Instructor Attitudes Research Articles

An analysis of Teachers’ Behaviour for the Academic Performance of School Students in Faisalabad, Pakistan

Instructors’ attitudes can help or hurt student enthusiasm, achievement, and well-being. Recent studies found that negative instructor attitudes can prejudice academic achievement and escalation students' psychological syndromes and physical indications of stress. Instructors who use degradation or sarcasm can leave a child feeling demeaned. Discipline by fear and intimidation can harm the student's future achievement. Teachers who are strict in their display of authority or indifferent toward their students or lessons can leave a lingering feeling of negativity. Teachers facilitate the students for improving their performance and always are available to solve their glitches and give courage to the students for innovative thinking. But teaching occupation is seen as poorly managed in recent situations. The main focused area is to recognize students’ difficulties concerning learning. For this purpose, well-trained teachers are required to guide the students. The study's primary objective was to analyse teachers’ behavior for the academic performance of school students in Tehsil Faisalabad, Pakistan. The study population was all the teachers and students of Govt. sector schools, of Tehsil Faisalabad (From Pakistan). The study was conducted at the Institute of Agri. Extension, Education and Rural Development, University of Agriculture, Faisalabad, Punjab, Pakistan. From (88) total number of schools, six schools (3 schools from urban and 3 schools from rural areas) were selected on a random basis 5 students were selected from 6th standard, 5 from 7th standard, 5 from 8th standard) making a sample of 90 students. Three teachers were selected from the selected standards (1 from 6th standard, 1 from 7th standard, 1 from 8th standard). The selected teachers’ samples were eighteen. Two questionnaires were used with a five-point rating scale to collect the views of school teachers and students about the teachers’ behavior regarding the students' academic achievement. The researcher personally visited schools and collected views regarding the behavior of teachers on the academic achievements of students. Quantitative data were analyzed through SPSS. The result also demonstrates that teachers’ behavior directly affects students' academic performance. The analysis of data showed a significant association between teachers’ behavior and students’ academic achievements. It was recommended that teachers behave positively with students and show professionalism so their students will pay attention to their study through such kind of motivation. Most of the students were agreed that they are appreciated by their teacher (a weighted score of 25.00). Most of the students were agreed that communication between teacher and student helps the teacher to understand students' feelings with a weighted score of 31.00. Most of the students were agreed that the students consider their teacher as a role model with a weighted score of 36.00. The study's major conclusions were that teachers felt honoured to be teachers, adjusted themselves with the predominant situation and environments, and used different motivational teaching techniques. Students were found to be pleased with the positive behaviour of their teachers. The relationship between the teachers’ behaviour and corresponding academic success (marks) revealed a highly positive significant correlation.

Effects of flipped classes on student learning: The role of perceived instructor attitude

Despite the increased importance of constructivist learning environments, in particular flipped learning, in management education, there is mixed evidence on the results. Even though many studies find positive effects of flipped learning formats on student learning outcomes, others report no or even negative effects. As the mechanics accounting for these effects remain mostly unknown, we draw on flipped learning and educational psychology research and look beyond the direct effects of the learning format to explain the inconsistent results. We integrate research on the instructor’s perceived attitude, consisting of enthusiasm, presentation style, friendliness, genuine interest, and welcoming conduct, and flipped learning research, proposing that the instructor’s perceived attitude mediates the positive effects of flipped learning formats on student learning outcomes. The results of an experiment with 147 undergraduate management students support our hypotheses. We contribute to management education research on flipped learning formats by hinting at the importance of active learning and the perceived attitude of the instructor. Thus, management education scholars should take indirect effects from other disciplines into account when investigating constructivist learning environments. In addition, instructors should ensure that their attitude is positively perceived by students to facilitate improved student learning outcomes.

