Student Perceptions Of Faculty Research Articles

Faculty Experiences: Virtual versus Traditional Problem-based Learning during COVID-19 in a Saudi Medical College

Abstract Background: The COVID-19 pandemic has forced a fast change to new teaching approaches based on online education. Problem-based learning (PBL) was one of the modified teaching strategies. The current study sought to examine faculty perceptions of virtual versus traditional PBL during the COVID-19 pandemic at a Saudi medical college. Methods: This is a retrospective cross-sectional study conducted at King Saud University’s College of Medicine. We compared the perceptions of faculty members who facilitated traditional face-to-face PBL in 2019–2020 and virtual PBL in 2020–2021. An online survey with demographic and practice data was distributed. The faculty’s perception of PBL facilitation, student learning, and overall satisfaction was investigated using a 5-degree Likert scale: 15 items grouped into three main areas. All of the questions were written in a way that compares traditional and virtual PBL. Mean scores were determined for all parts, and the findings were reported as mean standard deviation, with scores of 3 and above considered positive, and scores of <3 considered negative. The data were analyzed with SPSS version 25.0. Results: In the study period, 57 faculty members facilitating PBL replied to the survey (response rate 67.85%). There were no gender variations in the representation of participants (male 56.1%, female 43.9%), and they come from a variety of basic and clinical departments. The majority of participants (91.3%) have more than 2 years of PBL facilitation experience, and 64.2% have received training in both virtual and traditional PBL facilitation. The faculty assessment of facilitating virtual PBL was favorable as overall satisfaction, with the mean of the components in the satisfaction section being 3.67. In terms of facilitation preferences, we discovered that despite the amount of effort involved in facilitating traditional PBL sessions (mean = 3.47), their motivation to facilitate traditional PBL was higher than that of virtual PBL (mean = 3.33). Faculty perceptions of students’ learning in PBL were more traditional, with the mean of the items in this section (such as students’ motivation, participation, and group dynamics) being higher (3.616). Conclusions: The faculty’s satisfaction with their abilities to properly facilitate virtual PBL sessions did not detract from their motivation to be in direct personal interaction with students during PBL sessions. To ensure faculty care about students’ learning in virtual PBL, their perception had to be correlated to their learning outcomes.

Benefits of an Online Interactive Educational Program Over Traditional Textbooks.

Technology has become increasingly prominent in nursing education. Online learning platforms may be more useful than traditional textbooks in promoting active learning, engagement, and satisfaction. The purpose was to evaluate a new online interactive education program (OIEP) that replaces traditional textbooks and to understand student and faculty satisfaction, perceived efficacy of the program, student engagement, and whether the OIEP can help NCLEX preparation and reduce burnout. This retrospective study assessed student and faculty perceptions of the constructs using quantitative and qualitative measures. Perceptions were measured at 2 time points each: halfway through the semester and again at its conclusion. Mean efficacy scores of groups were high at both time points. Students showed significant increases in content constructs, which were supported by faculty perceptions of students. Students agreed that using the OIEP throughout their program would significantly increase preparedness for NCLEX. The OIEP may better support nursing students throughout school and on NCLEX than traditional textbooks.

Faculty-Student Perceptions and Demands for Syllabus: Focusing on the case of K University

목적 본 연구는 수업계획서에 대한 k대학 교수-학생의 인식과 요구를 분석하는데 그 목적이 있다. 방법 연구대상은 k대학교 교수 60명과 학생 833명이며 2021년 7월 22일부터 7월28일까지 온라인으로 설문자료를 수집하였고 8월 24일에 소그룹 인터뷰를 실시하였다. 자료분석은 SPSS를 활용하였다. 결과 첫째, 11개 대학의 수업계획서를 분석한 결과, 교과목목표, 주차별 강의계획, 평가방법 및 기준이 높은 빈도를 나타내었고, 지난학기 강의평가 반영사항, 선수학습내용, 공학인증설계 교육계획서가 낮은 빈도를 나타내었다. 둘째, 교수는 수업계획서 항목에 대해서 보통 이상의 만족도를 나타내었다. 셋째, 교수는 수업계획서 항목중 주별수업계획, 성적평가항목, 세부교과목목표를 중요하게 생각하였다. 넷째, 학생의 63.4%가 교과목 수강시 수업계획서를 대체적으로 활용한다고 응답하였다. 다섯째, 학생은 수업계획서에서 제공하는 정보에 대해서 보통 이상의 만족도를 나타내었다. 여섯째, 학생은 수업방식과 성적평가항목을 중요하게 생각하였다. 여섯째, 교수 대상 소그룹인터뷰에서 수업계획서 항목의 구체화, 중복된 문항 삭제, 불필요한 문항 제거, 교수의 자유도를 높일 수 있는 형태로의 전환 등 다양한 의견이 제시되었다. 결론 본 연구는 수업계획서에 대한 교수 및 학생의 인식과 요구를 분석하고 수업계획서 개선을 위한 시사점을 제안하였다는 점에 의의가 있다.

