Student Perceptions Of Instructor Research Articles

Cam or professor Lee? How instructor seniority and address term influence student perceptions in the United States

AbstractIn this research, we explore the effect of college instructors' use of formal versus casual titles on student perceptions as a function of the instructors' academic ranks. We conducted two studies: the first surveying students to study their expectations and preferences of formality and rank, and the second using experimental manipulations of title formality and instructor rank to examine the effects on student perceptions of instructors and their classes. Our data indicate that a full professor is perceived more favourably than a graduate assistant when using a casual title (their first name). Conversely, the pattern goes the opposite when they use a formal title. These insights were assessed through course favourability and enrolment intention and were rooted in two fundamental individual traits: competence and approachableness. In addition, the effects are less pronounced for students with previous exposure to the course content, suggesting course experience as a moderator. This study offers guidance on student–instructor interactions and provides insights for educators in presenting themselves through different titles.

A comparison of preservice teacher perceptions of instructor video and text-based feedback.

This experimental quantitative study investigated 48 preservice teachers from a Midwestern state and their perceptions of instructor feedback on a common assessment. Instructor feedback was provided on a program-wide lesson plan in traditional text-based format (N = 26) or digital video-based feedback (N = 22). Feedback competence was assessed using four categories: (1) student perceptions of instructor; (2) student perceptions of knowledge acquisition and learning; (3) student perceptions of personal involvement in the course; and (4) student perceptions of personal motivation. An independent samples t test found participants who received video-based feedback reported higher levels of perceived instructor effectiveness, skill development, intrinsic motivation, and preparedness to enter the profession. The findings moved the literature forward through the significant differences of effectiveness based upon type. Results can help demonstrate the continued need for more personalized feedback for preservice educators to meet course outcomes and improve teaching practices.

Measuring clicker impact on student perceptions of course and instructor

Recent research has shown that students have positive opinions regarding the use of remote response devices ('RRD's), commonly known as 'clickers', in the classroom. Studies indicate that clickers are effective, help students engage, and improve the overall learning process. This research focuses on measuring the size of the impact of clickers, via the effect size index, on student perceptions of the instructor and course. Results indicate that student opinions of clickers are definitely related to student opinions about course and instructor. That is, the two concepts are not independent. Furthermore, the use of clickers has numerous small, medium, and large effects on various student perceptions about the instructor and the course. These results can be generalised to other studies via the effect size index and its standardised measurement scale. Some demographic differences in perceptions about clickers are also discussed.

Measuring clicker impact on student perceptions of course and instructor

Recent research has shown that students have positive opinions regarding the use of remote response devices ('RRD's), commonly known as 'clickers', in the classroom. Studies indicate that clickers are effective, help students engage, and improve the overall learning process. This research focuses on measuring the size of the impact of clickers, via the effect size index, on student perceptions of the instructor and course. Results indicate that student opinions of clickers are definitely related to student opinions about course and instructor. That is, the two concepts are not independent. Furthermore, the use of clickers has numerous small, medium, and large effects on various student perceptions about the instructor and the course. These results can be generalised to other studies via the effect size index and its standardised measurement scale. Some demographic differences in perceptions about clickers are also discussed.

Computer-Mediated Word-of-Mouth Communication: The Influence of Mixed Reviews on Student Perceptions of Instructors and Courses

The purpose of this experiment was to test the influence of mixed reviews appearing as computer-mediated word-of-mouth communication (WOM) on student perceptions of instructors (attractiveness and credibility) and attitudes toward learning course content (affective learning and state motivation). Using the heuristic-systematic processing model, it was hypothesized that students who received positive valence computer-mediated WOM about an instructor would perceive the instructor as more credible and attractive and would report greater levels of affective learning and state motivation to learn than students who received negative information, mixed-valence information, or no information (control). It was further hypothesized that students who received mixed-valence information would not differ significantly in their ratings of instructors or courses when compared to the control group. Both hypotheses were supported. Results are discussed in light of the heuristic-systematic processing model. The implications for instructional communication and online rating systems are addressed.

Students' Perceived Understanding Mediates the Effects of Teacher Clarity and Nonverbal Immediacy on Learner Empowerment

This study examined students' perceived understanding as a mediator of the relationship between student perceptions of teacher clarity, nonverbal immediacy cues, and learner empowerment (i.e., meaningfulness, competence, and impact). Participants included 261 undergraduate students who completed survey instruments. Results of structural equation modeling indicated that students' perceptions of teacher clarity and nonverbal immediacy enhanced students' perceived understanding, which in turn positively predicted all three dimensions of learner empowerment. Bootstrapping analyses revealed significant indirect effects for student perceptions of teacher clarity and immediacy on the impact and competence dimensions of learner empowerment. Collectively, the results highlight perceived understanding as a key theoretical mechanism that further explains the associations among student perceptions of instructors' communication behaviors and learner empowerment.

Textbook Use and Learning: A North American Perspective

Eight hundred and ninety students at 35 US institutions of higher education participated in a comprehensive study of textbook use and its relation to ratings of textbook quality and helpfulness, a student self-report of learning, student self-report of their deep approach to learning, student perceptions of instructors, and a measure of quiz performance. Intercorrelations between key measures revealed surprising relationships about the influence of these variables on self-reported learning and quiz performance. An analysis of textbook differences revealed some significant differences between the books in terms of quality and helpfulness as well as self-reported learning, but not on quiz performance. The authors identified significant predictors of self-reported learning (deep approach and student perceptions of instructor) and quiz performance (grade point average and textbook helpfulness). These results highlight the complexity of examining student learning and suggest some important variables and problems for future research especially the need for a valid, reliable, measure of learning.

