Development of Instructor Support Feature Guidelines. Volume 1.

1986 ◽  
Author(s):  
Amanda W. Easter ◽  
John T. Kryway ◽  
Wayne R. Olson ◽  
Susan M. Peters ◽  
Gail K. Slemon
Keyword(s):  
Instructor Support

Instructor Support Is Critical for Success

2021 ◽  
Vol 30 (3) ◽  
pp. 3-5
Author(s):  
Christine M. Estel
Keyword(s):  
Instructor Support

Predictive Maintenance Information Systems

2020 ◽  
Vol 16 (2) ◽  
pp. 54-72
Author(s):  
Yu Zhao ◽  
Kakoli Bandyopadhyay ◽  
Cynthia Barnes
Keyword(s):  
Information Systems ◽  
Learning Outcomes ◽  
Enterprise Resource Planning ◽  
Student Motivation ◽  
Resource Planning ◽  
The United States ◽  
Equation Modeling ◽  
System Quality ◽  
Erp System ◽  
Instructor Support

Enterprise resource planning (ERP) systems allow businesses to achieve high performance through distinctive capabilities and are one of the fastest growing areas within information systems. Many universities have adopted ERP in their management information systems (MIS) curriculum to increase the marketability of their students. Drawing on the IS success model and several constructive learning theories, this study develops a model that is predictive of students' continued ERP software use intention, satisfaction, and perceived learning outcomes. SAP is the ERP system used in this study. Business students at four mid-sized state universities in the United States were surveyed. The universities are members of the SAP University Alliance. There were 373 usable responses. Partial least squares structural equation modeling (PLS-SEM) was used to empirically test the model. The findings indicate that student motivation, perceived instructor support, and ERP system quality are strong predictors of student satisfaction, and learning outcomes. Student motivation and ERP system quality, but not perceived instructor support, are also significant predictors of continued use intention.

The impact of knowledge sharing enablers on knowledge sharing behavior: an empirical study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shorouq Eletter ◽  
Ghaleb Awad El Refae ◽  
Abdoulaye Kaba
Keyword(s):  
Knowledge Sharing ◽  
Partial Least Square ◽  
Least Square ◽  
Equation Modeling ◽  
Academic Institutions ◽  
Content Type ◽  
Knowledge Sharing Behavior ◽  
Instructor Support ◽  
The Impact ◽  
Sharing Behavior

Purpose Academic institutions play a crucial role in social and economic development. They share responsibilities to equip students with knowledge and skills. This study aims to examine and investigate the impact of knowledge sharing enablers (KSE) on knowledge sharing behavior (KSB). The paper measured KSE through perceived instructor support of knowledge sharing instructor support (IS), perceived information and communication technology (ICT) support of knowledge sharing and perceived ability to share knowledge (ASK). Design/methodology/approach A survey questionnaire was used as an instrument for data collection. A sample of 597 students from Al Ain University in UAE participated in the study. The collected data were treated and analyzed through MS Excel and International Business Machines Statistical Package for the Social Sciences (SPSS) version 25. The theory of reasoned action (TRA) was used in formulating a conceptual framework. Several statistical techniques, including partial least square structural equation modeling, were used to test and verify hypotheses. Findings Findings of the study supported TRA theory by suggesting a positive and significant impact of KSE (IS, ICT and ASK) on KSB. The findings supported the stated three hypotheses and confirmed that at least 45% of the variation in students’ KSB is explained by a variation in one of the three KSE indicators. The paper provided important theoretical and practical implications for researchers and managers of academic institutions. Originality/value Academic institutions need to advance their strategies to create more collaborative environments for boosting knowledge sharing among students. Such practice will contribute in improving the students’ overall capabilities, skills and success of academic institutions.

The Advisor and Instructor as a Dynamic Duo: Academic Motivation and Basic Psychological Needs

2013 ◽  
Vol 33 (2) ◽  
pp. 44-54 ◽  
Author(s):  
Tracie D. Burt ◽  
Adena D. Young-Jones ◽  
Carly A. Yadon ◽  
Michael T. Carr
Keyword(s):  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Perceived Support ◽  
Academic Advisors ◽  
Student Needs ◽  
Instructor Support ◽  
Motivation And Learning

Students learn in and out of a formal classroom, and instructors and academic advisors play key roles in academic motivation and learning. Therefore, through the lens of self-determination theory, we examined the ways perceived support from instructors and advisors relates to satisfaction of college students' basic psychological needs. Advisor and instructor support correlated with satisfaction of student needs for autonomy, competence, and relatedness. Also, as hypothesized, instructor and advisor support predicted satisfaction of basic needs, but did so differently. Instructors and academic advisors create a dynamic duo that significantly contributes to satisfaction of basic psychological needs underlying motivation and achievement.