Faculty Perceptions of Students' IL Learning in First-Year Writing

Faculty Perceptions of Students' IL Learning in First-Year Writing

Faculty-student perceptions about entrepreneurship in six countries

PurposeIn what may be the first study of its kind in business and entrepreneurship, the purpose of this paper is to compare faculty and student perceptions and beliefs about entrepreneurship motives and barriers and student aspirations in order to explore implications for entrepreneurship education (EE).Design/methodology/approachThe authors survey 3,037 students and faculty in the USA, China, India, Turkey, Belgium, and Spain, focusing on perceptions of entrepreneurship motives and barriers. Factor analysis organizes data for comparisons and regressions.FindingsThe authors find significant faculty-student differences in views of entrepreneurship motives and barriers, university environments, and student aspirations. An especially important finding is that, across six countries with widely varying cultures, economies, and entrepreneurial environments, students consistently see themselves as more entrepreneurial than the faculty perceive.Research limitations/implicationsLimitations include sample size and self-reporting. The authors also have focused on the significance of differences in perceptions, not on whether faculty or student perceptions are correct. A major implication of the study is that EE curricula need to be assessed in terms of their impact on the self-confidence, risk aversion, and entrepreneurial disposition of students.Originality/valueThe authors shine light on an overlooked topic – faculty-student perceptual alignment – to stimulate research and strengthen EE, especially regarding students’ self-confidence and views of failure and risk.

Faculty Perceptions of Students in Life and Physical Science Research Labs

This qualitative study involved interviews of 32 faculty principle investigators at three research institutions and explored how they view the role of students within physical and life science labs. We used socialization theory and student engagement literature to analyze faculty views, which can contribute to student investment in STEM fields. Findings relate to understanding students as workers versus learners or trainees and the tension that results from differing views of students.

Faculty perceptions of students' information literacy skills competencies

This research study investigates academic faculty perceptions of information literacy at eight New Jersey higher educational institutions. The study examines the value and importance faculty place on information literacy (IL), the infusion of IL into curricular learning outcomes and an assessment of the competency levels students achieve in mastering IL skills. This study adds to the research in the field as a multi-institutional study conducted at both two-year and four-year institutions, investigating full-time and part-time faculty perspectives. Findings are based on results from an online survey, with a total of 353 usable responses. Overall, faculty familiarity with IL concepts was high; faculty are overwhelmingly supportive of IL and are incorporating these skills into learning outcomes for their courses; and there are strong expectations of students’ achieving IL skills by graduation, but faculty perceptions are that students fall short of mastering those skills by the end of their programmes.

Professors online: The Internet’s impact on college faculty

This paper reports on findings from a nationwide survey of Internet use by U.S. college faculty. The survey asked about general Internet use, use of specific Internet technologies (e–mail, IM, Web, etc.), the Internet’s impact on teaching and research, its impact on faculty–student interactions, and about faculty perceptions of students’ Internet use. There is general optimism, though little evidence, about the Internet’s impacts on their professional lives. The findings show that institutions of higher education still need to address three broad areas (infrastructure, professional development, and teaching and research) to assist faculty to continue to make good use of the Internet in their professional work.

A Report on Faculty Perceptions of Students’ Information Literacy Competencies in Journalism and Mass Communication Programs: The ACEJMC Survey

This article presents the results of a survey done of the faculty of programs fully accredited by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) in 2002–2003. The purpose of the survey was to assess the faculties’ perceptions of their students’ information literacy skills as defined by the ACRL standards adopted in 2000. Faculty reported that most of their graduate students met the ACRL criteria for information literacy, but only some of their undergraduate students could be considered information literate by these standards. Faculty also reported consistent improvement in their students’ research process after receiving library instruction.

