Perceptions Of Lecturers Research Articles

Teaching Online in a Developing Country Context

This study explored lecturer perceptions of their use of a Learning Management System (LMS) at a rural university in the Eastern Cape Province of South Africa. The study took place just prior to the COVID-19 lockdown and provides a brief insight into the thoughts of lecturers at this time. A sample of 141 lecturers from six faculties at the rural university completed an online questionnaire. A factor analysis (using principal component analysis and varimax rotation) of 46 items on lecturers’ perceptions of the LMS yielded six factors: their perceptions of usefulness, performance expectancy, self-efficacy, technical support, effort, and institutional support using the LMS. The reliability of factors was confirmed, while group differences were determined with independent sample t-tests and ANOVAs. The results indicate that although lecturers found the LMS to be beneficial, they were reluctant to use it when teaching face-to-face. There was a large discrepancy between the perceived usefulness and their actual use of the LMS. They perceived the LMS to be very useful but found technical- and institutional support to be low, which in turn strongly influenced their low self-efficacy (confidence) to use it. It emerged that increased training and support for lecturers would address both work performance and the confidence of lecturers using the platform. It was also evident that each academic department requires a dedicated teaching and learning consultant and that a centralized teaching and learning division may not be the answer. The one academic department with their own dedicated consultant was the best prepared for the demands of online teaching when the need arose.

Cultural Adaptation of Digital Learning Tools in Israeli Higher Education: A Case Study of Lecturer Perceptions and Practices

AbstractThis qualitative case study examines the cultural adaptation of digital learning tools in Israeli higher education. We explored three questions: (1) How do lecturers experience and implement digital learning tools? (2) What unique challenges and opportunities arise in this cultural context? (3) What strategies do educators employ for culturally sensitive adaptation? Through semi-structured interviews with 15 lecturers, we identified four key themes: balancing traditional and digital pedagogies, cultivating cultural resonance, addressing integration challenges, and developing innovative strategies. These findings informed the Cultural-Adaptation Digital Learning Integration (CADLI) Framework, which extends existing models by centralizing cultural dimensions. Our study reveals that effective cultural adaptation involves 'cultural-technological co-evolution', fundamentally reimagining educational practices. This research contributes valuable insights for policymakers and practitioners navigating technological advancement and cultural preservation in higher education.

Blended Learning Approach in TVET Colleges: Lecturers and Students Perceptions of Teaching and Learning Practical Subjects Online

With the advent of artificial intelligence, institutions are now adopting the Blended learning approach, which infuses face-to-face strategies and online teaching methodologies. A blended learning approach is a way to enhance the quality of teaching and learning in higher education institutions, but how feasible is that in TVET Colleges? This study thus investigated the global perceptions of lecturers and students in Technical Vocational Education (TVET) colleges regarding Blended learning for teaching practical subjects online. It examined the challenges and opportunities of moving practical learning online, considering the unique requirements of first-hand subjects like Electrical Engineering, Tourism, Hospitality, Art, and Design. The study utilised articles from Google Scholar and Science Direct databases to comprehensively understand the effectiveness of Blended learning in the TVET context. Using Blended learning as a theoretical framework, a new methodological approach, and a promising blueprint for transforming higher education, the study adopted an integrative literature review methodology to synthesise identified cases and draw themes from the survey. The study brings new knowledge regarding the significant shift in online learning usage during and after the COVID-19 pandemic, particularly in vocational education, providing valuable insights for designing effective online learning strategies. Keywords: Artificial Intelligence, Blended Learning, Integrative Literature Review, Technical Vocational Education (TVET) Colleges

Medical students’ perceptions of live versus recorded pathology lectures at a South African medical school during the Covid-19 pandemic: unique lessons for undergraduate pathology education in a diverse student population

