Perceptions Of Instructors Research Articles

Intrinsic and extrinsic motivations on business school students’ aspirations: The gender role models perspective

This study aims to explore the effect of intrinsic and extrinsic motivation on business school students’ aspirations to become entrepreneurial managers in the future and whether the gender of their university instructor affects such a relationship. Gender equivalence proved to devour an instructive advantage over students (Aragonés-González, Rosser-Limiñana, & Gil-González, 2020), in addition to the idea that gender competence is a key element in the educational field (Palmén et al., 2020). The hypothesized paradigm is tested through multiple regression and univariate tests based on the responses of 321 Jordanian university students who finished entrepreneurship courses to pursue nexuses between the endogenous and exogenous variables. Results indicated that both intrinsic and extrinsic motivations affect students’ aspirations to become entrepreneurial managers in the future in favor of their role models. Additionally, both intrinsic and extrinsic motivations are affected by female instructors. However, male instructors only inspired the intrinsic motivation of the students. As female academic instructors face challenges attributed to gender bias, especially in the Arab and Middle Eastern countries, the results of the study hope to help change the discerning negative perceptions of female instructors in Jordanian and Arab universities. Such problems in gender inspiration affect the prospect of the outcomes required and may have an indirect effect on the educational field in general. The study recommends focusing more on the effect of motivation and innovation efficiency based on gender type in addition to converging entrepreneurship educational research due to the COVID-19 pandemic (Ratten & Jones, 2021).

Investigating the perception of instructors on the use of virtual reality education

Investigating the perception of instructors on the use of virtual reality education

Student and instructor perceptions of engagement after the rapid online transition of teaching due to COVID‐19

Engagement involves students’ investment in learning activities, as well as interrelated affective (emotive responses), behavioral (active responses), and cognitive (mental effort) components. This study assessed undergraduate student and instructor perceptions of the interrelated components of engagement during and after the rapid online transition of teaching in March 2020 due to the COVID‐19 pandemic. Fifteen courses—including laboratory, discussion‐based, large lecture, tutorial, and problem‐based learning—within a multi‐disciplinary faculty at a large research‐intensive Canadian university were surveyed to: (a) assess student and instructor perceptions of students’ levels of engagement during and after the rapid transition to online teaching due to the COVID‐19 pandemic; (b) describe which aspects of engagement were enhanced or diminished due to the rapid online transition; and (c) identify which learning activities students would find most engaging in an online setting so as to assist in developing student‐centered online pedagogical techniques. Student engagement was lower after the rapid online transition. Students who engaged by connecting with peers and instructors through in‐class discussion (affective engagement) had diminished engagement, whereas students who engaged by listening to lectures, reading course materials, and reviewing slides (cognitive engagement) had enhanced engagement. Overall, students found synchronous activities more engaging. Students experienced positive and negative outcomes related to classroom engagement when transitioning rapidly to online learning during a global pandemic.

Algerian Higher Education Instructors Perceptions Towards Incorporating Global Citizenship Education In ELT Courses

Algerian Higher Education Instructors Perceptions Towards Incorporating Global Citizenship Education In ELT Courses

태권도 사범 역할에 대한 인식의 차이

이 연구는 태권도 지도 외에 다양한 업무를 수행하는 사범의 역할에 대하여 태권도 관장이 인식하는 사범의 역할과 사범이 인식하는 사범의 역할은 무엇인지 그 인식의 차이를 알아보는데 그 목적이 있었다. 이를 위해 현재 수도권 내에서 태권도장을 5년 이상 운영하고 있는 태권도 관장 5명과 태권도학과 재학생 5명을 대상으로 심층면담을 실시하였고, 다음 과 같은 결론을 도출하였다. 첫째, 태권도 사범의 역할로는 태권도장 운영에도 어느 정도 참여를 해주었으면 하는 부분과 사범은 태권도 지도와 교육에 힘써야 한다는 입장으로 나뉘어 도장을 운영하는 관장과 태권도학과 재학생 간의 차이를 보이는 것을 알 수 있었다. 둘째, 사범이 갖추어야 하는 자질과 요건에 대해서는 타인에게 모범이 될 수 있는 인성과 수련생 을 대하는 마음가짐, 소통할 수 있는 능력을 갖춰야 한다는 의견에 있어서 일치하는 부분이 있었다. 셋째, 태권도 사범의 처우에 대해서 태권도학과 재학생인 연구참여자는 사람들의 인식과 월급, 휴게시간에 대해 처우 개선이 필요하다고 인식 하는 반면 태권도 관장은 현재 태권도 사범의 처우는 예전보다 많이 좋아졌다고 밝혀 사범의 처우에 대한 인식의 차이가 존재한다는 것을 알 수 있었다.

Adapting: A Study of Implementing Adaptive Personalized Instruction, Innovation, and Technology From an Instructor’s Perspective

As time transforms education, methodology also needs to adapt to course instruction. However, instructors face a challenge to be effective while meeting each student’s learning needs. One such need for students today is the implementation of technological approaches to learning. The purpose of this study was to determine the perceptions of a new instructor in higher education of implementing adaptive learning into their coursework, curriculum, and instruction. Data were collected quantitatively through the Stages of Concern Questionnaire, which showed the participant’s concerns about the implementation of adaptive learning. Qualitative data were collected via interviews with the participant that followed the Levels of Use protocol. The interviews allowed the participant to provide their views and beliefs about adaptive learning. Results show the participant was curious and interested in learning more about adaptive learning and its benefit in their classroom. Future research should focus on how universities can develop approaches to help faculty effectively learn and implement new instructional strategies.

More than words: Using digital cues to enhance student perceptions of online assignment feedback

Providing online written feedback for assignments permits the inclusion of digital cues (e.g., emoticons, profile pictures, and informal tone of language) which may improve student perceptions of both feedback and instructor. Using a between groups experimental design, we conducted a series of 2 (Emoticons present/absent) x 2 (Profile pictures present/absent) x 2 (Language formal/informal) ANCOVAs to explore the effect of each cue on student perceptions of feedback and of the instructor (N = 188 university undergraduates). Including emoticons enhanced student perceptions of social presence within the feedback, as well as student ratings of instructor proficiency, accessibility, and personal characteristics. Language formality had no main effect, but interacted with emoticons, such that instructors were perceived to be most proficient when emoticons were embedded within formal language feedback. Our findings suggest that including emoticons in written feedback may improve student perceptions of instructors and feedback, without impacting on the integrity of feedback.

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.