Perceptions Of Instructors Research Articles

Problem-based learning, self- and peer assessment in higher education: towards advancing lifelong learning skills

ABSTRACT This study sought to delineate the implementation of Problem-Based Learning (PBL) and peer- and self- assessment in a teacher training programme. This intervention was accompanied by measuring the participants’ perceptions of the PBL environment and the assessment methods used compared with those of other courses they were previously enrolled in. Another aim was to reveal the most effective perceived PBL constructivist activities in enhancing the assessment methods. Data were gathered from 61 second-year students in a M.Ed. study track by the Constructivist Learning in Higher Education Settings Questionnaire (CLHES), the Peer- and Self- Assessment Questionnaire, and reflective journals. Quantitative results have shown that the PBL related activities were more pronounced in the designed intervention than in previous courses the students were enrolled in. Large effect size results were found for the perceptions of the peer- and self- assessment factors. Social interaction was found connected to the peer assessment variable; whereas Cooperative dialogue was related to the self-assessment construct. Analysis of the students’ reflective journals revealed three key categories: 1. Knowledge and lifelong learning skills; 2. Social and cultural aspects of joint learning; 3. Perceptions of peer assessment, self-assessment and instructor’s assessment. Implications, limitations, and suggestions for future studies are discussed.

Role of Research on Effective Teaching And Learning in ODL Institutions: The Case Study of The Open University of Tanzania

This study analyzed the role of research on effective teaching and learning in the open and distance learning (ODL) institutions specifically at the Open University of Tanzania. The paper examined the key variables to be considered for ODL research at the Open University of Tanzania. The study reveals that the studies done to assess the role of research at OUT are inadequate and lack coverage in ODL variables and methodology. The study recommends that more studies should be conducted to assess the perception of instructors and students on the ODL mode of teaching and learning at OUT and other higher learning ODL institutions

Exploring motivational strategies in higher education: Student and instructor perceptions

This study offers cross-cultural validity of motivational strategies, as well as reliability and validity measures of an adapted questionnaire in a new context. Foreign/second language (L2) learning motivation has long been demonstrated to have a substantial impact on second language acquisition; L2 teachers play a major role in learner motivation with their use of motivational strategies in classes (Dornyei, 2001; Dornyei & Kubanyiova, 2014). Motivational strategies vary in their effectiveness and appropriateness in different EFL contexts (e.g., Dornyei, 2001; Guilloteaux & Dornyei, 2008). There is little research, however, in combining the theory and practice in motivation research; in other words, there are few studies that examine motivational strategy research in conjunction with the L2 Motivational Self System (L2MSS). To fill this gap, the current study examined college EFL instructors’ motivational teaching practices, informed by the ideal L2 self guide in Turkey, from both instructors and students’ perspectives. Quantitative data were collected via a motivational strategies questionnaire that was created and validated specifically for this study – Teachers’ Use of Motivational Strategies Scale (TUMSS). Descriptive statistics, independent samples t-tests, and an exploratory factor analysis (EFA) were conducted to analyze the data (N= 454). Results indicated that instructors frequently used a variety of motivation-enhancing strategies; group comparisons of perceptions and EFA results via the three latent variables raised some important issues; independent samples t-tests indicated a statistically significant group difference for the strategies in Factor 3, those related to the ideal L2 self, while showing no difference for the other two factors. Pedagogical implementations are discussed.

YouTube as a Learning Tool to Improve Students’ Speaking Skills as Perceived by EFL Teachers in Secondary School