Factors Affecting Student Satisfaction in Distance Learning: A Case Study of COMSATS (VIRTUAL CAMPUS)

Generally, In Pakistan people perceived that quality of distance learning education is poor. Therefore, we decided to carry out the study to see if it’s only people opinion or legend. The aim of the study is to analyze the association between instructor performance (IP), student instructor interaction (SII), course evaluation (CE) and student satisfaction (SS) variables in distance education by taking Virtual COMSATS as a Case study. Target population of this research was the COMSATS (VIRTUAL CAMPUS). students out of which 251 graduate and undergraduate students were selected as sample for current research. The purpose of this research study was to understand the key factors affecting student satisfaction in distance learning .Researchers also collect information through primary data using survey questionnaire that distributed through email to all the students of VCOMSAT. From literature review it was found that in distance learning education student satisfaction is based on instructor performance, student-instructor interaction, course evaluation, Learning management system use, instructor attitude etc. From literature review we found that course evaluation and instructor performance is very important for student satisfaction in distance learning. Researchers need to compare student’s satisfactions with subject wise. Comparison of practical subjects and without practical subjects needs to identify with student satisfaction. There is also required to compare lecturer motivation with student satisfaction and performance. Future research is also need to compare satisfaction of rural area and urban areas students in distance learning education and also need to compare with traditional education.

Instructor attitudes towards digital assessment in undergraduate immunology courses.

Abstract To be better able to meet the instructional needs of undergraduate immunology instructors, we sought to understand the attitudes of individuals teaching this course. We conducted a survey, inviting 230 randomly selected instructors to participate, of which 38 completed the survey. Our results highlight that while very few instructors (2/38, 5.26%) currently use digital assessment in their immunology course, a strong majority (26/38, 72.22%) indicated that they would use it if it were available with their text. A similar number of instructors (23/38, 63.89%) expressed interest in adaptive quizzing functionality in a digital assessment platform. Additionally, we explored instructor attitudes about the goal of digital assessment. Despite a wide range of responses, over half of the survey respondents identified terminology/vocabulary (19/38, 52.78%) and reading questions that test student understanding of basic concepts (19/38, 52.78%) as important goals of a digital assessment platform. These results highlight that most instructors see digital assessment, especially in a formative setting, as an important instructional modality that can address student learning challenges.

Development and Psychometric Evaluation of Faculty Evaluation for Online Teaching (FEOT)

Development and Psychometric Evaluation of Faculty Evaluation for Online Teaching (FEOT)

Modelling the acceptance of e-learning during the pandemic of COVID-19-A study of South Korea

The pandemic of COVID-19 has disrupted normal life and working in almost all parts of the world. Among other industries, the education sector has been hit hard. The learning process should continue and e-learning is the best alternative to replace the conventional classroom setting. E-learning programs and courses were already available for people who were mentally and economically ready for such learning. The severity of the pandemic has forced students to learn through this mode and their acceptance of this system is the point of exploration. The study was conducted on the 375 students studying management program at the undergraduate and graduate level in universities of South Korea. The study examined the instructor characteristics (instructor attitude, competency & interaction), student characteristics (student motivation, mindset & collaboration), and technology acceptance model (perceived ease of use & perceived usefulness) on the behavioural intention of students to accept and use e-learning in the future. The moderating influence of the external factor ‘perceived severity of pandemic COVID-19’ was examined. The results suggested that all factors were positively influencing the behavioural intention to use and accept the e-learning system by the learners during this pandemic. The data were analysed using the partial least square structural equation modelling (PLS-SEM) approach. The findings of this study will be helpful for all the stakeholders of the education arrangement which are moving or already shifted towards e-learning during the current crisis. The study emphasizes the various factors that are critical to the student and instructor characteristics to accept and use this system in this inevitable situation.

The flipped classroom: a novel approach to physical examination skills for osteopathic medical students.

