scholarly journals Student and Faculty Perceptions of Professorial Attitudes: A Study and an Invitation to Study

1999 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrew Short
Keyword(s):  
Student Perceptions ◽  
Teaching And Learning ◽  
Faculty Perceptions ◽  
Cultural Groups ◽  
Research Information ◽  
Student Expectations ◽  
Site Analysis ◽  
Faculty Expectations ◽  
International Comparative ◽  
Teaching In Higher Education

This paper is a call for participation in an ongoing international comparative study of faculty and student perceptions of professorial attitudes, and how professorial attitude affects successful learning experiences in an academic setting. Student expectations of faculty and the institutions in which they teach vary by year and level of study. Further variations are apparent as the pressures of employment andfinances weigh on students. Faculty expectations and understandings of students are also changing and mayor may not match the realities experienced by students. Data were gathered at Brock University in 1997 that indicated several trends in professorial attitudes and behaviour. The original study was conducted via a traditional paper questionnaire. The current study employs a questionnaire designed to be accessed and completed over the Web. Implications of the study will be considered as related to the following three areas: theory, practice, and further research. The following questions will be used to study the implications in these areas. Are there any differences or similarities between and among different nationalities and cultures in attitudes towards the professorate? To what might differences and similarities in attitudes between and among cultural groups be attributed? What areas has the study identified that require further research? Information gathered will be concerned with the following findings as derived from the data to be collected: site by site analysis of survey items for students and faculty at each participating institution; and statistical comparisons between and among sites. Findings will be used to develop a model to foster understanding of underlying issues in effective and not so effective teaching in higher education. Also included is a review of literature concerning the areas of successful learning, personality, epistemology, and the practice of teaching and learning

scholarly journals Student-Teacher Responsibilities in English Studies: An Empirical Analysis of Arab Student and English Faculty Perceptions

2019 ◽  
Author(s):  
Kashif Raza
Keyword(s):  
Student Teacher ◽  
Mixed Methods Research ◽  
Faculty Perceptions ◽  
English Studies ◽  
Student Expectations ◽  
Faculty Expectations ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
English Faculty ◽  
Gulf Arab

Given the vast research on the existence of distinctive student-teacher expectations about their roles in the classroom and their significance in shaping prospective actions, there is a scarcity of studies that examine Arab student expectations and contrast them with their teachers’ expectancies. Realizing this research gap, this study aims to analyze Gulf Arab, Non-Gulf Arab and English Faculty expectations about their roles in English studies. The objectives of the study were to answer four research questions: Do student-faculty expectations about their classroom roles correspond on nine given items; where do the differentiations lie; what are the classroom implications of these dissimilarities; and how teachers and students can share and meet each other’s expectations. Using a mixed methods research design, quantitative data were collected from students and faculty through an online bilingual survey followed by individual interviews for further exploration. The data analysis revealed that mismatches exist in teacher-student expectations and these dissimilar beliefs can influence student-teacher relationship. Five out of nine given items were found statistically significant between English faculty and Gulf and Non-Gulf Arab students where students had higher expectations about their responsibilities; however, Gulf Arab and Non-Gulf Arab student expectations differed only on three items. In addition to other practical suggestions for sharing and aligning divergent expectations, the study proposes employing a teacher-student learning contract to augment student and faculty cognizance of their academic and social obligations as well as assist the school administration in catering for their perspectives.

scholarly journals Faculty Perceptions of Mattering in Teaching and Learning: A Qualitative Examination of the Views, Values, and Teaching Practices of Award-Winning Professors

2021 ◽  
pp. 073428292110576
Author(s):  
Timothy A. Pychyl ◽  
Gordon L. Flett ◽  
Mallory Long ◽  
Elizabeth Carreiro ◽  
Rafik Azil
Keyword(s):  
Student Perceptions ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Faculty Perceptions ◽  
Structured Interviews ◽  
Teaching Excellence ◽  
Award Winning ◽  
Relational Factors ◽  
Almost All ◽  
Effective Teaching And Learning

We summarize qualitative research conducted on the mattering construct and then describe a qualitative investigation focused on mattering as a key aspect of the relational factors which influence the learning and development of students. Semi-structured interviews were conducted with 12 professors recognized for their teaching excellence. Specifically, we assessed professors’ attitudes towards student perceptions of mattering and awareness of mattering in terms of their own self-reported beliefs, attitudes, and teaching practices that convey to students that they matter. Thematic analysis confirmed that almost all the award-winning professors interviewed recognized students’ need to matter and found effective ways to convey to students that they matter. These professors tended to be more similar than different in their approaches and attitudes. Key themes included the need for professors to show students they care about them as students and as people, seeing and treating students as individuals who are collaborators in the learning process, and the need to avoid anti-mattering micro-practices that can result in students becoming disengaged and disillusioned. We discuss these findings in terms of how an explicit focus on mattering promotion is warranted as a central attribute of effective teaching and learning, how the current findings enhance understanding of the mattering construct and how it should be assessed.