YouTube has been shown to be a rich source for teaching speaking in EFL contexts. However, the use of YouTube is developing speaking skills is still understudied in the Saudi EFL context. The full use and awardees of YouTube resources are not well articulated by many EFL teachers in Saudi Arabia. This study attempted to examine the perceptions of English instructors of using YouTube to improve the speaking skills of the students in the secondary stage in Saudi Arabia. The English instructors’ attitudes towards YouTube and the best ways to use YouTube in the class were examined. The descriptive and analytical approaches have been applied in order to design the research. For data collection, a questionnaire has been designed to addresses the research topic. It was distributed on a sample of English language instructors (30 EFL instructors) in the secondary stage in Riyadh city in Saudi Arabia. The findings of the study showed that English language instructors see that YouTube is a highly beneficial instructional tool in improving the speaking skills of the secondary school students. It was found that the instructors have positive attitudes towards YouTube. They expressed that YouTube lessens the students’ anxiety and allow the students to learn faster, retain attention for a long time and motivates the students to learn the language. On the other hand, the findings showed that YouTube can be used in different ways in the class such as asking the students to comment on a particular video or to give some details, discuss, pose questions and give answers. YouTube gives a real chance for the students to interact in the class and to speak freely and get improved in pronunciation. The study recommended using YouTube as an integral instructive tool in English language classes.

International perspectives on using OER for online learning.

This article examines the work by Hilton (Educ Technol Res Dev 64: 573–590. 10.1007/s11423-016-9434-9, 2016) entitled, “Open educational resources and college textbook choices: A review of research on efficacy and perceptions” from international perspectives. Hilton (Educ Technol Res Dev 64: 573–590. 10.1007/s11423-016-9434-9, 2016) synthesized findings of 16 studies that investigated the academic outcomes of open educational resources (OER) and perceptions of college students and instructors. The academic outcomes were comparable to using traditional textbooks, and perceptions were positive. His work highlights effectiveness of OER in online courses resulting from their technological affordances. The COVID-19 pandemic pushed many institutions around the globe to abruptly shift their instructions digital and make learning more flexible and affordable for those who face medical, financial, and daily life challenges. Hilton’s findings (Educ Technol Res Dev 64: 573–590. 10.1007/s11423-016-9434-9, 2016) provide collective evidence to support the adoption of OER and shed light on how it can be used and what future work is needed internationally. This article examines the international value, implications, and limitations of his work and suggests future directions.

"How Did I Do?": Giving learners effective and affective feedback.

Borup et al. (Educ Technol Res Dev 63: 161–184. 10.1007/s11423-015-9367-8, 2015) examined teacher candidate and instructor perceptions of feedback in blended learning environments. Their work juxtaposed two different modalities of learning and feedback; it serves as a critical anchor to support future efforts to ensure students and instructors are engaged in an efficient feedback experience that offers affective benefits in digital learning spaces. In this article, I offer applicable feedback delivery strategies for educators as an extension of Borup et al.’s work.

A study of Yemeni EFL instructors perceptions on the role of ICTs in developing students communicative competence

A study of Yemeni EFL instructors perceptions on the role of ICTs in developing students communicative competence

무용 지도자의 직업사회화 과정에 관한 문화기술지

Occupational socialization is a process by which individuals internalize occupational culture. The aim of the current study was to ascertain the views and perceptions of Dance instructors regarding the efficiency of occupational socialization periods and the level of their occupational socialization using ethnography to let pre-service Dance instructors understand the occupational socialization process. The twelve research participants was chosen among Dance instructors in Seoul city and Gyeonggi province. From January to April, 2020, the research participants was interviewed in depth using unstructured pattern and half-structured pattern through their personal laptop or computer due to the COVID-19 outbreak. The results of this study was came out as follows. In the early stage, motives for joining Dance instructors are 1) efforts to foster pre-dancers 2) family or teachers’ recommendation, and 3) interest in education. The initial difficulties are 1) lack of teaching experience, 2) trial and error of teaching methods, and 3) lack of the guidance of Dance instructors. Second, in the adaptation stage, different points of view compared to the past is 1) popularization of dance, and 2) high capabilities. The perception of lack of expertise is 1) the limitation of empirical knowledge, 2) the desire to be a good instructor, and 3) the psychological instability. Third, in the growth stage, efforts to acquire theoretical knowledge are 1) the Internet; 2) consultation with eminent Dance instructors, 3) books, and 4) graduate school entrance. An effort to teach well is 1) seeking advice from other instructors, 2) thinking in students’ shoes, and 3) improving self-management.

