Perceptions Of Instructors Research Articles

Developments and Emerging Trends of Blended Learning: A Document Co-citation Analysis (2003–2020)

This study aims to analyze and visualize the research hotspots, evolution, and emerging trends of blended learning in a holistic way. In this study, 1657 biblio-metric records together with 48310 citations are collected from SCIE, SSCI and A&HCI databases. CiteSpace is adopted in the analysis and visualization. Results show: enhancing collaborative learning, pattern, and teacher training are the re-search hotspots in Period I, instructor perception, possible future direction, and research trend are the research hotspots in Period II, general science classroom, blended learning environment, and measuring student engagement are the re-search hotspots in Period III; the themes of covid-19 remain similar along the de-velopment, while the themes of digital health education change a lot; blended learning environment, online component, covid-19 pandemic, procrastinating be-havior, active blended learning, and observed learning orientation are the emerg-ing trends. These findings could provide research directions for future studies in blended learning.

English Language Teachers’ Perceptions of World Englishes and English as a Lingua Franca

English language has already become a world language while the world is changing and globalizing. It has been universally accepted in the academic field that English is now used as a lingua franca (ELF) in intercultural communication, and the lingua franca role of English has started to affect teacher education. Although there have been many of studies about ELF and World Englishes (WE), the perceptions of English language teachers require more investigation to describe the position of English in English Language Teaching (ELT) context. Therefore, this exploratory study aimed to investigate the perceptions of English language instructors who work at different state and foundation universities and English language teachers who work at different institutions at primary, secondary, high school and university level during 2019- 2020 spring semester in Turkey. For this purpose, their perceptions of ELF and ELF-related issues concerning cultural aspects, Standard English and World Englishes, as well as the native and non-native dichotomy were explored through a questionnaire. The results were interpreted to present several implications for language learners, teachers/instructors, material developers and curriculum designers.

Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching

Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.

Why prisoners pursue adult education and training: Perceptions of prison instructors

Why prisoners pursue adult education and training: Perceptions of prison instructors

A Study on Instructor Perception FGI on Improvision in Applied Music Vocal Education

본 연구는 재즈의 주요소로 지칭되는 임프로비제이션에 대한 실용음악 보컬교육으로의 수용 가능성을 심층적으로 살펴보기 위한 논의를 시도하는 것에 목적이 있다. 그를 위하여 현재 실용음악과에서 보컬 전공실기 교육을 담당하고 있는 교수자 8명을 대상으로 표적집단면접(FGI)을 실시하여 다음과 같은 인식을 도출하였다. 임프로비제이션의 교육적 가치와 의미는 ‘보컬 테크닉의 극대화’, ‘아티스트로의 성장 가능성’, ‘음악 내적 기준과 틀의 마련’, ‘새로운 음악적 시각 제시’, ‘이론과 실기의 융합’으로 특정되었다. 임프로비제이션 수용의 필요성 및 역할에 대한 인식은 ‘음악적 표현의 극대화 및 다양화’, ‘풍부한 표현력과 음악적 시각의 확장’, ‘생각의 확장을 통한 음악적 전달력 상승’, ‘창의성의 개발’, ‘청음 능력의 향상’ 요인에 도움이 될 것으로 조사되었다. 임프로비제이션 교육이 가져올 보컬교육의 긍정적 효과로는 가창의 ‘다양성’, ‘창의성’의 확장 효과가 있음으로 나타났다. 임프로비제이션 중심 보컬전공실기 교수법의 방법 및 방식에 대한 인식은 재즈음악보다 대중음악, 팝 음악, 광고음악까지 다양한 음악을 활용하고 있음을 알 수 있었다. 임프로비제이션 교육에 대한 확대 가능성 및 방안에 대한 인식은 보컬 전공실기 수업 외에도 실용음악과 교육 전반으로 확대, 활용될 수 있음을 강조하였다. 임프로비제이션 보컬교육을 위해 필요한 교수자의 능력에 대한 인식은 ‘악기 연주 능력’, ‘청음 능력’, ‘화성학적 지식’, ‘장르별 특화된 식견’, ‘시청각적 구현 능력’, ‘긍정적인 에너지’, ‘확고한 커리큘럼 구축 및 실현’, ‘지속적인 교육적 아이디어 탐구’ 등이 주요 요건으로 거론되었다. 본 연구는 실용음악 보컬교육에서의 선택의 폭을 넓히는 것의 주요 도구로써 임프로비제이션을 대입해 보고, 그 가능성을 살펴보기 위한 이론적 배경 및 기틀을 마련하고자 하였다. 본 연구에서 도출된 내용이 향후 관련 논의의 확장을 위한 기초자료로서의 가치를 가질 수 있길 바란다.

