perceptions of instructors’ use of relevant humor and student communication satisfaction, and in contrast, a negative relationship between perceptions of instructors’ inappropriate conversations and student communication satisfaction. Consistent with the tenets of EVT, results also indicated that instructors who use relevant humor in the classroom may overcome students’ negative perceptions of inappropriate conversations and maintain student communication satisfaction.

Problem Statement : One way to delineate the main characteristics of effective teaching within the higher education system is to gather college students’ opinions of an effective instructor. Research based on students’ perceptions of efficient teaching revealed a series of teaching behaviors setting the distinction between good and poor teaching. However, studies also indicate differences across culture, and in Turkey, there has been little research on the topic. Purpose of Study : The goal of this study was to determine instructor and course characteristics and teaching dimensions that discriminate between instructors who received the highest and the lowest student ratings within a Turkish college setting, by incorporating both quantitative and qualitative methods. Method : A total of 23,814 students across different departments in the university rated 630 instructors on a scale developed to assess students’ perceptions of instructors’ performance. In addition, students were asked to respond to an open-ended question to provide their own impressions of each instructor. Then, students’ ratings were analyzed by means of discriminative functional analysis, and written statements provided by students were analyzed via content-analysis techniques by using a combination of manual and computer-assisted methods (NVivo 9). Findings and Results : According to the quantitative analyses, although course and instructor characteristics were weak in discriminating the groups, all teaching dimensions (relationships with students, effective teaching, exams and evaluation, contribution to generic skills, class interaction, and organization and planning) were very useful in discriminating the instructors who received the best and the poorest ratings. Also, qualitative analysis revealed 4 themes consistently distinguishing the two groups: lecturing, relationship with the students, knowledge and expertise, and exams and evaluation. Conclusions and Recommendations : This study replicates the existing literature on student perceptions of effective teaching, with a culturally different, large sample. It also adds support to the notion that there are teaching behaviors, such as lecturing skills, fair evaluations, respect and interest toward students, and demonstrating expertise, that help draw the distinction between good and poor teaching in the eyes of students and that could therefore assist the improvements efforts of teacher education. Keywords : Instructor effectiveness, poor teaching, college teaching, student evaluations Problem Statement : One way to delineate the main characteristics of effective teaching within the higher education system is to gather college students’ opinions of an effective instructor. Research based on students’ perceptions of efficient teaching revealed a series of teaching behaviors setting the distinction between good and poor teaching. However, studies also indicate differences across culture, and in Turkey, there has been little research on the topic. Purpose of Study : The goal of this study was to determine instructor and course characteristics and teaching dimensions that discriminate between instructors who received the highest and the lowest student ratings within a Turkish college setting, by incorporating both quantitative and qualitative methods. Method : A total of 23,814 students across different departments in the university rated 630 instructors on a scale developed to assess students’ perceptions of instructors’ performance. In addition, students were asked to respond to an open-ended question to provide their own impressions of each instructor. Then, students’ ratings were analyzed by means of discriminative functional analysis, and written statements provided by students were analyzed via content-analysis techniques by using a combination of manual and computer-assisted methods (NVivo 9). Findings and Results : According to the quantitative analyses, although course and instructor characteristics were weak in discriminating the groups, all teaching dimensions (relationships with students, effective teaching, exams and evaluation, contribution to generic skills, class interaction, and organization and planning) were very useful in discriminating the instructors who received the best and the poorest ratings. Also, qualitative analysis revealed 4 themes consistently distinguishing the two groups: lecturing, relationship with the students, knowledge and expertise, and exams and evaluation. Conclusions and Recommendations : This study replicates the existing literature on student perceptions of effective teaching, with a culturally different, large sample. It also adds support to the notion that there are teaching behaviors, such as lecturing skills, fair evaluations, respect and interest toward students, and demonstrating expertise, that help draw the distinction between good and poor teaching in the eyes of students and that could therefore assist the improvements efforts of teacher education. Keywords : Instructor effectiveness, poor teaching, college teaching, student evaluations

Students' perceptions of instructors' roles in blended and online learning environments: A comparative study

Caring behaviors of clinical teachers is one of the most important and influential factors in the process of clinical instruction, so far has not been paid enough attention. In other words, there has been so little research done in this area, so that the researchers couldn't present the clear image of caring dimensions. Therefore, the present study was conducted to determine nursing students' perception of instructors' caring behavior. This descriptive study was performed on 240 nursing students in Tabriz University of Medical Sciences, Iran. The participants were selected through stratified random sampling method. The data were collected using Wade's inventory for nursing students' perception of instructor caring (NSPIC). Data were analyzed using descriptive statistics in SPSS13 software. The level of nursing instructors' caring behavior during teaching students was medium to high with the mean and standard deviation of 4.65 (0.93), as the highest level belonged to the respectful sharing, and then respectively, instill confidence through caring, appreciation of life meanings, supportive learning climate, and control versus flexibility. The results obtained in this study demonstrate that there is a gap in some dimension in order to achieve optimum about instructors' caring behaviors. Examining and identifying the influential factors in this regard, and applying effective strategies by relevant authorities will be effective in qualitative promotion of clinical teaching.