Analysis Of Online Student Ratings Of University Faculty

This article explores and analyzes a new, exciting, and quite different source of faculty evaluation data that has recently become available on the world wide web; online faculty evaluation/ratings. The authors analyze the relationships between different online student rating measures of faculty performance. They investigate how student ratings of faculty easiness, clarity, and helpfulness are interrelated. The results of the analysis provides insights into student perceptions of faculty and suggest implications for the practice of teaching.

Student Perceptions of the Professional Behavior of Faculty Physicians

This study was conducted to obtain a baseline understanding of the professional behavior of clinical faculty physicians from the medical students’ perspective. Students completed a professionalism evaluation of supervising faculty at the end of each required third-year clerkship over a one year period. Results were analyzed by specific behaviors and across clerkships. Differences were noted in the frequency of the types of problems seen, and varied by clerkship discipline. The most common transgressions of professional behavior reported were the use of derogatory language towards other services or patients and the disrespectful treatment of others. Our study served to provide objective feedback to the faculty about student perceptions of faculty as role models for professionalism while on clinical rotations.

Identification of the Service Quality Dimensions of Pharmaceutical Education

Objectives. Describe the perceptual dimensions of student assessments of the quality of their education. Link those dimensions with student satisfaction with their educational experience. Methods. A 37-item educational service quality instrument and a seven-item satisfaction scale were administered to 372 students in their final year of education in years 1999 to 2002. Results. Factor analysis identified 5 dimensions of service quality labeled resources, interpersonal behavior of faculty, faculty expertise, faculty communication, and administration. Stepwise regression analysis showed that all factors were significantly related to overall satisfaction with each explaining the following percent variance: faculty interpersonal behavior (47%), administration (8%), resources (4%), faculty communication (3%), and faculty knowledge (1%). Mean scores of service quality dimensions demonstrated significant improvement from 1999 to 2002 for four of the five dimensions. Conclusion. The 5 dimensions of educational service quality found in this study are unique to the services marketing literature. Student perceptions of faculty are multidimensional with faculty interpersonal behavior explaining the most variance in student satisfaction responses.

Overcoming Unintentional Barriers with Intentional Strategies: Educating Faculty about Student Disabilities

Krista Forrest is an Assistant Professor in the Department of Psychology at the University of Nebraska at Kearney, where she teaches general psychology and life span development as well as advanced courses in adolescent psychology, group dynamics, and psychology and law. A graduate of North Carolina State University with a MS in developmental psychology and a PhD in social psychology, she is currently examining the extent to which specific police interrogation strategies influence a suspect's likelihood of falsely confessing. Her dedication to educating students with disabilities comes from 12 years of combined teaching experience at North Carolina State, Elon College, and University of Nebraska at Kearney as well as her role as a mother to a child who has both visual and hearing impairments. Catherine Fichten received her MA in experimental social psychology from Concordia University, her PhD in clinical psychology from McGill University, and is currently a Professor of Psychology at Dawson College, an Associate Professor of Psychiatry at McGill University, and a clinical psychologist at the SMBD–Jewish General Hospital. In addition to her research in the areas of sexual dysfunction and sleep disorders, she has published or has in press over 30 articles concerning postsecondary students and disabilities. Topics range from nondisabled student and faculty perceptions of students with disabilities to the availability of technology for students with disabilities. She has authored or coauthored grants worth over 2 million dollars to empirically investigate factors influencing the academic and social success of college students with disabilities. As a member of the advisory committee for the Canadian Institutes of Health Research, she has informed multiple institutes within the agency of the needs and research opportunities related to mobility issues. Many of her articles are available on her Web page ( www.fichten.org ).

Faculty Perceptions of Students' Business Communication Needs

Today's student populations comprise more minority students, more students for whom English is a second language, and more older students than in the past. These changes prompted this descriptive study in which business faculty members' perceptions about the business commumcation curriculum are examined. Faculty perceive their students to have problems with basic writing skills as well as with sophisticated writing concepts and techniques. Faculty seem to agree on the content that should be included in a business communi cation course. As a result, guidelines are recommended for those who revise the business communication course.