Medical students are faced with the challenge of synthesizing large volumes of information quickly. With the increasing accessibility of technology, a "flipped classroom" allows students to learn foundational material independently. Class time is instead devoted to in-depth skill building with instructors, promoting an active learning environment. This method of content delivery is also relevant given the current COVID-19 pandemic. To comprehensively evaluate the benefit of adopting a flipped classroom approach in teaching physical exam skills (PES) to first-year osteopathic medical students. A cohort study was conducted comparing first-year osteopathic students in the class of 2022 (n=201), who had taken the PES course traditionally, with the class of 2023 (n=203), who experienced the flipped classroom approach. Objective metrics such as cumulative grades, objective structural clinical examination performance (OSCE), and practical exam performance were compared using nonparametric Mann-Whitney U rank sum tests. Subjective measures such as student course evaluations were used to analyze course perceptions using independent sample t-tests assuming unequal variances. A faculty survey was administered to faculty who taught both cohorts to assess instructor attitudes toward the flipped classroom approach. Due to the COVID-19 pandemic, Spring 2020 quarter data was not included, given the transition of all classes to an online learning environment. The flipped classroom approach significantly improved objective student performance for the Fall (p=0.009) and Winter (p<0.001) student cumulative grades and the History-Taking OSCE (p=0.010). Performance on Fall and Winter practical exam scores had no significant association with the flipped classroom. General student perceptions of the course remained unchanged between both cohorts. Faculty survey results from 10 faculty members showed that six (60%) faculty members preferred the traditional classroom, while four (40%) preferred the flipped classroom. The flipped classroom approach showed some statistically significant improvement in student PES. Further studies are needed to evaluate the benefits of a flipped classroom approach using skills-based assessments styles to measure student performance, with a focus on standardization of in-classroom groupwork.

The pedagogical efficacy of ESP courses for Iranian students of engineering from students\u2019 and instructors\u2019 perspectives

Casting light on the pros and cons of every educational program, the outcomes of an effective evaluative endeavor may serve as a guideline for education authorities interested in content enhancement schemes. Focusing on English for specific purposes (ESP) courses for engineering students, the current study sought to evaluate the efficacy of technical English pedagogy in the academic context of Iran. Employing a mixed evaluative framework, the study explored the courses’ effectiveness delving into the attitudes of ESP instructors and engineering students toward three major domains including needs satisfaction, content authenticity, and learner autonomy. As its secondary aim, the study examined whether there was any significant difference between students and instructors in terms of their attitudes to the courses under investigation. To accomplish the objectives, a researcher-made questionnaire was administered to 796 engineering students and 54 ESP instructors chosen from 20 randomly-selected Iranian universities. A descriptive analysis of the survey data revealed an overall disagreement with the satisfaction of some learner needs such as those related to the learning objectives, productive competences, monitoring system, and educational facilities. Additionally, the two groups of participants had significantly different perceptions of the authenticity of the instructional content as well as the satisfaction of the target needs. The findings may help local authorities adapt the existing ESP pedagogy in Iran to suit the genuine needs of students.

Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture

Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by management. Additionally, the pedagogical concerns of lecturers have been extensively described and focus on the belief that recording lectures will impact on attendance and will reduce interactivity and active learning activities in lectures. However, little work has looked at the relationship between attitudes towards lecture capture and broader conceptions of learning and teaching. In this pre-registered study, we administered the Conceptions of Learning and Teaching scale and a novel lecture capture attitude scale to 159 higher education teachers. We found that appreciation of active learning predicted more positive attitudes towards lecture recordings as an educational support tool, whilst higher teacher-centred scores predicted greater concern about the negative educational impact of recordings. The effects observed were small; however, they are strong evidence against the view that it is instructors who value participatory and active learning that are opposed to lecture capture. Exploratory analyses also suggested that those who did not view recordings as an essential educational resource record fewer of their lectures, highlighting the real-world impact that attitudes can have, and further strengthening the need for staff to be provided with evidence-based guidance upon which to base their teaching practice. Data, analysis code, and the pre-registration are available athttps://osf.io/uzs3t/.

Attitudes Towards Inclusive Education among Instructors at Universities in Taiwan

ABSTRACT While there is currently a steadily growing number of disabled students at universities in Taiwan, there has been as yet no research concerning the attitude towards inclusive education of university instructors. This study investigated differences in attitude towards inclusive education among instructors at universities in Taiwan using a ‘University Instructor Attitude towards Inclusive Education’ questionnaire to examine instructors’ attitudes and the differences in inclusive education of instructors’ attitudes in various background variables. The inclusive education attitude questionnaire contained three subscales respectively examining cognition, affection, and behavioural tendencies; 299 valid ones of the 400 distributed questionnaires were collected, the valid questionnaire response rate was 74.7%. The study revealed that while university instructors in Taiwan had an active, positive attitude towards inclusive education, there were significant differences in attitude towards inclusive education among instructors with different gender, special education backgrounds, school type, and teaching field. This study also makes recommendations based on our findings, hopes to provide a reference aiding the drafting of special education policies at the higher education level in Taiwan, and also seeks to provide Taiwan’s experience to other countries as a reference.