Student and Instructor Perceptions of Virtual Library Instruction Sessions

The following study aimed to assess both instructor and student perceptions of virtual library instruction sessions. The primary question was are there perceived benefit of synchronous library instruction versus watching the recording of the same session. Two anonymous, mixed-method surveys were distributed: one to instructor and one to students. Results are consistent with similar research; both options are agreeable. Some form of library instruction is appreciated and useful for virtual classes be it synchronous or asynchronous. Interestingly, the direction for future research came from COVID-19 and the sudden prevalence of virtual courses and the use of whatever device students can access.

Blended Synchronous Instruction in General English Courses at a Korean University: Perceptions of Both Learners and Instructors

Blended Synchronous Instruction in General English Courses at a Korean University: Perceptions of Both Learners and Instructors 의 이용 수, 등재여부, 발행기관, 저자, 초록, 목차, 참고문헌 등 논문에 관한 다양한 정보 및 관련논문 목록과 논문의 분야별 BEST, NEW 논문 목록을 확인 하실 수 있습니다.

PERCEPTIONS OF INITIATION INSTRUCTORS AND PARENTS ON THE ROLE OF INITIATION IN CHARACTER BUILDING OF ADOLESCENTS: A CASE OF MOCHUDI VILLAGE, KGATLENG DISTRICT IN BOTSWANA

Purpose: This study was aimed at describing the perceptions of initiation instructors and parents on the role of initiation in character building of adolescents.
 Methodology: The study used a phenomenological approach. A sample of constituting 20 participants; 5 male initiation instructors, 5 female initiation instructors and 10 parents who have had their children going for initiation, all residing in Mochudi Village in Botswana. Purposive sampling, as well as snowball sampling were used to select participants. In-depth face to face interviews and a focus group discussion were conducted with the participants. The descriptive approach method (phenomenology) was used to interpret data.
 Results: Findings revealed that initiation transforms an individual’s thinking, feeling and acting, regulating his or her perceptions of reality to conform to that of society, thus initiation can be used to as a societal structure to transform and build the characters of adolescents.

An EAP instructor's perceptions of and engagement in dialogic scaffolding

• An EAP instructor employed multiple types of dialogic scaffolding strategies to help students understand academic writing.. • Before the study, the EAP instructor had mostly been unaware of types of dialogic scaffolding strategies she employed. • The EAP instructor's review of analysis of her dialogic scaffolding strategies helped her develop awareness of her methods. • The EAP instructor plans to employ new understanding of dialogic scaffolding in future work as a teacher educator.

Assessment of antimicrobial pharmacokinetics curricula across schools and colleges of pharmacy in the United States

AbstractIntroductionAdvances in technology and understanding of pharmacokinetic/pharmacodynamic relationships have prompted guideline updates and advances in precision dosing, but the role of clinical pharmacokinetics (PK) in pharmacy education remains inconsistent. Previous surveys of pharmacy school PK curricula revealed large variations in content, integration, and teaching tools but did not focus on antimicrobials or details of andragogy used.ObjectiveIdentify how antimicrobial PK is taught in pharmacy curricula across the United States, as well as instructor perceptions of current practices.MethodsAn online survey was distributed to 118 pharmacy programs across the United States in 2018. This 30‐minute questionnaire covered curriculum content, teaching strategies, assessment modalities, and perceptions.ResultsCompleted surveys were received from 53 programs (45% response rate) via relevant course coordinators. Among 35 traditional progressive curriculum programs (TPC), antimicrobial PK was taught in basic science (33, 94%), clinical PK (15, 43%), pharmacology (8, 23%), therapeutics (28, 80%), and skills lab courses (21, 65%). Among 18 integrated block curriculum programs (IBC), it was taught in foundations/principles (17, 94%), organ systems (12, 67%), and skills lab courses (9, 50%). On average, TPC programs had more courses with antimicrobial PK than IBC programs. Vancomycin and aminoglycosides were the most common antimicrobials taught (100%), while didactic lecturing was the predominant andragogy. Multiple choice was the primary assessment modality, being frequently used in 64% of TPC and 68% of IBC courses, respectively. Among respondents, 72% believed more time was needed to teach PK and 53% believed students were adequately prepared at the start of APPEs.ConclusionAntimicrobial PK instruction remains highly inconsistent in U.S. pharmacy schools and colleges. IBC programs may provide less opportunity for antimicrobial PK instruction, which conflicts with the desire for more instruction time. As clinical applications of antimicrobial PK change and expand, it is crucial that pharmacy education prioritizes PK education appropriately.