Abstract Introduction/Objective The morphological depiction and interactive learning vital to the core discipline of anatomical pathology posed specific challenges during emergency remote teaching (ERT) in the COVID 19 pandemic. Using voice-over PowerPoint presentations (VoPPPs) in anatomical pathology at Wits University in Johannesburg, South Africa during this time provided a unique opportunity to determine students’ perceptions of this teaching and learning modality. Objective To determine a South African medical students’ perceptions of live lectures vs online learning with VoPPPs during the Covid-19 pandemic. Methods/Case Report A descriptive, cross-sectional, online survey was sent to 326 4th year medical students in 2020. The questionnaire consisted of closed- and open-ended questions. Descriptive and inferential statistical tests were conducted on the quantitative data. Content analysis was performed on the open-ended responses. Results (if a Case Study enter NA) The survey response rate was 56.75%. Respondents preferred the traditional lecture format to the exclusive use of VoPPPs (48.6% to 34.6%) for pathology learning. Respondents appreciated the flexibility of learning from VoPPPs, resulting in blended learning being the preferred approach (45.9% vs 44.3 for live lectures only and 9.7% for VoPPPs only, respectively). Respondents indicated a need for more effective use of VoPPPs regarding the depiction of pathology images, more opportunities for feedback, and more online learning modalities in addition to VoPPPs. Some respondents from rural areas stated that their home study environments were not conducive to online learning modalities. Conclusion Blended learning combines the interactivity possible in contact sessions with the time benefits of online learning for undergraduate pathology education. However, educators should use various online methods rather than relying solely on VoPPPs. This is especially important when considering the visual nature of pathology lectures. Where VoPPPs are used, they should be used effectively, mainly using good quality, labelled images to depict morphology. The preference for blended learning offers exciting possibilities for developing integrated learning platforms in the future, however, these must be tailored to suit the needs of students from economically and ethnically diverse backgrounds.

The Use of Artificial Intelligence in Teaching and Learning: Opportunities and Challenges. Students Vs Lecturers Perception

The use of AI in higher learning institutions has brought a dilemma as it was in the era of using google and Wikipedia causing a lot of academic dishonest. There are two paradigm on this, some sees as opportunity for effective learning and others sees as a challenge in the teaching and learning contributing to rote learning. The author wonders as to why should it be perceived as opportunity at the same time be seen as a challenge. The perceptions of students and lecturers towards this technological advancement is always taken as a shock at the beginning, yet can significantly influence the teaching and learning in institutions as it was in the error of the use of google search and Wikipedia. This paper explores the differing viewpoints of students and lecturers on the use of AI in higher education, by examining the opportunities, challenges, and potential impacts on teaching and learning experiences. Questionnaire and interview were used as data collection tools. The study realized that students knows the use of AI in searching information than their lecturers (72%:22%). Lecturers sees AI facilitates rote learning while students see that is an opportunity to them because the information is accessed in short time. Finally they all suggest that there should be clear policies on the use of AI in teaching and learning and having acceptable ratio of human and AI interaction in the teaching and learning. The study concludes by calling upon in-service training to lecturers and other education stakeholders to have proper use of AI for effective teaching and learning.

Policies for Female Lecturers at the University of Social Sciences and Humanities, Vietnam National University, Hanoi

Gender is a crucial factor in evaluating an organization's human resource policies. VNU University of Social Sciences and Humanities is a leading higher education institution in the nation, with a mission to research, create, and disseminate knowledge in the fields of social sciences and humanities. Currently, female lecturer constitute 64% of the total lecturers at the university. Recognizing the importance of the female lecturer, this study focuses on analyzing and evaluating policies related to female lecturers at VNU University of Social Sciences and Humanities. By combining document analysis, in-depth interviews, and survey methods, the research clarifies the experiences and perceptions of female lecturers regarding existing policies, describes the challenges faced by female lecturers, and proposes solutions to improve policies in the upcoming period.

Perception of the Academic Lecturer’s Profile: From Research Orientation to Pedagogic Orientation, and Implications for the Digital Learning of Students

Aim. This study aims to examine the effect of lecturers’ teaching orientations, as perceived by students, on students’ digital learning patterns, differentiating between research-oriented and pedagogy-oriented teaching approaches. Methods. A survey method was employed to collect data from undergraduate students regarding their perceptions of their lecturers’ orientations and their own digital learning patterns. Descriptive statistical analysis, Pearson correlation, and mediation models were utilized to analyse the relationships between variables. Results. The findings indicate that when students perceived the lecturer as research-oriented, no significant indirect association mediated by the digital learning experience was found between the lecturer’s profile and both active and passive digital learning patterns. However, the association between the research-oriented lecturer and active digital learning was partially mediated by the student’s reading habits, while the association with passive digital learning was fully mediated by reading habits. For pedagogy-oriented lecturers, both active and passive digital learning patterns were partially mediated by the student’s learning experience, with no significant mediation by reading habits. Conclusion. The study suggests that research-oriented lecturers influence active digital learning through students’ reading habits, while pedagogy-oriented lecturers influence both active and passive digital learning through students’ digital learning experiences. Understanding these dynamics can help educational institutions support lecturers in their professional development and improve student learning outcomes in digital environments.

