Responsibilities Of Instructors Research Articles

대학에서의 AI 활용 가이드라인 현황 및 설계 방향 연구

In this study, we analyze and compare the ‘AI utilization guidelines’ currently being produced and distributed by major universities in the Republic of Korea. Based on this analysis, we present the direction that universities should pursue and maintain in terms of their AI utilization guidelines. The analysis yielded several important fi ndings, as follows. (1) Emphasizing the independence and responsibility of instructors and learners is essential. (2) Clearly distinguishing and outlining the roles of instructors and learners is crucial. (3) Both the positive and negative aspects of using generative AI in education should be addressed. (4) The guidelines should align with the educational mission of the university and serve the public interest. (5) Including a checklist for AI utilization within the guidelines is advisable. (6) Concepts, definitions, and characteristics of AI understanding should be introduced. (7) The ability to review generative AI responses should be cultivated, with an emphasis on the need for thorough reviews. (8) Ethical usage of AI must be required and explicitly stated. (9) Security concerns need to be clearly documented. Through this study, universities will be better equipped to identify and address issues related to the rapidly evolving fi eld of generative AI, including technologies like ChatGPT.

Teaching English: The Challenges Teachers Face and the Various Instructional Techniques

Although teaching is a great career, there are moments when it may be challenging. Due to the adoption of new teaching techniques and the extent to which electronic and intelligent training have permeated the area of education, the responsibilities of instructors have changed dramatically over time. This study aims, there are two primary areas of discussion on the challenges that teachers of young language learners encounter and the various instructional techniques that they may use. The resources and teaching methods now in use may be used to address the difficulties connected with teaching English. How well instructors can use the available materials for teaching English is the major topic of the study. According to the findings of this study, young pupils were getting Instruction in English as a second language utilizing an extensive range of digital tools. To provide the right teaching, tutors must be aware of each student's evolving requirements. Furthermore, it seems sense that the educational process might be stressful given the potential for issues. In order to prevent obstacles from impeding learning, each challenge should be constantly monitored by an experienced instructor.

Do students perceive faculty as responsible for equitable learning environments? Results from a mixed-methods study

ABSTRACT Despite having expertise, student voices have typically been left out of faculty professional development literature. The purpose of this study was to center college student voices around perceptions of equitable learning environments for use in faculty professional development programs. Using a mixed-methodology, student-driven approach, the current study examined students’ perceptions of college instructors' responsibilities to implement equitable classroom practices to more deeply inform faculty development programming on equity. Student responses were also compared to faculty perceptions. Participants were 66 undergraduates and 141 faculty from a comprehensive state university. Both students and faculty completed a survey assessing instructor responsibilities to implement highly equitable classroom practices, while students additionally completed open-ended questions about instructor responsibilities. Results revealed students and faculty had similar perceptions and both endorsed the importance of equitable classroom practices. Using content analysis to generate themes, students identified instructor responsibilities to promote learning environments that are: (1) caring and supportive, (2) safe and equitable, (3) individualized, (4) student-centered, and (5) active and collaborative. Overall, these themes shared considerable overlap with survey results measuring equitable classroom practices. The findings support efforts to include both student and faculty perceptions in the design, curricula, and evaluation of equity-based faculty professional development programs.

EFL STUDENTS’ PERCEPTION ON TEACHERS’ ROLES IN ONLINE LEARNING ENVIRONMENT: A STUDY SURVEY

As a result of the COVID-19 epidemic, public schools have been obliged to switch from face-to-face instruction to online or distance learning only. Teachers may have a more challenging time dealing with the pandemic since they are used to working offline and now must do so online. This study aims to determine how EFL students perceive instructor responsibilities in an online learning environment, and the study's difficulty is how these students perceive teacher roles. The Scale of Teacher Role Inventory (STRI), a tool established by Huang, is utilized to gather data for this study. Student feedback on their work, emotional support, and classroom management were all useful in the results from the three sections. To complete this study question's data, English language education students from a Yogyakarta university were requested to answer 27 questions. Each portion of the questionnaire had varied findings, although the values were comparable. In the cognitive role component, students appreciated lecturers' comments or feedback on their work (M=4.58 SD=0.64), but practice question advice earned the lowest score (M=4.34 SD=0.73). In terms of emotion, the lecturer has offered good help, with the best score received when the lecturer encouraged students to explore their answers and results (M = 4.32, SD = 0.72) and the lowest score gained when the lecturer made learning stressful (M = 3.29, SD = 1.32). This component is the lowest, but the computation is reversed, showing that students are not under pressure from lecturers. Students believed the lecturer crafted a good semester-long course plan (M=4.52, SD=0.61). Students considered lecturers lacked control over learning rate hence this assessment utilized the lowest possible score (M = 4.15, SD = 0.85).

