scholarly journals Student and instructor perceptions of engagement after the rapid online transition of teaching due to COVID‐19

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Kristen A. Walker ◽  
Katherine E. Koralesky
Keyword(s):  
Instructor Perceptions

scholarly journals Faculty and Instructor Perceptions of Open Educational Resources in Engineering

2017 ◽  
Vol 58 (4) ◽  
pp. 257-277 ◽  
Author(s):  
Talea Anderson ◽  
Annie Gaines ◽  
Chelsea Leachman ◽  
Evan Peter Williamson
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Instructor Perceptions

Show and tell: Student and instructor perceptions of screencast assessment

2013 ◽  
Vol 18 (4) ◽  
pp. 257-277 ◽  
Author(s):  
Elizabeth Jackson Vincelette ◽  
Timothy Bostic
Keyword(s):  
Instructor Perceptions

The E’s of TNHE and EMI

2021 ◽  
Vol 44 (2) ◽  
pp. 253-259
Author(s):  
Dudley Reynolds
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Case Studies ◽  
Language Practices ◽  
Policy And Practice ◽  
Transnational Higher Education ◽  
Critical Awareness ◽  
English Medium Instruction ◽  
Instructor Perceptions

Abstract Questions asked as part of phenomenographic research are used to critically synthesize findings from the case studies in this issue of English-medium instruction (EMI) in transnational higher education (TNHE). With respect to whether EMI in TNHE can be considered a phenomenon, it is suggested that the phenomenon is more discursive than empirical. Student and instructor perceptions of the phenomenon reveal a critical awareness of the policies that structure the learning environment and agency that takes advantage of the policies’ discursive nature to create alternative, multilingual language practices and improve learning. A gap between policy and practice that allows for negotiation of the E’s in EMI and TNHE, English and education, is hence called for.

Instructor Perceptions and Intentions to Use a Tablet PC for Mobile Learning in a Ghanaian University

2016 ◽  
pp. 495-517 ◽  
Author(s):  
Stephen Asunka
Keyword(s):  
Technology Acceptance ◽  
Mobile Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Tablet Pc ◽  
Instructor Perceptions ◽  
Acceptance Model ◽  
Behavioral Intention To Use ◽  
Learning Data

This study used aspects of the Technology Acceptance Model (TAM) to predict instructor acceptance and adoption of a tablet computer for mobile learning in a Ghanaian University. Following the distribution of a customized tablet PC (known as Campus Companion) to all instructors of the institution, and an expectation that they will use these devices to support and facilitate mobile learning, data on instructor perceptions, attitudes, and behavioral intention to use the technology were gathered and analyzed. Thirty-eight (38) instructors participated in the study. Findings show that instructors' intentions to use the tablet PC for mobile learning are very low, and are significantly influenced by their perceived usefulness, perceived ease of use and attitude towards the device. Implications of these findings for practice and further research are discussed within the context of the adoption of m-learning within the Ghanaian higher education context in particular and the developing world in general.

Field Instructor Perceptions in Group Supervision

2007 ◽  
Vol 26 (1-2) ◽  
pp. 61-80 ◽  
Author(s):  
Tamara Sussman ◽  
Marion Bogo ◽  
Judith Globerman
Keyword(s):  
Group Supervision ◽  
Instructor Perceptions ◽  
Field Instructor

Student and Instructor Perceptions of the Efficacy of Computer-Aided Lectures in Undergraduate University Courses

1998 ◽  
Vol 19 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Jerrell C. Cassady
Keyword(s):  
Student Perceptions ◽  
Control Group ◽  
Traditional Lecture ◽  
Regular Class ◽  
Lecture Method ◽  
Computer Aided ◽  
Quasi Experimental ◽  
Class Instruction ◽  
Instructor Perceptions

Student and instructor perceptions of the effectiveness of computer-aided presentations in a lecture-oriented undergraduate course were investigated in a quasi-experimental design. Control group students received traditional lecture presentations covering two topics, separated by one week. The experimental group received the traditional lecture presentation for the first topic, and viewed the computer-aided presentation for the second. Between-group comparisons of student perceptions of the level of quality of both presentations were conducted as well as testing within group changes across the two presentations. Results indicate that students found the computer-aided presentations to be superior to regular class instruction in the following areas: 1) flow, organization, and clarity of the presented information; 2) ease in following the presentation; 3) preparation of instructor; 4) ability to pay attention; and 5) level of interest of the material. Open-ended interviews revealed that instructors considered the computerized presentations useful and worthy of continued use, however cited various conditions that would need to be met to begin to use this technique regularly. Such conditions included access to materials, extra time for preparation, and training on the equipment. The results support the integration of computer-aided presentations in courses using the lecture method, provided basic logistic conditions can be satisfied.

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