Perception of Instructors’ and Their Implementation of Critical Thinking within Their Lectures

Perception of Instructors’ and Their Implementation of Critical Thinking within Their Lectures

Anatomy Education Environment among Pre-Clinical Medical Students in Universiti Putra Malaysia Using Anatomy Education Environment Measurement Inventory

Anatomy is the foundation of medicine. Having adequate anatomy knowledge would improve medical students’ comprehension of pathology and patient management. The evolving scenario in anatomy education has created a changing educational environment in medical schools. Since educational environment influence the students’ motivation and ability to learn, it is pertinent to measure anatomy education environment as a feedback mechanism tool for further improvement in the curriculum. This study was performed to measure pre-clinical medical students’ perception of the anatomy education environment in Universiti Putra Malaysia (UPM) by using a validated 25-item inventory, known as the Anatomy Education Environment Measurement Inventory (AEEMI). The inventory was distributed online to 171 first- and second-year medical students to measure their perception of anatomy teachers and instructors, anatomy knowledge, their intrinsic interest and efforts in learning anatomy, anatomy learning resources and histology practical facilities. The analysis revealed that most of the items show “positive area” indicated by score of more than four. The first-year medical students showed a significantly higher perception of the anatomy education environment compared to the second-year medical students (p ≤ 0.05). However, both cohorts perceived an “area of improvement” for histology practical facilities (score of 3 to 3.99). In conclusion, the students were pleased with the anatomy education experience in UPM except for histology practical facilities that may require further improvement. The use of virtual microscopy in histology teaching would be a good alternative to overcome the problem in histology teaching in UPM, especially during the COVID-19 pandemic.

Perceived Efficacy of e-Proctoring Software for Emergency Remote Online Based Assessment: Perceptions of Proctored Examinations

The switch from traditional teaching methods to emergency remote online learning as a result of the outbreak of COVID-19 necessitated a change in approaches to measurement and evaluation in our educational system. A lot of methods were adopted yet the need for credible, properly monitored, valid and reliable assessment continues to be an issue of debate. E-proctoring as a popular strategy for monitoring and administering online-based examinations has witnessed tremendous success over the years yet ethical issues and many more are yet to be extensively examined. While a teacher may embrace the use of this software for monitoring examination, the perception of preservice teachers has not been explored adequately, much more the opinions of the instructors and preservice teachers on the level of efficacy with regards to the use of e-proctoring strategy for monitoring online-based examinations in a hybrid/emergency remote online educational model has not been investigated. It is in this light that this study intends to examine the perceptions of instructors and preservice teachers on the use of e-proctoring devices during online-based assessments, two research questions were investigated through a quantitative research design. A structured questionnaire was used to elicit information from 40 participants comprising of 36 students and 4 teachers on their perceptions of the effectiveness and efficacy of the e-proctored software while administering and monitoring examinations. Findings from the study will be beneficial in drawing valid conclusions on the use of e-proctored devices in monitoring emergency remote online-based assessment. The conclusions will prepare school administrators and equip them with the possible approaches to adopt in ensuring that a credible valid and reliable evaluation process is conducted during the post-COVID 19 semesters.

Analysing lecturers' perceptions on traditional vs. distance learning: A conceptual study of emergency transferring to distance learning during COVID-19 pandemic.

In recent years, and also due to the COVID-19 pandemic, education institutions worldwide have changed their education paradigm from a traditional to an online system. These institutions have rapidly accomplished their educational programs and activities by supporting various web applications, allowing the completion of the education process remotely. This motivated us to investigate the general perceptions of the faculty members who are teaching different courses for undergraduate students using the distance education system. The proposed technique is based on the use of advanced analysis methods to test the hypothesis of instructors’ perceptions of online teaching effectiveness, compared with traditional teaching, will not be affected by the following eight factors, including gender, academic major, age, academic degree, country of teaching, teaching experience in traditional classes, teaching experience in virtual classes (VCs), and whether or not the department/faculty provided e-learning courses before the COVID-19 pandemic. A total of 187 lecturers from 71 departments in 24 educational institutions located in 11 countries participated in this research. Results indicate that the perceptions of instructors regarding the online teaching system generally do not change based on the studied factors. Furthermore, the quantitative analyses illustrate that no significant differences exist in all dimension scales in terms of gender, major specification, age, country of teaching, and virtual experience. Significant differences are found in the dimension scale of distance education effectiveness in terms of academic degree and the educator status in terms of supporting VCs and traditional experience dimension scales. Additionally, the study provides various recommendations, including that the departments should encourage instructors to positively adapt with online teaching by developing the required skills and knowledge. Moreover, departments and institutions should support the teaching staff with specialized education tools. In addition, instructors should strive to decrease the communication and interaction gap between distance education and traditional in-class teaching.