Influential Thoughts of Muslim Thinkers about the Education System; Imam Ghazali and Ibn-Khaldun

Islam is considered divine religion. It is based on God's revelation and the sunnah of the Holy Prophet. It's a complete code of life as religion not just worship. Islam places considerable emphasis on education, as well as on beliefs and worship. It drives people to seek knowledge as a last religion. While, the first revelation highlights the significance of seeking knowledge as the first revelation word “Iqra” which means Read (Chapter Al-alaq). The main prerequisite for developing education is established in first chapter Al alaq's five ayat (Read, knowledge, and pen). The two renowned Muslim thinkers Imam Ghazali and Ibn Khuldun have passed in history, their services in the field of education provide directions to our current education system. Keeping in view the Islamic school of thoughts Imam Ghazali and Ibn Khuldun explained a comprehensive educational philosophy which they have discussed the main foundations of philosophy i.e. metaphysics, epistemology and axiology in the light of Quran and sunnah. Moreover, they have elaborated the aims of education and introduced the techniques to achieve them. As well as they clearly defined the role and responsibilities of instructors and pupils. So, this paper designates the biography and educational thoughts of Imam Ghazali and Ibne Khuldun in detail i.e., the concept of knowledge, classification of knowledge, learning stages, teaching methodology, curriculum, concept of discipline and obligations of both instructors and pupils.

Educational Transformation through TVET

Transformation in education is possible through vocational education as it has taken diverse responsibilities to promote employment in the society. Its motto is to address the need of an individual at local level so that the transformative motto of education can be met. The process of transformation starts from person, then it transforms the society; ultimately, it transforms the nation. Work-based learning can transform an individual from the ideals of theoretical education which is often known as formal education. In transformative education, the responsibility of instructors directs accordingly to focus students in local course and context. TVET has established a new fabric in such context so that we can transform an indifferent, inactive, unemployed person to laborious, active and engaged one. The motto of transformative education is to respect own work so that one can realize change and contributes in course of development. TVET education would rationalize when we can implement local based curriculum with field-work. Secondary sources have been consulted to develop the article. Mostly, the way of transformation has been focused with literatures. Keywords: Transformation, work-based learning, lifelong learning, social practices. DOI: 10.7176/RHSS/11-1-03 Publication date: January 31 st 2021

Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management

Given that massive open online learning courses (MOOCs) are considerably different from traditional classrooms in terms of roles and responsibilities of instructors and learners, successful learners are required to be self-directed in MOOC learning environments. One of the most popular self-directed learning (SDL) models proposed by Garrison (Adult Education Quarterly 48(1):18–33, https://doi.org/10.1177/074171369704800103 , 1997) includes three components: motivation, self-monitoring, and self-management. This model was originally discussed from traditional online and face-to-face learning environment. Thus, the present study investigated the relationship among motivation, self-monitoring, and self-management in MOOCs by surveying 322 MOOC learners. Using structural equation modeling, this study found that motivation directly affected self-monitoring and indirectly influenced self-management through self-monitoring. In addition, self-monitoring positively influenced self-management. Therefore, promoting student self-monitoring skills and motivating students is critical. Additional research is needed on the ways to facilitate and support self-monitoring of MOOC learners. Future research could examine the influence of the three elements of SDL on learning achievement and engagement. In addition, further exploration of learner behaviors in MOOCs could provide insights on facilitating learners’ SDL.