Exploring the perception of English lecturers about incidental vocabulary learning and involvement load hypothesis in their classrooms

Despite extensive research on vocabulary acquisition, limited attention has been given to how these theories are applied in English as a foreign language (EFL) teaching practices, particularly in Indonesia. This qualitative case study addresses this gap by exploring English lecturers' perceptions and use of incidental vocabulary learning (IVL) and the involvement load hypothesis (ILH) in their classrooms. Data were collected through interviews and classroom observations with five English lecturers from universities in Malang, Indonesia, and analyzed using thematic analysis to identify key patterns and themes. The findings revealed that all participants recognized the importance of vocabulary in language learning and preferred implicit learning methods, such as exposure to authentic language in literature and films. However, the integration of theoretical concepts like vocabulary size and frequency into teaching practices was limited due to constraints such as time and lack of dedicated vocabulary instruction. Moreover, participants were unfamiliar with the ILH, though some of its elements were present in their teaching. The study suggests that better dissemination of research and professional development is essential to bridge the gap between theory and practice, ultimately improving vocabulary instruction in EFL contexts.

Gendered Response to Artificial Intelligence (AI) in Modern Linguistics: Evaluating the Perspectives of Senior Lecturers on Technological Innovations

The incorporation of Artificial Intelligence (AI) into contemporary linguistics exhibits a significant and transformational change in the discipline. AI technologies, which include natural language processing (NLP), machine learning, and computational linguistics, have significantly transformed the methods employed by linguists for studying, analyzing, and applying linguistic principles. However, as the integration of artificial intelligence (AI) within modern linguistics has presented novel opportunities, facilitating scholars in their investigation of language at an unprecedented scale and level of intricacy, it is pertinent to understand how language educators; especially, the university lecturers perceive these positive innovations. Nevertheless, the current research is focused on examining the responses of senior lecturers on the integration of AI in modern linguistics. The research objective further centered on gender variation in the responses of these lecturers in regard to technological innovations brought in by the integration of AI in modern linguistics. Using a quantitative research method, a good number of participants who are mainly senior lectures were engaged in an online interview. These participants consisting of forty-six (46) females and thirty-seven (37) males shared their opinions with regard to the focus of the study. Moreover, two important hypotheses were developed for this research and a t-test was conducted to validate these hypotheses. The findings generated from the data analyzed indicated that although there are no significant differences in the perceptions of both male and female lecturers on the integration of AI in modern linguistics, there are some aspects specific to modern linguistics with observable gender variations in responses of the participants. Such aspect includes easy adaption of new AI tools, level of benefits and ethical challenges. Also, while female lecturers address the AI integration in modern linguistics from ethical and beneficial point of view, the male counterparts focused more on accessibility and inclusivity.

Reflecting on the Implementation of Online English Learning in Islamic Higher Education

The penetration of technology into education has rebounded since the emergence of the COVID-19 pandemic era, especially in bridging the practice of online learning in schools and universities. Reflecting on the practice of online learning, teachers and students give various perceptions. Some benefits and obstacles are mentioned. This descriptive study focused on investigating the perception of lecturers and students toward online language learning in Islamic higher education. The data were collected from teachers and students in three Islamic Higher Education, namely the State Islamic Institute of Palopo, the State Islamic Institute of Bone, and the State Islamic University of Makassar. The questionnaire was used to collect data from 12 lecturers and 86 students participating. In contrast, the interview was used to gain more profound information about the lecturers’ experience and opinions about implementing online learning. From both the questionnaire and the interview, the writers concluded that Lecturers and students in Islamic higher education in South Sulawesi have a positive view of online EFL learning. They value the flexibility, access to resources, and networking opportunities it provides. Students appreciate the ability to manage their learning independently, connect with diverse learners, and engage with various language aspects. However, there's a need for improvements in technology familiarity, stable internet access, access to online learning equipment, and pedagogical training for lecturers to enhance the online learning experience further.