Change and development in university education is shaped by a complex interplay of environmental factors and individual efforts. Students' awareness of their cognitions, the instructors they interact with, and their qualifications play an essential role in this development and change process and determine academic life satisfaction. This study aims to assess the metacognitive skill perception of university students and their perceptions of instructors' instructional competencies and to reveal the predictive power of these two variables on academic life satisfaction. The practical implications of this study can empower educators and students to enhance academic life satisfaction. Based on the relational survey model, the data were obtained from 405 students at the Faculty of Humanities and Social Sciences at a state university in Turkiye. Academic Life Satisfaction Scale, Metacognitive Skill Perceptions Scale, and Instructor’s Instructional Competence Scale were used to collect data. In the data analysis, the Pearson Product Moment Correlation coefficient was calculated to examine the relationship between the scores obtained from the scales. Hierarchical Regression Analysis was used to solve the sub-problems related to prediction. The hierarchical regression included the student's achievement perception as a control variable. As a result of the data analysis, it was identified that there was a moderate positive significant relationship between students' academic life satisfaction and their perception of instructors' instructional competencies and metacognitive skill perception levels. When the students' achievement perceptions were controlled, it was determined that metacognitive skill perception explained 15% of academic life satisfaction. When achievement perception and metacognitive skill perception were controlled, it was found that the perception of the instructor's instructional competence explained 10% of academic life satisfaction. Based on the research findings, it was concluded that the effect of students' metacognitive skill perception on academic life satisfaction was higher than their perceptions of the instructor's instructional competence.

This study explored students' emotional intelligence and contagion as moderators of the association between their perceptions of instructors' nonverbal immediacy cues and their affect for the course and the instructor. Participants included 305 undergraduate students. Hierarchical regression revealed no significant interaction effects for emotional intelligence or contagion, though emotional intelligence emerged as a significant predictor of students' affect for instructors even after controlling for immediacy. Consequently, students with high levels of emotional intelligence may be more likely to experience affect for their instructors than students with low levels of emotional intelligence, independent of their instructors' immediacy cues.

This research has been carried out in order to figure out perceptions of English instructors towards professional development programs. The data was obtained because of semi-structured interviews with10 randomly selected instructors who are currently teaching English in a private university. The findings, which were obtained with the help of the qualitative study, were analyzed by means of content analysis. In conclusion, it was stated that professional development has become a very significant concept in language teaching. It is necessary for language teachers to find some opportunities to keep up with the latest developments in their fields. In addition, they should try to keep their language and teaching skills updated. Professional development programs such as, team teaching, journaling, action research, workshops, and reflective teaching provide these opportunities, and each of these opportunities supports the professional development of teachers in various ways. Exchanging knowledge and experience with teachers and encountering difficulties during teaching also support their professional development.

The major purpose of the study was to assess the ethical leadership perceptions of academic leaders and instructors in the Western Cluster universities of Ethiopia. To this end, qualitative study was employed to collect data for the purpose. Data were collected from instructors, department heads, college deans, academic vice president, and ethics officers of western cluster universities and then thematically analyzed to identify important constructs of ethical leadership. The study found out that, the conceptions of ethics by the public universities was largely dominated by the notions of adherences to laws. Accordingly, the study recommends that, the leaders in Western Cluster public universities need to revisit their practices that affected the perceptions and develop a wider understanding of ethical leadership that goes beyond adherence to rules and regulations and be able to see the ethical and moral element of the leadership. Moreover, they are expected to understand their respective institutions and develop effective communication systems. This could be more realized by introducing mechanisms of developing leadership skills including leadership development programs to lead today’s modern organizations effectively.

This study aims to analyze the perception of instructors in the implementation of the Law of the Republic of Indonesia Number 19 of 2013, analyze the relationship between the factors forming perceptions with the perception of instructors in the implementation of Law of the Republic of Indonesia Number 19 of 2013, and to determine differences in perception of Field Agricultural Instructors (PNS) and the Agriculture Day Off Field Worker (THL) on the implementation of the Law of the Republic of Indonesia Number 19 of 2013. The method in this study uses quantitative descriptive methods with survey techniques. The research location in Grobogan Regency took 19 Agricultural Extension Offices and a sample of 60 respondents. Analysis of the data used is the Spearman Rank and U-Mann Whitney with the SPSS 17.0 application program. The instructor’s perception of the implementation of planning, implementation of funding and funding as well as supervision contained in RI Law No. 19 of 2013 is good. There is a significant relationship between access to information and local government policies. While the age factor, formal education factor and experience factor are not significantly related to the perception of the field agriculture instructor (PPL) regarding the Implementation of RI Law No. 19 of 2013 due to age, formal education factors and various factors. There is no significant difference between PPL PNS and PPL THL perceptions.