Ranking Desirable Field Instructor Characteristics: Viewing Student Preferences in Context with Field and Class Experience

2009 ◽  
Vol 28 (1) ◽  
pp. 47-71 ◽  
Author(s):  
Marietta Anne Barretti
Keyword(s):  
Student Preferences ◽  
Instructor Characteristics ◽  
Field Instructor

Adult student preferences: Instructor characteristics conducive to successful teaching

2017 ◽  
Vol 23 (1) ◽  
pp. 49-60 ◽  
Author(s):  
Lindsay A Phillips ◽  
Carolyn Baltzer ◽  
Lisa Filoon ◽  
Cynthia Whitley
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Adult Student ◽  
Student Preferences ◽  
Qualitative Survey ◽  
Clear Communication ◽  
Instructor Characteristics ◽  
Successful Teaching

Purpose This study examined adult students’ perspectives on what characteristics make for successful teaching and learning environments in the adult student classroom. Methodology One hundred and thirty-two adult students (ranging in age from 22 to 70) participated in a mixed methods (quantitative and qualitative) survey. Findings Adult students seem to prefer instructors with knowledge and respect for adult learners, applied experience in the fields in which they teach, and those who have clear communication, and are fair and understanding. Participants viewed not understanding or respecting adult students and being arrogant or condescending as problematic characteristics for instructors to have.

Preferred Instructor Characteristics Scale

1957 ◽  
Author(s):  
John D. Krumboltz ◽  
William W. Farquhar
Keyword(s):  
Instructor Characteristics

scholarly journals College Classroom Instructors Can Effectively Promote Standing among Students Provided with Standing Desks

2021 ◽  
Vol 18 (9) ◽  
pp. 4464
Author(s):  
Matthew S. Chrisman ◽  
Robert Wright ◽  
William Purdy
Keyword(s):  
United States ◽  
Intervention Group ◽  
Control Group ◽  
Sedentary Behaviors ◽  
Control Groups ◽  
Student Preferences ◽  
Standing Time ◽  
Urban University ◽  
Facilitators And Barriers ◽  
And Control

Standing desks may reduce sedentary behaviors in college students. Students at one mid-size urban university in the Midwestern United States were randomized into intervention (n = 21) and control groups (n = 27) to assess standing time when given access to standing desks. The intervention group received visual and oral instructor prompts to stand, while the control received no prompts during a 50 min lecture. All students were provided with adjustable tabletop standing desks. ActivPAL accelerometers measured sitting and standing time. A brief survey assessed student preferences, including facilitators and barriers to standing. Mean standing time was greater in the intervention vs. control group (26 vs. 17 min, p = 0.023). Students tended to stand in the corners and edges of the room. Main facilitators for standing included to break up sitting, reduce back pain, and increase attention and focus; main barriers were not wanting to distract others or be the only one standing. In total, 87.5% of intervention group participants found five prompts to stand were adequate. Students increased standing time in class when provided with standing desks and instructor prompts to stand. Findings can inform the layout of classrooms and when and how to promote standing desks during lectures.

Student Preferences for Faculty Teaching Styles

1978 ◽  
Vol 26 (3) ◽  
pp. 194-197 ◽  
Author(s):  
Robert D. Tennyson ◽  
Richard C. Boutwell ◽  
Susan Frey
Keyword(s):  
Teaching Styles ◽  
Student Preferences ◽  
Faculty Teaching
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