온라인 수업 운영에 대한 교원의 인식: H대학 사례를 중심으로

이 연구는 코로나19로 인한 대학의 온라인 수업이 일반화ㆍ장기화됨에 따라, 온라인 수업의 질 향상 방안 탐색을 위해 H대학 교원들의 온라인 수업 운영에 대한 인식을 조사ㆍ분석하여 시사점을 도출하는 데 목적을 두었다. 부산 소재의 H대학에 재직 중인 교원 267명을 대상으로 설문 진행 후 SPSS 25.0를 활용하여 결과를 도출하였다. 선호하는 온라인 수업 운영 유형, 상호작용 유무, 상호작용 방법, 수업 준비 노력, 학습자 평가 방법, 수업 질 제고를 위한 요구, 온라인 수업 준비 및 운영 전반 만족도에 대해 분석하였다. 설문 분석결과를 토대로 온라인 수업 운영의 질 관리를 위하여 첫째 제도적 정책적 지원, 둘째 시스템 안정성 확보, 셋째 소통형 시스템 도입 및 구축, 활용, 넷째 수업 환경 개선 및 구축, 다섯째 교수자 교육지원을 제시하였다. 본 연구는 한 대학의 사례만을 대상으로 한 점에서 연구의 한계가 있지만, 온라인 수업의 일반화 및 정착화를 위한 초기 단계에 꼭 필요한 연구라는 점에서 의의가 있으며, 향후 온라인 수업 운영 질 관리 및 환류를 위한 구체적이고 다양한 후속연구가 요청된다.

The Perception of Instructors and Learners' in Expertise Building in Vocational Courses in Ghana

The main objective of the study was to ascertain the perception of instructors and learners regarding the role of supervision on expertise building in building construction course in vocational institutes in Ghana. The study adopted a descriptive survey research design and it was carried out at Cape Coast Technical Institute. Utilizing a simple random sampling technique, 90 students were selected while purposive sampling was adopted in the selection of the 10 teachers for the study. This means, in all, 100 participants were selected for the study. A questionnaire was the major instruction for data collection for the study. The result of the study shows that the teachers and several students strongly believe and were convinced that supervision of instruction can be instrumental to the development of expertise in building construction. It facilitates students understanding of valuable aspects of building construction; develop the right attitude and requisite skills. Given the above findings, it is recommended that instructors should be abreast the latest pedagogical approach in building construction to acquaint teachers with a practical yet simple way of imparting requisite skills in building construction students. Also, teachers of building construction should be cooperative with supervisors, be open and willing to adopt the constructive recommendation of supervisors and refrain from teaching student in an autocratic manner. It is also important for building construction teachers to be abreast with the latest information on building construction to build students' expertise valuable for the labour market.

Student and Instructor Perceptions of a First Year in Active Learning Classrooms

This article presents evaluation of an active learning classroom (ALC) initiative at the University of Ottawa. Preliminary results indicate three broad trends to inform future practice and classroom design: 1) Despite advances in educational technology, there remains a strong appetite for low-tech, interactive learning opportunities. 2) Instructors feel that consistent institutional support is necessary to foster innovation in the classroom, particularly for course redesign. 3) a collaborative strategy, bringing together multiple institutional stakeholders, is necessary to ensure a whole-of-university approach to optimal use of the ALCs. This article briefly reviews ALC research, outlines the methodology of the program-evaluation protocol, discusses the three central findings, and concludes with potential directions in ALC research.
 
 Nous examinons ici une initiative, menée à l’Université d’Ottawa, de classe d’apprentissage actif (CAA). Les résultats préliminaires permettent de dégager trois tendances qui permettront d’orienter les pratiques et la configuration de la classe : 1) malgré les avancées dans les technologies éducatives, l’intérêt pour les méthodes simples et pour l’apprentissage interactif ne se dément pas; 2) Les enseignants croient que l’innovation en classe, et tout particulièrement la refonte des cours, sont tributaires d’un soutien institutionnel constant; 3) pour utiliser toutes les ressources de l’université et ainsi faire un usage optimal des CAA, il doit y avoir une stratégie de collaboration regroupant différents intervenants de l’établissement. Dans notre article, après avoir survolé la recherche au sujet des CAA et défini la méthodologie du protocole d’évaluation de programme, nous présentons les trois résultats principaux et nous proposons, en guise de conclusion, trois avenues possibles pour la recherche sur les CAA.

