scholarly journals Instructor facilitation mediates students’ negative perceptions of active learning instruction

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0261706
Author(s):  
Elizabeth S. Park ◽  
Ashley Harlow ◽  
Amir AghaKouchak ◽  
Brigette Baldi ◽  
Nancy Burley ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Perceptions ◽  
Negative Relationship ◽  
Task Value ◽  
Observation Data ◽  
Learning Approaches ◽  
Perceived Utility ◽  
Instructor Effectiveness ◽  
The Relationship ◽  
And Task

Studies have demonstrated students’ resistance to active learning, despite evidence illustrating that their learning is improved relative to students in lectures. Specifically, while active learning and group work are effective at engaging students in their learning process, studies report that students’ perceptions of active learning approaches are not always positive. What remains underexplored is whether students’ perceptions of active learning improve with effective instructor facilitation and whether there exists differential perceptions between racially minoritized students and represented students. Here, we estimate students’ perceptions of effective instructor facilitation as the mediator in the relationship between active learning and perceptions of learning and perceived utility for class activities (task value). Then, we examine differences by racial identification. We collected classroom observation data to empirically categorize courses as active learning or lecture-based and surveyed 4,257 college students across 25 STEM classrooms at a research-intensive university. We first examined the relationship between active learning on student perceptions and found a negative relationship between active learning and perceptions of learning and task value for both racially minoritized students and represented students. Next, we assessed whether students’ perceptions of instructor effectiveness in facilitating group activities mediate these negative relationships. We found that, on average, students of all races were more likely to positively perceive instructor facilitation in active learning classes relative to lectures. In turn, the positive perceptions of instructor facilitation partially suppressed the negative relationship between active learning and perceptions of learning and task value. These results demonstrate that effective instructor facilitation can influence both students’ self-assessment of learning and perceived utility of the learning activities, and underscores the importance of developing pedagogical competence among college instructors.

scholarly journals Ketidakamanan pekerjaan dan kinerja tugas: Peran burnout sebagai mediator

2021 ◽  
Vol 9 (2) ◽  
pp. 150-155
Author(s):  
Alice Salendu ◽  
Muhamad Fachri Maldini
Keyword(s):  
Task Performance ◽  
Work Experience ◽  
Job Insecurity ◽  
Negative Relationship ◽  
Maslach Burnout Inventory ◽  
Mediating Effect ◽  
Design Data ◽  
The Relationship ◽  
And Task

An increasingly dynamic and uncertain job demands provided new challenges for employees in task performance, had an impact on job insecurity, and triggered burnout for employees. This study investigated the predictor role of job insecurity on task performance through the mediation role of burnout. The researcher conducted correlational research with a non-experimental research design. Data were collected from 106 respondents who were private employees with a minimum of one year of work experience. The sampling technique used was convenience sampling. This study was conducted by using the Job Insecurity Scale, Task Performance Scale, and Maslach Burnout Inventory - General Scale which was adapted in Indonesia language. The data were processed using multiple regression analysis with mediating variables. The result of this research showed that job insecurity had a negative relationship with task performance (b = −0.35, t = −2.78; p = 0.00). In addition, it was also found that burnout partially mediated the relationship between job insecurity and task performance (β = -0.20, SE =0.07; 99% CI [-0.41,-0.05]). There was evidence that job insecurity had a negative relationship with task performance and burnout had a mediating effect on the relationship between job insecurity and task performance.

scholarly journals TBLT Perspectives on Teaching from an EFL Textbook at a Vietnam University

2021 ◽  
Vol 24 (2) ◽  
pp. 99-126
Author(s):  
Hao Dao ◽  
Jonathan Newton
Keyword(s):  
Language Learning ◽  
Observation Data ◽  
Structured Interviews ◽  
Analysis And Evaluation ◽  
Learning Tasks ◽  
Stimulated Recall ◽  
Stimulated Recall Interviews ◽  
The Relationship ◽  
And Task