scholarly journals First-Year Undergraduate Student Expectations of two UK Chemistry Degree Programmes

2019 ◽  
Author(s):  
Dylan P Williams ◽  
Shane Lo Fan Hin ◽  
Erlina Erlina
Keyword(s):  
Student Perceptions ◽  
Contact Time ◽  
Teaching And Learning ◽  
Learning Experience ◽  
First Year ◽  
Learning Approaches ◽  
Student Expectations ◽  
The Difference ◽  
Academic Year

Recent work on student perceptions of skills development and engagement with different teaching and learning approaches have provided useful evidence bases for practitioners aiming to enhance the student learning experience. Although there has been some useful research on student expectations in non-STEM (Science, Technology, Engineering and Mathematics) disciplines, there remains an opportunity to measure and analyse the expectations of students in STEM disciplines, particularly chemistry. The aim of this study was to measure the expectations that first year undergraduate chemists have of the types of learning experiences that will be included in their degree programmes, the amount of time per week that they will devote to different aspects of study and the types of learning behaviours they will adopt. Data was collected using questionnaires deployed at the Universities of Leicester and Sussex in the 2017/18 academic year. The study has shown that many students overestimate the amount of lecture based (59%) and small group based (57%) contact time they expect to have. Students appear to place a high value on the importance of feedback in the learning process but the proportion of students who agree they will read and act on feedback decreases over the course of the academic year. A number of factors feed into student reflections on the difference between expectation and reality including the quality of student life (e.g. quality of accommodation and social activities), value-for-money concerns (e.g. the amount of contact time and the quality of teaching) and matters related to workload and learning support.

scholarly journals Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown

2021 ◽  
Vol 13 (14) ◽  
pp. 8053
Author(s):  
Maram Meccawy ◽  
Zilal Meccawy ◽  
Aisha Alsobhi
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Success Factors ◽  
Faculty Perceptions ◽  
Learning Experience ◽  
Negative Perception ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

Faculty and second-year medical student perceptions of active learning in an integrated curriculum

2016 ◽  
Vol 40 (4) ◽  
pp. 446-453 ◽  
Author(s):  
Alexander Tsang ◽  
David M. Harris
Keyword(s):  
Medical Students ◽  
Active Learning ◽  
Lifelong Learning ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Faculty Perceptions ◽  
Mail Survey ◽  
Passive Learning ◽  
Teacher Students ◽  
Second Year

Patients expect physicians to be lifelong learners who are able to interpret and evaluate diagnostic tests, and most medical schools list the development of lifelong learning in their program objectives. However, lecture is the most often utilized form of teaching in the first two years and is considered passive learning. The current generation of medical students has many characteristics that should support active learning pedagogies. The purpose of this study was to analyze student and faculty perceptions of active learning in an integrated medical curriculum at the second-year mark, where students have been exposed to multiple educational pedagogies. The first hypothesis of the study was that faculty would favor active learning methods. The second hypothesis was that Millennial medical students would favor active learning due to their characteristics. Primary faculty for years 1 and 2 and second-year medical students were recruited for an e-mail survey consisting of 12 questions about active learning and lecture. Students perceived that lecture and passive pedagogies were more effective for learning, whereas faculty felt active and collaborative learning was more effective. Students believed that more content should be covered by lecture than faculty. There were also significant differences in perceptions of what makes a good teacher. Students and faculty both felt that lack of time in the curriculum and preparation time were barriers for faculty. The data suggest that students are not familiar with the process of learning and that more time may be needed to help students develop lifelong learning skills.

scholarly journals STUDENTS PERCEPTION’S TOWARDS ONLINE TEACHING: AN EMPIRICAL STUDY IN BERHAMPUR UNIVERSITY

2020 ◽  
pp. 196-213
Author(s):  
Bharat Kumar Lakra
Keyword(s):  
Regression Analysis ◽  
Online Education ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Perception ◽  
Perceived Usefulness ◽  
Educational Institutions ◽  
Online Class ◽  
Teaching Characteristics