Instructional Strategies for Motivating and Engraining Generation Z Students in Their Own Learning Process

In the last few years, a number of significant research studies were conducted focusing on identifying and determining the root cause and also factors that critically contribute to students failure and success in higher education. These studies have enabled educators to evaluate the underlying causes by analyzing different perspectives presented by students, faculty and academic leaders. Various studies were conducted and published in the past that have addressed the same issue. For example, in three related studies conducted and presented at the Higher Learning Commission (HLC) conference in Chicago, Illinois, the surveyed participants (students, faculty, and academic leaders) provided concrete root-cause factors for student’s failure at college and university level. Student’s academic readiness, self-motivation, study habits, and students attitude towards education were the most mentioned root-causes by both, faculty and academic leaders (Appendix 1). During the studies, all participants agreed upon the fact that in order to succeed, students should have clear mindsets and should be aware of the reasons and requirements they will need to meet in order to enroll in a specific course. They should be thoroughly aware of their purpose for attending a school beyond just getting passing grades and a degree to get jobs. However, all three surveyed groups strongly believe that it is not only the student’s responsibility, but also the responsibility of instructors and college administration to keep students motivated after admitting them to their colleges, programs, and courses (Cherif, Movahedzadeh, Adams, Martyn 2013; 2014; 2015). In this paper, we explore the implementation of some proposed recommendations from various research studies for improving students learning and instructors teaching in a classroom setting. Keywords: Modern students, Motivations; Student academic performance and retention, Student success. DOI : 10.7176/JEP/10-3-01

Successful stories and conflicts: A literature review on the effectiveness of flipped learning in higher education

AbstractAs technological advancements continue to revolutionize teaching, the use of technology in both college/university and K‐12 classrooms is making flipped learning a trending instructional model. “Flipping” the classroom reverses a traditional model of in‐class lecture followed by practice and homework. The roles and responsibilities of instructors and students often require a new or enhanced skill set where the instructor designs intentional learning experiences to engage students outside of the classroom. The learner is accountable for exploring materials outside of class in a self‐directed manner, attempting to gain foundational knowledge before class, and then actively applying it in the classroom. This review analyses the research on flipped learning and flipped classrooms in higher education from a variety of aspects including implementation, efficacy, and quality.

Academic Misconduct: The Instructor's Responsibility

Academic Misconduct: The Instructor's Responsibility

Discussion on the elements of quality assurance of training the doctoral students of traditional Chinese medicine

The current enrollment system, curriculum, teacher quality, the quality of doctoral thesis research and scientific research and innovation ability are the main factors influencing the quality of doctoral cultivation of traditional Chinese medicine. By analyzing these influence factors, the article try to explore traditional Chinese culture quality assurance factors of doctoral students, that is, to control the quality of students, to clear training objectives, to strengthen the responsibility of instructors, to supervise the quality and training of scientific research and innovation ability of students and so on. Key words: Traditional Chinese medicine; Doctoral students; Influencing factors; Training quality; Assurance elements

Intra-curriculum software engineering education

We have been funded by the National Science Foundation to investigate the feasibility of distributing large software engineering projects across the academic curriculum (DUE 0127439). This paper reports on the pedagogical aspects of the intra-curriculum methodology we have developed including motivation, goals, instructor responsibilities, and variations of the approach. The paper also reports on three applications of the methodology including lessons learned.

Classroom Civility is Another of Our Instructor Responsibilities

(2001). Classroom Civility is Another of Our Instructor Responsibilities. College Teaching: Vol. 49, No. 4, pp. 137-140.

Research and practice in medical education

Education should be practiced with attention to principles derived from both the research in medical education and the practical experience of health professions instructors. The authors summarize both the major questions addressed by researchers in medical education during recent years and some of the answers. This paper is divided into four major categories of questions that correspond to the areas of an instructor's responsibility: 1) curricular trends, 2) instruction, 3) evaluation of learners, and 4) evaluation of teaching. It focuses largely on the undergraduate medical curriculum, although many of the conclusions could be applied to graduate education as well.