Quantifying Native Speakerism in Second Language (L2) Writing: A Study of Student Evaluations of Teaching

Abstract Despite the continually growing number of non-native English-speaking (NNES) teachers in English language teaching, the profession is nonetheless still shaped by native speakerism (Holliday 2005), the idealization of native English speakers (NESs) as linguistically and culturally superior to their NNES counterparts. Such an ideology leads to negative perceptions toward NNES faculty even if they hold equal qualifications to their NES counterparts. This study sought to determine whether multilingual students themselves evaluate instructors differently based on the instructors’ language background. Based on 5,050 Student Evaluation of Teaching (SET) scores compiled over three years (2015–18), independent t-tests and MANCOVA analysis revealed a statistically significant relationship between NNES students’ perceptions of teacher effectiveness and instructor’s language background. Such findings were further compounded by instructor’s gender and course variables, additionally disadvantaging NNES instructors. The broader implications are for institutional stakeholders to be cognizant of the prevalence of native speakerism in L2 writing contexts and use holistic models for teacher assessment to adapt more equitable approaches to assessing underrepresented faculty.

Online Teaching Experiences of ELT Instructors

Online teaching can be regarded as a central phenomenon among researchers, educators and students globally. Especially after the outbreak of Covid-19 pandemic, almost all the institutions around the world felt the necessity to deliver such rapid online education to their students, possibly without sufficient preparation. Considering the current educational situation, this study was conducted with 39 participants at a private university in Istanbul, Turkey. The aim of this study is to explore the perceptions of English instructors about online teaching, in terms of the technical, pedagogical and institutional problems they have experienced; therefore, a survey including both Likert Scale and open-ended questions were used to explore these issues in depth. The study has managed to add relevant knowledge to the literature in terms of instructor perceptions of online teaching.

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

This exploratory study critically analyzes instructor perceptions of leaving video feedback and its impact on workload. Using qualitative and quantitative data, it discusses instructor experiences in adding video feedback to written notes in online courses. Specifically, this study asks if instructors will feel more "connected" in video feedback courses, if instructors will report increased workloads, and if they see an improvement in their performance evaluations in video feedback courses. The results reveal that video feedback requires more time than written feedback (i.e., non-video feedback), generates varied instructor experiences concerning social presence, and has little to no impact on instructor performance evaluations. The article concludes that more research is needed to fully understand the instructor experience when using videos, especially in environments where part-time, adjunct instruction is the norm.

“It Does Not Do to Dwell on Teaching Notes and Forget to Live”: Instructor Perspectives on Integrating and Adapting Existing Experiential Exercises in Large Classes

The vast majority of articles describing new experiential exercises are presented from the perspective of the creator(s) of the activity. It is notable, however, that less research has focused on understanding the experiences of instructors who later adopt these exercises in their classrooms. We contribute to the literature on experiential learning in large classes by placing our focus squarely on the user—examining the perceptions, motivations, reflections, and experiences of instructors who integrate existing experiential exercises in large groups. Using a qualitative methodology, we interviewed 12 instructors of a large, multisection undergraduate course at a large Canadian university, in which a common experiential exercise is run across all sections. Two main themes emerged. The first captures the importance of making an exercise one’s own and reflects the variety of strategies that instructors use when preparing to adopt an existing exercise—including active strategies through which the instructors become codesigners of the activity itself. The second reflects different perceptions, ranging from enthusiasm to skepticism, with respect to the value of using experiential exercises. Both themes point to the importance of, as well as strategies designed to enhance, instructor perceptions of self-efficacy in relation to running existing experiential exercises in one’s courses.

