Student perceptions of differential teacher treatment in open and traditional classrooms.

Over the years instructors and administrators have worked together to provide education to students in academic institutions. The role of the participants in this educational system were well-defined. Instructors and administrators were responsible for the dissemination of knowledge and the methodology used was simple: the instructor transferred the knowledge to the students. The merging of computers and communications technology is transforming the way we teach and learn. Physical classrooms are being replaced by electronic classrooms. The roles of the participants are being redefined where the instructor is becoming a facilitator in the electronic classroom and students are participating in these classes from anywhere and at anytime. Questions that arise for universities include: Is this the future of higher education? Will electronic classrooms replace traditional classrooms? In this study we explore and discuss the perceptions of students in a mid-western rural university regarding virtual education. Implications for the participants in the educational system are also discussed.

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Student perceptions of differential teacher treatment as moderators of teacher expectation effects.

Journal of Educational Psychology ◽

10.1037/0022-0663.76.2.236 ◽

1984 ◽

Vol 76 (2) ◽

pp. 236-247 ◽

Cited By ~ 90

Author(s):

Karen A. Brattesani ◽

Rhona S. Weinstein ◽

Hermine H. Marshall

Keyword(s):

Student Perceptions ◽

Teacher Expectation ◽

Teacher Treatment

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Do student perceptions of their dental curriculum change over time?

Journal of Dental Education ◽

10.1002/j.0022-0337.1998.62.11.tb03260.x ◽

1998 ◽

Vol 62 (11) ◽

pp. 934-937 ◽

Cited By ~ 3

Author(s):

NW Berk ◽

JM Close ◽

RJ Weyant

Keyword(s):

Student Perceptions ◽

Curriculum Change ◽

Change Over Time ◽

Dental Curriculum ◽

Over Time

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

Perspectives on Issues in Higher Education ◽

10.1044/ihe14.1.21 ◽

2011 ◽

Vol 14 (1) ◽

pp. 21-28

Author(s):

Mary J. Emm ◽

Christine P. Cecconi

Keyword(s):

Student Perceptions ◽

Clinical Supervision ◽

Private Practice ◽

Universal Design ◽

Professional Preparation ◽

Learning Activities ◽

Functional Information ◽

Course Content ◽

Group Activities ◽

Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

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