English

English

The Need to Dismantle “Standard” Language Ideology at the Community College: An Analysis of Writing and Literacy Instructor Attitudes

ABSTRACT In spite of years of sociolinguistic research establishing that all language varieties are valid and equal, there is a disconnect between this knowledge and pedagogical practices at the college level. Certain Englishes, particularly those of minoritized speakers, are stigmatized, and “standard” English is upheld as the goal of writing and literacy instruction. To better understand this disconnect, we conducted a study to examine writing and literacy instructors’ attitudes toward “standard” and “nonstandard” Englishes in the community college setting. Employing a critical discursive approach to analyze language ideologies, we discovered that instructors held beliefs that were deeply rooted in standard language ideology, including attitudes toward nonstandard Englishes that superficially expressed tolerance but which underlyingly revealed rejection through lack of appreciation and validation. We argue that professional development that focuses on developing critical language awareness is needed for instructors, which—crucially—must begin with increasing awareness of the language ideologies that govern our beliefs, as these ideologies ultimately discriminate against speakers of stigmatized languages.

Attitudes of the english language university instructors towards the use of technology in teaching and learning

The outburst of information technology in the later parts of the twentieth century has taken the whole world into its scope. There is an ever growing use of computers in the workplaces and universities. The purpose of this study was to measure the attitudes of the English language university instructors towards the use of computers. It was a descriptive study and data was collected by a survey. This study’s population consisted of two hundred university instructors equally divided into male and female. These instructors were randomly selected from different universities. The findings revealed that there was a significant difference between the views of the males and females instructors. Moreover, those who had no professional qualification had the highest mean score. The English language university instructors should be trained in the use of computers so that they might be able to use them more effectively in classroom settings.

Using the Reasoned Action Approach to Predict Active Teaching Behaviors in College STEM Courses

Active learning can have a substantial impact on STEM student learning outcomes. This study used the reasoned action approach to predict the presence of active teaching techniques. Instructor attitudes, perceived social norms, perceived behavioral control and intentions concerning active learning strategies were assessed before and after a teaching workshop, in addition to retrospectively. Behavioral teaching practices were recorded using the Classroom Observation Protocol for Undergraduate STEM (COPUS). Results indicated that instructor attitudes toward and perceived behavioral control over implementing active learning significantly contributed to STEM instructor intentions to use active learning. Further, instructor intentions assessed after the workshop and retrospectively were predictive of instructor behavior. Instructors with high intentions exhibited an increase in ‘active’ instructor behavior (group work) and a decrease in ‘passive’ instructor behavior (lecture). These results suggest that whether instructors view active learning as favorable or unfavorable, and whether instructors feel they have control over implementing active learning strategies, is critical to increasing the presence of active teaching intentions and behaviors. Professional development programs wishing to create instructional change should target instructor attitude and control beliefs, as well as discuss normative teaching practices in aim of contributing to instructors’ understanding of and future intentions to implement active learning.

Features fostering academic and social integration in blended synchronous courses in graduate programs

The purpose of this study was to examine the features that foster the academic and social integration of students enrolled in blended synchronous courses (BSC). Many studies and models have considered academic and social integration to be important determinants of student persistence and success in higher education programs and courses. In keeping with current research on blended courses that builds on models and theories developed for both online courses and face-to-face courses, we draw on Tinto’s model (Tinto, Review of Educational Research 45:89–125, 1975; Tinto, Leaving college: Rethinking the causes and cures of student attrition, 1993) and those of Rovai (The Internet & Higher Education 6:1–16, 2003) and Park (Proceedings of the 2007 Academy of Human Resource Development Annual Conference, 2007) to better define the academic and social integration of students in blended synchronous courses. To meet the study objective, a qualitative methodology was adopted. A convenience sampling technique was used in the study. The study participants were students (n = 8) enrolled in a graduate program in education offering only blended synchronous courses, as well as their instructors (n = 5). Semi-structured interviews (60–120 min in length) were selected as the data collection method. All qualitative data were analyzed using a general inductive approach (Thomas, American Journal of Evaluation 27:237–246, 2006). The results show that many features appear to promote academic and social integration, including the pedagogical strategies used. Moreover, this integration depends on the attitudes of both instructors and face-to-face students towards online students. This study highlights some challenges associated with blended synchronous courses. Further, it appears to suggest that instructors will need to work more on the inclusion of online students, and that training should be provided to assist them in this regard.