Using the Gaia Hypothesis to Synthesize an Introductory Biology Course

The Gaia Hypothesis was first stated in the literature in 1972 when James Lovelock proposed that the biosphere is an adaptive control system that can maintain the Earth in homeostasis (Lovelock 1972, 1990). In its infancy the idea was controversial because it invoked the interpretation that the Earth acted like a living organism. The extension of life characteristics to the Earth was a major source of objections made by scientists. Today, after two decades of refinement and revision, the hypothesis no longer describes the Earth as a superorganism (Lovelock 1987, 1990). The main concept emphasized by the hypothesis is global systenms interactions and feedback mechanisms between the living and nonliving processes that take place on Earth. These ideas are now part of mainstream research efforts (Kerr 1988). A study of the Gaia Hypothesis in a biology course illustrates to the students the development of a current scientific hypothesis, and the creative integration between different aspects of biology and between biology and other disciplines which often result in the development of new and novel hypotheses. This exercise can be used as a specific implementation of teaching methods addressed by Coletta (1992) and Fortner (1992) which emphasize both the interdisciplinary nature of science and a planetary perspective of biology. Prior to studying the Gaia Hypothesis, students should be introduced to the topics most relevant to the hypothesis, to relationships between the topics and to the process of scientific investigation. These requirements are usually accomplished near the end of a course, therefore the Gaia Hypothesis activity can be used as a course summary activity. Topics most relevant to the Gaia Hypothesis include: ecology, natural selection, evolution, origins of life on Earth and factors leading to diversity, genetics, cell structure, photosynthesis, cellular respiration, biogeochemical cycling, geological time scales and plate tectonics. The theme during the course was that life on Earth is dynamic in time and space. Students examined all levels of biological organization specifically, but were reminded to keep in mind the broader context of interactions between pieces of living systems and the entire system. It is helpful to use a textbook that also highlights connections between subject matter. Textbooks accomplish this by a variety of techniques. Text illustrations, twopage essays preceding the standard text material and highlighted boxes in each chapter often work together to present the specific chapter topic in a broader perspective. Instructors can take advantage of this organization to discuss that broader view of specific material. In addition, accompanying instructors manuals, resource guides, or other ancillary materials are often appropriate to introduce students to a holistic viewpoint. I selectively drew upon a combination of the above to provide examples of relationships between topics. In addition to the subject matter there must be constant attention to guiding the students' understanding about the process of science. The majority of textbooks and lab manuals do not develop students' skills in scientific thinking (Gibbs & Lawson 1992). It is therefore the instructor's responsibility to provide continuing scientific thinking activities that are associated with the course material. The variety of ways to accomplish this have been the topic of articles in this journal and related publications. A sample of the sources that have been helpful to me include Middleton (1990), Carter and Mayer (1988), Uno (1989), Lawson et al. (1990) and references contained in those publications. These all contain instructions about how to incorporate an inquiry approach to the biology curriculum and have students do critical evaluation of current research to contrast and compare with text presentation.

Criteria for Evaluating Oral History Interviews

ONE DAY a student asked me a very sobering question: How do you plan to differentiate between interviews? Like many other instructors I have been in a state of euphoria over oral history as a teaching tool. Unfortunately, little thought has been given to standardizing the evaluation of interviews. We have long assumed that because a student interviews a person who experienced the Great Depression, for example, the interview is automatically worth preserving. The question at this point is whether the profession should develop a set of standards by which to evaluate student tapes and typescripts. While I quickly formulated an answer that seemed to satisfy this perceptive student, I was left with an unsettled feeling. As I reflected upon his question, several very important reasons came to mind for developing oral history criteria. First, because it is the instructor's responsibility to ascribe a grade, it goes without saying that he should

Encountering Reality: Teaching Politics and Management to Professional-School Students

Student workshops provide a useful adjunct to curricula emphasizing political and institutional analysis. A workshop consists of a student team that helps a government or nonprofit agency solve a pressing policy related problem. As such, they can give students insights into the political and organizational contexts in which policy decisions are made. Through the student's daily encounters with the “client” organization, the traditional lessons of organizational analysis take on much greater meaning. Moreover, students are forced to practice the analytical skills taught in the classroom to obtain their own goals. As an educational experience, workshops are unusually rich and persuasive. On the other hand—the richness and immediacy of the workshop inhibits generalizations and insights. It is the instructor's responsibility to provide a framework so that the educational value of the workshop is not lost.

Planning a hazardous materials course for local firemen and safety personnel

Considers the type of course, the instructor responsibilities and preparation, course development, projects, and grading.

A Special In-House Continuing Engineering Studies Program

Sandia Laboratories has always provided continuing education opportunities for its engineering and scientific staff. In the early 1970's a special in-hours program was initiated which differs markedly from most academically oriented courses. These differences are reflected in what is taught, how it is taught (use of innovations in instructional design), instructor responsibilities, and how course effectiveness is evaluated. The emphasis is on immediate job-applicability of the courses, and the evaluation process has verified on-the-job uses of the new technologies and concepts presented.

Ethical Responsibilities of Instructors in Testing Courses

Ethical Responsibilities of Instructors in Testing Courses