Laparoscopic-Guided Compared to Skilled Instructor Support for Student Rectal Examination Training Using Live Horses in the Veterinary Curriculum

2014 ◽  
Vol 44 (3) ◽  
pp. 352-358 ◽  
Author(s):  
Rolfe M. Radcliffe ◽  
Alison C. Manchester ◽  
Hussni O. Mohammed ◽  
Kyla Ortved ◽  
Heidi L. Reesink ◽  
...  
Keyword(s):  
Rectal Examination ◽  
Instructor Support ◽  
Veterinary Curriculum

scholarly journals Omani Undergraduate Students’ Awareness and Experiences of the Research-Teaching Nexus

2021 ◽  
Vol 10 (4) ◽  
pp. 207
Author(s):  
Mohammed Abdullah Al-Nofli
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Online Survey ◽  
Good Evidence ◽  
Research Experience ◽  
Research Activities ◽  
Hands On ◽  
Instructor Support ◽  
Participation In Research

The research-teaching nexus is an important factor in the enhancement of the quality of teaching and learning in higher education institutions. The purpose of the study was to explore undergraduate students’ awareness and experiences of research in one faculty at Sohar University, Oman. Data were gathered from 240 undergraduate students using an online survey. Overall, results indicated that while there was good evidence of students’ awareness and experiences of research, less than half of the students in the sample were aware of or had experienced important research activities. Some students reported advantages arising from their participation in research—including developing research skills and gaining new knowledge. They also reported the need for more hands-on research experience and instructor support. Some findings were generally consistent with the literature on students’ awareness and experiences of research. The study provided important implications for the research-teaching nexus at Sohar University.

scholarly journals Comparing How Different Inquiry-based Approaches Impact Learning Outcomes

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Andrew A Tawfik ◽  
Woei Hung ◽  
Philippe J. Giabbanelli
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Causal Reasoning ◽  
Conceptual Knowledge ◽  
Theory And Practice ◽  
Significant Difference ◽  
Based Instruction ◽  
Instructor Support ◽  
Meta Analyses

To date, there are currently many variations of inquiry-based instruction including problem-based learning (PBL), lecture prior to problem solving, and case-based learning (CBL). While each claim to support problem-solving, they also include different levels of student- centeredness and instructor support. From an educational perspective, further clarity is needed to determine which model best supports learning outcomes such as conceptual knowledge, causal reasoning, and self-efficacy. While various meta-analyses have been conducted to ascertain how inquiry-based instruction compares with lecture-based approaches, there are few studies that directly compare these methods. To address this gap, this study looked at the effects of PBL, lecture prior to problem-solving, and CBL on students conceptual knowledge, causal reasoning, and self-efficacy (N = 91). While no significant difference was found on self-efficacy, the results found that learners in the PBL group performed highest on conceptual knowledge. In terms of causal reasoning, the PBL group outperformed other conditions on correctly identified connections. However, the PBL condition also had the highest number of incorrectly identified concepts. Implications for theory and practice are also discussed.

Mentoring and Support for the edTPA

2016 ◽  
pp. 236-261 ◽  
Author(s):  
Randa Suleiman ◽  
Clavon Byrd
Keyword(s):  
Program Evaluation ◽  
Data Analysis ◽  
Teacher Candidates ◽  
Online Survey ◽  
Research Question ◽  
Support Program ◽  
Interactive Program ◽  
Program Model ◽  
University Supervisors ◽  
Instructor Support

The research question was: How effective is the current edTPA mentoring and support program for teacher candidates? This research utilized mixed method interactive program evaluation. An online survey collected teacher candidates' perceptions of mentoring and support for edTPA. The survey questions were organized around four constructs: Preparedness, support from instructor, support from university supervisors, and support from cooperating teacher. With N = 46, a comprehensive data analysis was conducted that identified areas of strength and need of the program. As a result, the researchers developed an edTPA mentoring and support program model.

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