Toss the Text? An Investigation of Student and Faculty Perspectives on Textbook Reading

ABSTRACT College graduates are entering the workforce with reading and critical thinking deficiencies. This study examined students’ and instructors’ perceptions of reading in the college classroom and the course grades associated with not reading an assigned textbook. Instructor tenure-status and discipline were also examined to determine differences in instructor perception. Results suggested that both instructor and students value reading; however, both report that it is possible to pass college courses without reading. Further results indicated that tenure status does not influence instructor perception textbook usefulness. Humanity and Social Science instructors held students slightly more accountable for reading when compared to Math and Science instructors.

Student resistance to active learning: do instructors (mostly) get it wrong?

ABSTRACT Adopting evidence-based teaching practices, such as active learning, has proven to increase student learning, engagement, and interest in STEM and subsequently, the number and diversity of STEM graduates. Despite these compelling findings, the translation of educational research to classrooms has been slow, in part due to instructors’ concerns about student resistance. To better understand STEM instructors’ and students’ attitudes and behaviours regarding active learning, we administered surveys to instructors and their students and conducted classroom observations. The instructor survey measured their attitudes towards & use of active learning, strategies used to reduce student resistance, and perceptions of student behaviour. The corresponding student survey asked students to evaluate their instructors’ teaching practices, as well as students’ own attitudes and behaviours during class that day. Classroom observations supplemented these metrics. Analyses of matched survey datasets (n = 27, n = 758) and observations (n = 13) reveal a disconnect between instructor perceptions of their students’ responses to active learning and students’ self-reported attitudes and behaviours, where instructors overestimate student resistance. In contrast, students report they see value in the activities, enjoy them, and even plan to highly evaluate the course and instructor. Overall, these results suggest that instructors’ fears about adopting these teaching practices are largely erroneous.

Change in Student Perceptions of Course and Instructor Following Curriculum Change

ABSTRACTOngoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job‐market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students’ course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings—students’ motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, ex ante, the value‐added by a curriculum change—and the norm life‐cycle theory, we argue that any effort‐increasing or grade‐threatening change is viewed as non‐normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students’ perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm.

Hidden Impacts of OER: Effects of OER on Instructor Ratings and Course Selection

One solution to the increasing cost of textbooks is open educational resources (OER). While previous studies have evaluated the effects of OER on student performance and perceptions of the material quality, few studies have evaluated other possible effects of OER. The goal of these studies was to examine whether the use of OER changes students’ perceptions of instructors whether students are more likely to select hypothetical courses using OER than courses using commercial materials. Results indicated that instructors assigned to use OER were rated more positively than those assigned a commercial textbook and students were more likely to select courses that had no course costs. These findings should motivate instructors and universities to adopt and advertise their OER use.

Integrating polar research into undergraduate curricula using computational guided inquiry

Polar research plays a vital role in developing our understanding of Earth’s climate system. It is intrinsically interdisciplinary, lending itself to integration into existing undergraduate courses. Here we explore introducing undergraduates to polar research through computational guided inquiry (CGI) modules taught in a variety of courses and disciplines. Students apply course disciplinary techniques to analysis of polar data or research, in the context of climate change, by working through educational modules that include spreadsheets (ExcelTM) or interactive computer programing (Python in a Jupyter Notebook), over a few class or lab periods. The goals of this exploratory curriculum project are to determine instructor perceptions of effectiveness of the educational modules for teaching preexisting disciplinary course objectives, as well as student perceptions of enjoyment and learning. Evaluation consisted of a student questionnaire and interviews with instructors by an external evaluator. Students and instructors overall reported positive experiences with the modules, highlighted the importance of polar data and climate literacy, and noted increases in student understanding of course learning goals and comfort with the computational tools. Professors further reported that students found the modules motivating, fun and engaging. Taken together, this suggests that the modules are an effective means of bringing polar research into undergraduate classrooms while satisfying instructor goals for course learning objectives. Lessons learned include the importance of providing material such as videos to help transition to the topics of polar research and climate change and of supporting widely varying computational fluency.