This study investigated the relationship between the affordances for task-based teaching in a textbook and teachers’ awareness of and uptake of these affordances. Specifically, it compared and evaluated the communicativeness and task-likeness of activities in the textbook, New Cutting Edge, Elementary (Cunningham & Moore, 2005) and then contrasted these findings with classroom observation data on the way the activities were implemented by three Vietnamese English as a Foreign Language (EFL) teachers at a Vietnamese university. Interviews with the teachers provided further data on their implementation decisions. The analysis and evaluation of the textbook activities and how they were implemented adopted two coding frameworks, one for evaluating communicativeness (Littlewood, 2004) and the other for evaluating task-likeness (Ellis, 2018). The analysis of communicativeness revealed that while the textbook has a high proportion of activities with low communicative value, the task analysis showed that many of these activities are, in fact, either tasks or task-like. However, form-focused activities typically precede the tasks, which compromises the alignment of the textbook with TBLT. Data from classroom observations of three 90-minute lessons taught by each teacher showed that the teachers consistently reduced the communicativeness and task-likeness of the textbook activities, and replaced them with teacher-centered, explicit grammar explanation and drill practice. Stimulated recall interviews and follow-up semi-structured interviews revealed the teachers’ rationales for their practice, including their concern about the unsuitability of tasks for low proficiency students, exam pressure and time constraints, and their lack of awareness of the nature of language learning tasks.

scholarly journals Antecedents of psychological detachment from work and it's effect on task performance

2015 ◽  
Vol 28 (2) ◽  
pp. 127-149
Author(s):  
SeonMyoung Yu ◽  
TaeYong Yoo
Keyword(s):  
Organizational Culture ◽  
Task Performance ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Future Research ◽  
Psychological Detachment ◽  
The Relationship ◽  
General Self Efficacy ◽  
Psychological Detachment From Work ◽  
And Task

The purpose of this study was to identify the relationship between psychological detachment from work in nonworking time and it’s antecedents such as general self-efficacy and rumination behavior, and the relationship between psychological detachment from work in nonworking time and task performance. Also, this study tests the moderating effect of outcome-oriented culture in the relationship between psychological detachment from work and task performance. Using the survey research method, data were collected from 259 employees who were working in a variety of organizations in Korea. To reduce the effect from the common method bias, task performance of participants was rated by their peers or supervisors. The results indicate that general self-efficacy is positively related with psychological detachment, rumination behavior is negatively related with psychological detachment, and psychological detachment from work is not related with task performance. It is found the relationship between psychological detachment and task performance is moderated by outcome-oriented culture. When employees who perceive organizational culture is more outcome-oriented, there is a negative relationship between psychological detachment and task performance. In contrast, when employees who perceive organizational culture is less outcome-oriented, there is a positive relationship between psychological detachment and task performance. Based on there results, implication of results, future research tasks, and limitations of this study were discussed.

scholarly journals Student Performance and Perceptions of a Lecture-based Course Compared With the Same Course Utilizing Group Discussion

2001 ◽  
Vol 81 (3) ◽  
pp. 896-902 ◽  
Author(s):  
David A Lake
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Physical Therapist ◽  
Group Discussion ◽  
First Year ◽  
Course Grades ◽  
Physical Therapist Students ◽  
Instructor Effectiveness ◽  
Course Difficulty

Abstract Background and Purpose. Self-directed learning is believed to be an important aspect of the reflective clinical practitioner. This study was a comparison of student learning and student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections of a course. Subjects. Participants in this study were 170 physical therapist students in 3 sections of a physiology course in the first year of their professional program. Methods. Course grades and the results of teacher-course evaluations were compared between a lecture section and an active learning section. The students in the original active learning section were reassessed 1 year later to determine their perceptions of the course. The differences were analyzed using Kruskal-Wallis and Mann-Whitney U tests. Results. Course grades were higher in both active learning sections than in the lecture section. However, the students in both active learning sections perceived that they had learned less than students in the lecture section. Students' perceptions of course and instructor effectiveness were lower in the active learning sections than in the lecture section. There were no differences between the lecture and active learning sections on the students' perceptions of course difficulty. Conclusion and Discussion. Although they did better in the active learning environment, physical therapist students in a basic sciences course (physiology) in the first year of their professional program perceived that they had learned less in active learning courses. They also had lower perceptions of course and instructor quality.