In the Coronavirus disease -19 (COVID-19) response, all the educational institutions have been compulsory to move all teaching and learning activities online at very short time notice by the University Grand Commission (UGC). Consequently, all classes, simulations, practicums, viva-voces, and valuation, etc., were adapted for the online setting. Online education has been at the forefront of discussions as a new and viable option for learning opportunities in higher education. Academic institutions continue to see remarkable growth of online education during COVID-19. Due to the pandemic situation, UGC has instruction with 40 per cent of online learning. Hence educational institutions have been implementing online classes. The article investigates to identify the factors which students perceive significant influence towards online class. From a student perception, there has been adaptation and the prospect to advance new skills, possibly providing online teaching via elearning or virtual learning. Further, this study sought to provide an investigation of online teaching in University with an intention on how the teaching and learning interaction will affect students ‘perceptions relating to their online class preparedness and experiences. The results revealed from descriptive statistics, correlation, and regression analysis that students reported a moderate relationship between the extracted factor scores and overall satisfaction of online teaching. The findings of four factors that affect the students' views about online teaching characteristics instruction seen that student perceptions about online teaching are positively affected by "Perceived Usefulness” of online teaching. The second most important factor is student supportiveness, followed by faculty responsiveness and perceived flexibility. Further, Multiple Regression Analysis has been analysed to inspect the relationship between the various online teaching characteristics and the overall satisfaction from online teaching. Thus, this study may be helpful to teachers in constructing proper pedagogical techniques which can be suitable and beneficial for learning, understanding and application of the online teaching-learning process.

scholarly journals Sharing quality resources for teaching and learning: A peer review model for the ALTC Exchange in Australia

2009 ◽  
Vol 25 (1) ◽  
Author(s):  
Geraldine Lefoe ◽  
Robyn Philip ◽  
Meg O'Reilly ◽  
Dominique Parrish
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Teaching And Learning ◽  
Research Approach ◽  
Teaching Resources ◽  
Team Members ◽  
Learning And Teaching ◽  
Work Spaces ◽  
Review Model ◽  
Teaching In Higher Education

<span>The ALTC Exchange (formerly the Carrick Exchange), is a national repository and networking service for Australian higher education. The Exchange was designed to provide access to a repository of shared learning and teaching resources, work spaces for team members engaged in collaborative projects, and communication and networking services. The Australian Learning and Teaching Council (ALTC) established the Exchange for those who teach, manage and lead learning and teaching in higher education. As part of the research conducted to inform the development of the Exchange, models for peer review of educational resources were evaluated. For this, a design based research approach was adopted. Findings from the literature and feedback from key practitioners and leaders within the sector are discussed in this paper. Finally, key recommendations for implementation are identified.</span>

Investigating Student Perceptions and the Effectiveness of K-12 Blended Learning Communities

2019 ◽  
pp. 500-522
Author(s):  
Gina Tovine ◽  
April Fleetwood ◽  
Andrew Shepherd ◽  
Colton J. Tapoler ◽  
Richard Hartshorne ◽  
...  
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Communities ◽  
Student Perceptions ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Virtual School ◽  
Design Development ◽  
Florida Virtual School ◽  
K 12

While the growth of blended learning environments in higher education and non-educational settings has continued to increase in recent years, this has not been the case in K-12 settings. Recently, in an effort to explore the viability and effectiveness of K-12 blended learning environments, Florida Virtual School (FLVS) has been piloting blended learning communities in a number of their schools, providing opportunities to explore factors that influence the effectiveness of K-12 blended learning communities. Thus, the purpose of this chapter is to report the results of a study designed to assess conditions that influence the effectiveness of K-12 blended learning communities, and to explore learner, instructor, course, and other factors important to successful blended learning communities. Findings will inform the design, development, and implementation of future K-12 blended teaching and learning environments in an effort to support and strengthen student achievement, the preparation of teachers to facilitate effective blended learning environments.

Mapping Current Teaching and Learning Practices to Multi-User Virtual Environments

2011 ◽  
pp. 17-30
Author(s):  
Niccolo Capanni ◽  
Daniel C. Doolan
Keyword(s):  
Higher Education ◽  
Open Source ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Teaching And Learning ◽  
Delivery Methods ◽  
Community Based ◽  
Traditional Media ◽  
Learning Practices ◽  
Teaching In Higher Education

During the course of this chapter, the authors will examine the current methods of pedagogical teaching in higher education and explore the possible mapping into a multi-user virtual environment. The authors consider the process of construction and delivery for a module of student education. They examine the transition of delivery methods from the established, slow changing traditional media, to the modern flexibly of community based, open source driven methods which are the foundation of virtual environments.

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