Students' Perceptions and Communicative Management of Instructors' Online Self–Disclosure

Computer-mediated communication has become one of the many teaching strategies used to enhance students' cognitive and affective learning. What happens, however, when instructors use the Internet for personal purposes, such as staying in touch with friends and sharing gossip? This study investigated how college students perceive and communicatively manage their instructors' private information after viewing these profiles. An interpretive analysis of 21 interviews with college students confirmed previous research regarding student perceptions of instructors' self-disclosure, and students reported the information online impacted their communication with the instructor in various ways. Implications and future research suggestions are discussed.

Students' Perceived Understanding: An Alternative Measure and its Associations with Perceived Teacher Confirmation, Verbal Aggressiveness, and Credibility

Given recent questions regarding the construct validity of Cahn and Shulman's Feelings of Understanding/Misunderstanding scale, two studies were conducted to develop a low-inference, behavioral measure of students’ perceived understanding in the college classroom. In Study One (N = 265), a pilot inventory was developed to measure students’ perceptions of instructor behaviors that communicate understanding and/or misunderstanding in the college classroom. In Study Two (N = 261), confirmatory factor analyses supported the hypothesized item loadings from the pilot inventory and yielded a new, Student Perceptions of Instructor Understanding Scale (SPIUS). Correlation analyses revealed meaningful associations between the new measure and students’ perceptions of teacher confirmation, verbal aggressiveness, and credibility.

The Influence of Computer-Mediated Word-of-Mouth Communication on Student Perceptions of Instructors and Attitudes Toward Learning Course Content

The purpose of this study was to experimentally test the influence of computer-mediated word-of-mouth communication (WOM) on student perceptions of instructors (attractiveness and credibility) and on student attitudes toward learning course content (affective learning and state motivation). It was hypothesized that students who receive positive computer-mediated WOM about an instructor would perceive the instructor as more credible and attractive than students who receive no information or negative information. It was further hypothesized that students who receive positive computer-mediated WOM about an instructor would report greater levels of affective learning and state motivation to learn than students who receive no information or negative information. All hypotheses were supported. Results are discussed in light of the heuristic–systematic processing model, and the implications for instructional communication are addressed.

Antisocial classroom communication: Instructor influence and interactional justice as predictors of student aggression

The present study investigated potentially destructive instructor and student communication. In particular, it examined the relationships between instructor use of antisocial behavior alteration techniques (BATs), student perceptions of instructor interactional justice, and students' likelihood of indirectly aggressing against their instructors. Results indicate that student perceptions of instructors' use of antisocial BATs and instructor interactional injustice predicted increased student indirect aggression. In addition, student perceptions of instructor antisocial BAT use and interactional justice were negatively correlated and interactional justice was a stronger predictor of student indirect aggression than was instructor antisocial BAT use.

Fashion in the classroom III: Effects of instructor attire and immediacy in natural classroom interactions

This is the third of three studies using complementary designs to investigate the effects of teacher attire on student perceptions of instructors and instruction in contemporary college classrooms. In line with Studies One and Two, modest effects of attire on perceptions of extroversion and competence were found; however, previous conclusions that instructor attire has little meaningful, predictable effect on ratings of attributes related to either approachability or credibility were reinforced. Student judgements of such attributes were influenced far more by teacher use of immediacy behaviors than by attire. In particular, positive effects resulting from teachers’ choice of formal professional attire were not supported. This is the final study in a three‐part series designed to investigate the implications of instructor attire in the contemporary college classroom. Interest in this topic was sparked by collegial conversations regarding advice for new teaching assistants: What can they do to enhance credibility, approachability, and teacher evaluations? Does what they wear make a difference?

Fashion in the classroom: Effects of attire on student perceptions of instructors in college classes

This study was conducted to investigate contemporary effects of instructor attire (specifically, graduate teaching assistant attire) on students' perceptions of college teachers in a live lecture context. Effects of three dress conditions, formal professional, casual professional, and casual, were tested under tightly controlled experimental conditions. Results indicated that more formal dress (business suits, dress shoes) was associated with increased ratings of instructor competence, particularly for female students rating female instructors. However, contrary to common assumptions, the most positive influences of instructor dress were found in the highly casual condition (faded jeans, T‐shirt, flannel shirt). Perceptions of homophily accounted for a small amount of variance in instructor ratings, but there was no significant effect of dress condition on ratings of homophily. Overall findings suggest that caution be used in drawing conclusions regarding potential payoffs of professional classroom dress based upon literature not specifically concerned with the classroom context.

Temporal patterns and effects of perceived instructor compliance‐gaining use

This study examined student perceptions of instructor compliance‐gaining behavior and student affective and cognitive learning over a semester. Analysis of variance indicated significant differences among perceptions of instructor compliance‐gaining behavior at the beginning, middle, and end of the semester. Significant differences were also found in levels of student affective learning over the semester. Student perceptions of instructor compliance‐gaining significantly contributed to learning such that greater affective and cognitive learning was associated with less use of antisocial compliance‐gaining techniques and more use of prosocial techniques.