scholarly journals ACADEMIC DISHONESTY AMONG UNDERGRADUATES OF ODUDUWA UNIVERSITY, IPETU-MODU, NIGERIA: MODERATING ROLES OF PERSONALITY TRAITS AND TASK VALUE

2021 ◽  
Vol 6 (42) ◽  
pp. 99-110
Author(s):  
Wasiu Olasunkanmi Adeniyi
Keyword(s):  
Personality Traits ◽  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Negative Correlation ◽  
Negative Relationship ◽  
Sampling Procedure ◽  
Task Value ◽  
Level Of Involvement ◽  
Multistage Sampling ◽  
And Task

The thrust of the study was to investigate the level of academic dishonesty among undergraduate students of Oduduwa University, Ipetu-modu, Nigeria, and to examine the factors that could predispose students to academic dishonesty. These were with a view to providing information on the factors that could predispose students to academic dishonesty. The study employed the survey research design. A sample of 500 students was selected for the study using a multistage sampling procedure. An adapted instrument titled “Questionnaire on Personality Traits, Task Value and Students’ Academic Dishonesty (QPTSA) was used to collect data from the students. The results showed that there was a low level of involvement in academic dishonesty among the students 286(57.5%). It was showed there was a significant relationship between extraversion (β = .051, p < 0.05), agreeableness (β = .131, p < 0.05), neuroticism (β = .327, p < 0.05), openness (β = .002, p < 0.05) and academic dishonesty, while a negative relationship existed between conscientiousness (β =.-264, p > 0.05) and academic dishonesty. Lastly, the result showed that there was a negative correlation between task value and academic dishonesty among undergraduate students (r = -.028, p >0.05). It was concluded that the incident of academic dishonesty was low among the students in the study area. However, neuroticism, extraversion, agreeableness, and openness were responsible for the academic dishonesty among the students in the study area.

Risk Attitude and Corporate Investment under Output Market Uncertainty: Evidence from The Mekong River Delta, Vietnam

2016 ◽  
pp. 59-70
Author(s):  
Ninh Le Khuong ◽  
Nghiem Le Tan ◽  
Tho Huynh Huu
Keyword(s):  
Negative Relationship ◽  
Risk Attitude ◽  
Business Strategies ◽  
Risk Averse ◽  
Market Uncertainty ◽  
Firm Investment ◽  
Output Market ◽  
The Impact ◽  
The Relationship

This paper aims to detect the impact of firm managers’ risk attitude on the relationship between the degree of output market uncertainty and firm investment. The findings show that there is a negative relationship between these two aspects for risk-averse managers while there is a positive relationship for risk-loving ones, since they have different utility functions. Based on the findings, this paper proposes recommendations for firm managers to take into account when making investment decisions and long-term business strategies as well.

Relationship of Organizational Citizenship Behavior and Production Deviance: Role of Perceived Organizational Politics

2019 ◽  
Vol 34 (2) ◽  
pp. 367-382
Author(s):  
Irsa Fatima Makhdoom ◽  
Mohsin Atta ◽  
Najma Iqbal Malik
Keyword(s):  
Organizational Citizenship ◽  
Organizational Citizenship Behavior ◽  
Negative Relationship ◽  
Civic Virtue ◽  
Organizational Politics ◽  
Work Behavior ◽  
Citizenship Behavior ◽  
Production Deviance ◽  
Relationship Of ◽  
The Relationship

The present study was an endeavor to extend the literature of perceived organizational politics by examining its moderating role between the relationship of organizational citizenship behavior and production deviance. Organizational Citizenship Behavior Scale (Mackenzie, Podsakoff, & Paine, 1999), Production Deviance sub-scale of Counterproductive Work Behavior Checklist-32 (Spector et al., 2006), and Perception of Organizational Politics Scale (Kacmar & Carlson, 1997) were used in present study. Hierarchical regression analyses revealed that low levels of perceived organizational politics moderated the relationship between courtesy and production deviance by strengthening the negative relationship of these behaviors while perceived organizational politics did not act as a moderator for the relationship of civic virtue and conscientiousness with production deviance. High level of go-along-to-get-ahead as a moderator strengthened the relationship of civic virtue and conscientiousness with production deviance and its low level was found to be moderating the relationship between courtesy and production deviance. Future implications of the study were also discussed.

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