Investigating the Functions of Code-Switching among EFL Lecturers and Undergraduate Students in Saudi Arabia

Many researchers have noticed that instructors who teach English as a foreign language (EFL) in language-learning institutions worldwide frequently implement code-switching (CS). Through this study, we investigate the functions of CS, specifically topic-switching, affective, and repetitive functions, as a pedagogical tool in an English for Specific Purposes classroom. The study is based on the perceptions of lecturers and students from two higher education institutions, Digital Colleges and Yanbu Industrial College, in Saudi Arabia. A quantitative research design was employed, with data collected through a questionnaire. The study incorporated a sample of 24 female EFL lecturers and 193 Saudi female students. The results indicate that both groups acknowledge using CS for topic shifting, with students displaying slightly higher acceptance. Additionally, both lecturers and students recognize the affective aspects of code-switching, with the students exhibiting greater agreement. Furthermore, lecturers and students agree regarding clearly identifying all repetitive functions. The study highlights the potential of CS functions as an educational tool to enhance interaction between EFL lecturers and students, encouraging engagement, cooperation, and academic achievements. It also underscores the significance of determining appropriate functions for various circumstances and shows that although acceptance may differ, there is general agreement on the various purposes for which CS is utilized in the EFL context.

Efficacy in Utilization of Computer Artificial Intelligence in Instructional Delivery of Business Education Courses: Business Education Lecturers Perceptions

The study titled "efficacy in Utilization of computer artificial intelligence in instructional delivery of business education courses: business education lecturers perceptions" aimed to investigate the perceptions of business education lecturers towards the utilization of artificial intelligence (AI) in instructional delivery of Business Education courses. The researches employ a mixed-methods approach, combining surveys and interviews to gather quantitative and qualitative data. A sample of business education lecturers from various institutions in Cross River State was used for the study and data was collected through the use of a structured questionnaire administered to one hundred and thirty one (131) Business Education Lecturers in tertiary institution in Cross River State, Nigeria. Data obtained were analyzed using mean scores and standard deviation. The findings revealed that business education lecturers in Cross River State have a negative perception towards the utilization of AI in instructional delivery of accounting. However, there is a significant difference in the perceptions of male and female lecturers towards the utilization of AI in instructional delivery. The study concluded that AI would enhance the quality of instructional delivery in business education institutions in Cross River State, Nigeria. The study recommends that business education institutions in Cross River State should embrace the use of AI in instructional delivery of accounting to improve the quality of education and equip students with relevant skills for the job market. Training programs on the use of AI in instructional delivery should be organized for business education lecturers to equip them with the necessary skills to effectively use AI in their instructional deliveries. The study highlights the potential benefits of incorporating AI into instructional delivery of accounting in business education institutions in Cross River State.

Implementation of the Simple Additive Weighting Method in Determining Favorite Lecturers Based on Student Preferences

This study aims to develop a decision support system for evaluating and ranking favorite lecturers based on student preferences in higher education institutions. In the context of modern education, the role of lecturers goes beyond delivering lectures; they also serve as mentors and inspirations for students. However, the process of evaluating lecturer performance is often subjective and lacks structure, especially when it involves student preferences and perceptions of lecturers. Therefore, this study proposes the Simple Additive Weighting (SAW) method as a solution to this problem. By collecting data through Likert scale-based questionnaires, this research evaluates lecturer performance based on four main aspects: Pedagogical, Professionalism, Personality, and Social Interaction. Based on the calculation results using SAW, it was found that the best alternative is Alternative A2, which scored the highest total with 0.997. This indicates that lecturers associated with this alternative received high ratings in all aspects assessed by students. This conclusion provides a clear insight for educational institutions to improve educational management and enrich student learning experiences.

Information System and Motivation Determinants of Lecturer Research Performance: Perception of Lecturers at the Semarang Polytechnic

Information System and Motivation Determinants of Lecturer Research Performance: Perception of Lecturers at the Semarang Polytechnic