Incivility in nursing practice education in the operating room

BackgroundIncivility toward nursing students has been identified as a contributor to negative experiences in clinical education and may cause a weakened learning environment, anxiety, depression and workplace violence. However, few data with regard to uncivilized behavior toward nursing students in the operating room are available. The operation room is a special place where the tempo is fast and the risk is high. Nursing students may have to face pressure from different people, such as anesthesiologists, surgeons, clinical instructors, and staff nurses. ObjectivesTo explore uncivilized behavior toward nursing students in the operating room and to discuss the source of uncivilized behavior and the attitude of clinical instructors when it occurs. MethodA total of 215 nursing students in the operating room of the Second XiangYa Hospital from January to December 2018 were investigated. The uncivilized behavior in clinical nursing education tool and self-designed questionnaire were used. ResultsThe incivility mean score was (4.6 ± 6.7). In all, 122 (56.7%) participants had experienced various degrees of uncivilized behavior in the operating room. There were significant differences in incivility toward students according to degree of education and age. The most frequent uncivilized behavior toward students was raising of the voice when speaking to students (41.9%), followed by inappropriate tone (36.7%), being embarrassed in front of others (36.3%), and snide remarks (34.4%). Surgeons (59%) were considered as the most important source of uncivil behaviors, followed by staff nurses (46.7%). When students experienced uncivilized behavior, 61.5% clinical instructors defended and comforted them, 23% comforted them privately, 13.1% ignored them, and 2.5% even criticized them together with the uncivil behavior actor. ConclusionNursing managers and instructors should pay more attention to the incivility toward students and take actions to foster a healthy, civilized and respectful work environment in the operating room for students.

Evaluation of anatomy courses in the faculty of dentistry in line with the views of academic staff and exam performance of students

Aim: Basic medical sciences have an important place in the curriculum of faculties of dentistry, just as in all fields of science dealing with health. One of these is anatomy. In the Faculty of Dentistry at Inonu University, anatomy course is taught in parallel with the Faculty of Medicine. The aim of this study is to compare the exam performances of medical faculty and dentistry faculty students since the curriculum of anatomy course at Inonu University is taught by the same faculty members and also to learn the attitudes of instructors at the faculty of dentistry through a questionnaire. Material and Methods: First, we compared the success rates of faculty of medicine and faculty of dentistry second year students in their anatomy practice exams during the academic years 2016-2017, 2017-2018 and 2018-2019. After, we conducted a study in which we asked the students to define anatomic structures on radiological images at the end of the academic year 2018-2019 when anatomy courses ended in both faculties. In the final stage of the study, we conducted a questionnaire for the instructors to get their opinions about the anatomy courses they received during their undergraduate education. Results: In all but one of the end of the board exams which were conducted during the three academic years, the success percentage of dentistry faculty students were found to be lower than those of medical faculty students. In the study in which we asked about the anatomic structures through radiological images, the number of the correct answers given by dentistry faculty students was lower than the number of correct answers given by medical faculty students. We believe that the success rate of dentistry faculty students were low since they lost their interest in the course because they were learning information they thought they would not need all their lives long. 73.91% of the instructors think that they received anatomy education more than they needed for their profession, which supports our opinion. Conclusion: We believe that it is wrong to follow the exact medical faculty curriculum in dentistry faculty for anatomy course.

Factors Affecting Student Satisfaction in Distance Learning: A Case Study

Generally, In Pakistan, people perceived that the quality of distance learning education is poor. Therefore, we decided to study to see if it's only people's opinion or legend. The study aims to analyze the association between instructor performance (IP), student-instructor interaction (SII), course evaluation (CE), and student satisfaction (SS) variables in distance education by taking Virtual COMSATS as a Case study. The target population of this research was the COMSATS (VIRTUAL CAMPUS). Students out of which 251 graduate and undergraduate students were selected as sample for current research. The purpose of this research study was to understand the key factors affecting student satisfaction in distance learning. Researchers also collect information through primary data using a survey questionnaire distributed through email to all the students of VCOMSAT. The literature review found that in distance learning education, student satisfaction is based on instructor performance, student-instructor interaction, course evaluation, Learning management system use, instructor attitude, etc. From the literature review, we found that course evaluation and instructor performance is very important for student satisfaction in distance learning. Researchers need to compare student's satisfaction with the subject wise. A comparison of practical subjects and without practical subjects needs to identify with student satisfaction. There is also required to compare lecturer motivation with student satisfaction and performance. Future research is also needed to compare the satisfaction of rural areas and urban areas students in distance learning education and the need to compare them with traditional education.