Perceptions of English Language Instructors on the Effectiveness of Learning Advisory Training Programme (LATP)

Advising in language learning (ALL) can be defined as “the process of helping someone become an effective, aware, and reflective language learner” (Kato & Mynard, 2016, p. 1). In order to promote learner autonomy, a learning advisor conducts an intentionally structured reflective dialogue, the purpose of which is to engage the learner in reflective processes so that the learner can reach a deeper sense of understanding and control of language learning (Carson & Mynard, 2012; Kato & Mynard, 2016). The main role of the learning advisor in this process is to “activate learners’ reflective processes through a one-to-one dialogue” (Kato & Mynard, 2016, p. 104). To encourage active and critical reflection, learning advisors need to be provided with proper training. The purpose of this paper is to explore the perceptions of the experienced English language teachers regarding the effectiveness of the learning advisory training program (LATP) they have attended and its effects on the teachers’ professional and personal lives. To achieve this aim, both quantitative and qualitative data were collected through questionnaires and interview findings. The results suggest that the teachers who attended the LATP developed a deeper awareness of how to promote learner autonomy.

Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic.

In response to the Covid‐19 pandemic, medical educators have transformed pre‐clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near‐peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in‐person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η 2 = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near‐peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid‐19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.

English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

Criteria for Selecting Instructors of English for Academic Purposes Courses: What Do Students Look for?

&lt;em&gt;Seeking to provide insight into the role that English for Academic Purposes (EAP) courses play in China’s growing number of joint-venture universities (JVUs), this article reports on a study of the factors that motivate students’ selection of instructors for such courses. The study reports on three stages of the investigation: (1) a preliminary, online tapping of learners’ motives in EAP instructor selection, (2) a survey, based on the findings of Stage 1, in which past EAP students ranked qualities most and least desired of EAP instructors, (3) focus-group discussions (FGDs), based on the survey of Stage 2, in which past EAP students commented on the qualities that they most and least desired of EAP instructors. Survey results are grouped into the top three, bottom three, and middle three; survey results are analyzed in light of FGDs, with discrepancies between the two being acknowledged and interpreted. Three overarching pedagogical implications are presented: (1) the need of a sense of community in EAP courses, (2) the need of transparency in EAP courses, and (3) the perception of EAP instructors as first and foremost classroom teachers. Limitations of the study are duly noted.&lt;/em&gt;

Does the Rising Tide of OER Lift All Boats?

While open education resources (OER) have grown in popularity over the last few years, few researchers have considered the benefits of OER adoption beyond student satisfaction and performance. Pursuant to Stakeholder Theory and Expectancy Theory, direct benefits for different stakeholder groups may motivate further OER adoption behavior. Using a quasi-experimental research design, I evaluated the effect of OER adoption on multiple student outcomes, perceptions of instructors, and benefits for higher education institutions. I found student satisfaction, perceptions of quality, and academic dishonesty were significantly related to OER adoption. While relationships to the other outcomes, notably of direct instructor benefits, were not supported, further understanding of how to connect benefits to decision-makers is discussed.

포스트코로나 시대의 비대면 수업에 대한 영어원어민교수자의 경험과 인식 연구

The purpose of this study is to explore the experiences and perceptions of native English-speaking instructors with regard to non-face-to-face classes in the post-COVID-19 era. To achieve the research objectives, an online survey was conducted on 8 native English-speaking instructors. Teaching tools and class types were analyzed by a quantitative method of measuring the frequency, and the contents of the open questionnaire were analyzed by a qualitative research method. The results showed that instructors utilized various tools with recorded lectures in the first semester of 2020, when non-face-to-face classes started due to COVID-19, while real-time classes using ZOOM increased in the first semester of 2021. Native English-speaking instructors mentioned repeated learning and increased communication opportunities as strengths of non-face-to-face classes, but recognized the limitation to meaningful interactions with learners. Instructors regarded it hard to make teaching plans in unpredictable situations and difficult to use the school’s LMS. Despite these difficulties, native English-speaking instructors have recognized that they are improving by adapting to the new education environment. This study suggests further research on the online classes of native English-speaking instructors in the post-COVID-19 era.