Perceptions of Allied Health Students about lecture and peer‐assisted learning

Background. Students’ perceptions of the educational methodology are valuable for improving the quality of the educational environment. However, there is limited literature on students’ perceptions of lectures and peer-assisted learning (PAL) within the School of Biomedical and Allied Health Sciences. Objectives. To determine the perceptions of allied health students across different study levels regarding the effectiveness of lectures and PAL as educational strategies. Methods. This cross-sectional study involved 213 Allied Health students from levels 200 to 400 at the University of Ghana. Data were collected using an adopted perceptions questionnaire. Perceptions of lectures and PAL were analysed using means and mean percentages. A one-way ANOVA test was performed to compare differences in perceptions among students at various study levels, while the independent sample t-test was used to compare differences in perceptions between male and female students. Results. PAL had the highest mean scores, with a global rating of 4.1 (standard deviation (SD) 0.8) compared with 3.5 (SD 0.8) for lectures (p<0.00). There were no differences in perceptions about lectures and PAL among levels 200 to 400 students. Female students had a more positive perception of PAL, while both male and female students had the same positive perceptions about lectures. Conclusions. Students generally had positive perceptions about lectures and PAL; however, PAL was acknowledged as an alternative that provides students with active educational experiences. PAL may be incorporated into the standard curriculum alongside lectures.

Psychosocial barriers to promoting self-directed and autonomous learning: The perception of students and lecturers in Malaysia

Psychosocial barriers to promoting self-directed and autonomous learning: The perception of students and lecturers in Malaysia

The Influence of Lecturer Performance Evaluation on Improving the Quality of Learning at STKIP Harapan Bima

This research examines the influence of lecturer performance evaluation on the quality of learning at STKIP Harapan Bima using quantitative and qualitative approaches. Data was collected through questionnaires from 200 students and in-depth interviews with lecturers and students. The research results show that 75% of students are satisfied with lecturers' performance, with an average satisfaction score of 4.2 out of 5. The quality of learning has increased, shown by 60% of students getting an A or B grade and 70% of students feeling an increase in the quality of learning after routine lecturer performance evaluations are carried out. Statistical analysis with Pearson correlation shows a significant positive correlation between lecturer performance evaluation and learning quality (r = 0.65, p < 0.01), with lecturer performance evaluation explaining 42% of the variability in learning quality (R² = 0.42). The most influential factor is the availability of lecturers for consultation. Perceptions of lecturers and students show that objective and constructive performance evaluations can increase lecturer motivation and, ultimately, the quality of learning. Research recommendations include implementing comprehensive and routine performance evaluations, using evaluation results for lecturer professional development, and further studies on specific factors and more extensive evaluation methods.

Modularisation of the University Curriculum in Zimbabwe: Perceptions of Lecturers and Students

Modularisation of the University Curriculum in Zimbabwe: Perceptions of Lecturers and Students

‘So do you hear me? And “how” do you hear me?’ Perceptions of lecturers on students from Portuguese-speaking African countries in Portuguese higher education

ABSTRACT The internationalisation of Portuguese higher education implies multicultural challenges arising from the Portuguese language variation. Nevertheless, the perceptions of lecturers about their students are rarely analysed, though influencing learning. This will be the focus of our article, using focus groups. Findings show that lecturers experience unexpected situations of incomprehension with students speaking varieties of Portuguese, while profiling differently students’ sociolinguistic characteristics. Thirdly, participants differ on strategies applied to overcome difficulties encountered, such as pedagogical and monitoring. Our conclusions highlight the need to deconstruct lecturers’ ideologies as listening subjects of Portuguese language varieties and its socialisation, designing solutions promoting their capacity-building.

Factors Hindering Student Participation in English-Speaking Classes: Student and Lecturer Perceptions

English as a foreign language (EFL) students’ lack of engagement directly affects their learning outcomes, and it has captured the attention of many researchers. Factors affecting EFL students’ participation may be differed by student and lecturer perceptions, which will cause differences in these stakeholders’ solutions to classroom difficulties. Accordingly, this study measured Non-English major (NEM) students and EFL lecturers’ perceptions of factors hindering students’ participation in English-speaking classes. About 156 NEM freshmen and 14 lecturers responded to a 35-item questionnaire containing five primary clusters: linguistic, cognitive, affective, pedagogical, and social-cultural factors. The study further employed semi-structured interviews with six students and four lecturers. The results found some significant differences between lecturer and student perceptions. On the one hand, the students did not consider the large class size, insufficient time for in-class practice, and students’ tendency to remain silent as hindering their class participation. On the other hand, the lecturers considered vital barriers: students’ insufficient proficiency, teachers’ poor lessons, or teacher-student relationship. Based on the findings, teacher professional development activities are expected to be one of the solutions to EFL students’ insufficient engagement in English-speaking classes.