مواقف الاساتذة والطلبة في كليات الطب تجاه المنهج

أن اكتشاف الآراء والمواقف من قبل المدرسين والطلاب حول المنهج المقرر هو خطوة جوهرية لتقييمه بالشكل الصحيح و لنجاح العملية التعليمية. أن الدراسة الحالية قد أجريت خصيصا لطلاب كليات الطب في بغداد ليكون نموذجا ومسارا لتطبيقه على كليات الطب الاخرى وهو مخصص لمعرفة آراء واتجاهات المدرسين والمتعلمين حول المنهج المقرر وهو من سلسلة ""New Headway Beginner Plus. &#x0D; ولقد استعمل الباحث نوعان من الاستبيان أحدهما لمدرسي اللغة الانكليزية، وبالذات هذا المنهج والأخر للطلاب الذين يدرسون هذا المنهج فعليا وكذلك تم اجراء مقابلات مع الاساتذة لجمع المعلومات لتأييد او دحض موضوع البحث. وأظهرت نتيجة الدراسة بان هذا المنهج هو أقل من المستوى المطلوب لطلاب كليات الطب، ولا يلبي حاجات الطلبة في التعلم والمهنة المستقبلية. في الحقيقة، كل طلاب الطب جاءوا من المدارس الثانوية بدون اي خلفية عن موضوع اللغة للأغراض الخاصة ESP))، التي بواسطتها يستطيعون استعمال اللغة الطبية في محيطها للتواصل ونقل المعنى اخذين بنظر الاعتبار المحادثات بين الطبيب والمريض وبين الطبيب والطالب. ان الاساتذة (الأطباء) والطلاب يحتاجون المصطلحات الطبية بالإضافة الى اللغة العامة لسبر أغوار علم تشكيل الكلمات معتمدين على الاصل الاغريقي واللاتيني للحصول على مصطلحات طبية جديدة. تعلم المصطلحات الطبية في اللغة الانكليزية هو مفيد جدا في التواصل والمهنة المستقبلية.

P58 Development of a Two-Day Health at Every Size® College Curriculum Module

Objective To develop and evaluate a Health At Every Size (HAES) curriculum module for college students to replace a traditional weight management module in a personal health course. Use of Theory or Research HAES principles provide an alternative to weight-centric approaches, may provide for a more inclusive classroom, and may reduce anti-fat attitudes among instructors and students. Target Audience Instructors of, and students in, a college-level personal health course. Program Description Two 50-minute lessons were developed based on HAES principles to replace a weight management unit. The lessons included information about HAES principles, mindful eating, comparison of dieting and non-dieting approaches to nutrition, and body positive self-talk. Six instructors were trained and implemented the module in 11 sections of a personal health course. Evaluation Methods Two expert panelists reviewed the curriculum's learning objectives, instructor resources, instructional strategies, content, and assessment tools during development. Informal interviewing during instructor training provided data on attitudes prior to implementation. A focus group with instructors was conducted after implementation to collect qualitative data on their experiences using the curriculum. Results Suggestions from reviewers, such as providing discussion questions and rubrics for assessment, were incorporated into the curriculum prior to implementation. During training, instructors reported much of the content and some of the teaching techniques were new to them, but were overall positive towards the curriculum. Following implementation, instructors described overall positive experiences in teaching the curriculum, received positive feedback from students, and reported significantly increased participation in discussion. Conclusions HAES curriculum provides an alternative to weight-centric instruction and can influence attitudes of both instructors and students. Nutrition educators can incorporate HAES instruction, even in small doses, to increase inclusivity, generate discussion, and support body and size acceptance. Funding None.