scholarly journals Students’ Perceptions of the Infrastructural Design and TA-Student Interaction Modes of a College Freshman English Tutorial Program

2016 ◽  
Vol 6 (3) ◽  
pp. 1
Author(s):  
Huey-Nah Cindy Chou ◽  
Yi-Chen Jenny Chen ◽  
Massoud Moslehpour
Keyword(s):  
Higher Education ◽  
Teaching Assistants ◽  
Instructional Effectiveness ◽  
Student Interaction ◽  
College Freshman ◽  
Learning Problems ◽  
English Learning ◽  
Freshman English ◽  
Tutorial Program ◽  
Core Subjects

<p>In recent years, higher education institutes in Taiwan are implementing tutorial programs and are recruiting student tutors/teaching assistants (TAs) in an effort to facilitate instructional effectiveness of core subjects. Undoubtedly, infrastructural design and TA quality are two vital aspects for achieving success of the tutorial programs. This study employed research methods of surveys and interviews to examine, from students’ perspectives, effectiveness of a college freshman English tutorial program in terms of its implementation and its TA-student interaction. Results of the study show that, in terms of the tutorial implementation, students were generally satisfied with one-on-one tutoring and convenience of time and location. As for preferred TA-student interaction modes, the students favored collaboration with the TAs for diagnosing and verbalizing their English learning problems. In particular, the students appreciated that the TAs listened attentively to their feelings and problems. Based on the findings, implications for program design and TA training are addressed.</p>

Students’ perception and satisfaction of services provided by public and private higher education institutes: a case study in Albania

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Drita Kruja ◽  
Huong Ha ◽  
Elvira Tabaku
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Eastern Europe ◽  
Student Satisfaction ◽  
Instructional Effectiveness ◽  
Private Higher Education ◽  
Public And Private ◽  
Content Type ◽  
Significant Difference ◽  
The Individual

Purpose There have been many research studies on students’ satisfaction of services in universities in developed countries. However, students’ expectation and satisfaction of public and private higher education institutions (HEIs) with regard to service quality in Eastern Europe have been under-researched. Therefore, this study aims to offer an empirical examination of student satisfaction of the service quality of public and private HEIs in Albania by evaluating the gap between students’ expectation and perception and the effect of student satisfaction on retention in HEIs. Design/methodology/approach The survey instrument used in this study was the student satisfaction inventory in the USA. Primary data were collected from a survey of students in two private and four public HEIs in Albania. A total of 554 valid responses were collected from the survey. Findings The findings suggested that there were performance gaps between public and private HEIs. Public universities performed well in terms of concern for the individual, campus support services, student-centeredness and instructional effectiveness. Private HEIs scored well in terms of concern for the individual, academic advising effectiveness, instructional effectiveness and safety and security (parking). There is a significant difference in students’ perception of the overall satisfaction of HEIs. Students’ overall satisfaction positively impacts their retention. Originality/value Overall, this study provides valuable insights to private and public HEIs’ administrators regarding to student satisfaction and retention. The findings will have far-reaching managerial implications for all groups of stakeholders in terms of the service delivery by universities in Albania and Eastern Europe.

scholarly journals Going 3D with Technology: An Overarching Approach for Language Teachers

2016 ◽  
Vol 18 (1) ◽  
pp. 133
Author(s):  
Jason D. Hendryx
Keyword(s):  
Higher Education ◽  
Observational Data ◽  
Language Production ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Student Interaction ◽  
Language Teachers ◽  
Classroom Observations ◽  
Language Classroom ◽  
Key Features

Después de más de una década de observaciones en clases de más de una docena de idiomas, en múltiples instituciones de educación secundaria y de educación superior en varios países, se puede afirmar que existen tres usos pedagógicos clave para una introducción exitosa de la tecnología por parte de los profesores. Los tres usos identificados son: el direccional, el de desarrollo, y el crítico. En lo sucesivo, llamados usos 3D. Los datos de observación obtenidos sugieren que cuando un profesor de idiomas introduce la tecnología en el aula por medio de cualquiera de los tres usos indicados, incrementa el éxito de resultados. El éxito aquí debe entenderse como un mayor nivel de interacción, de motivación, de compromiso y de producción de lenguaje por parte de las estudiantes. Mientras tanto las observaciones de profesores que introducen la tecnología en el aula sin tener en cuenta los usos 3D, revelaron aplicaciones rígidas y aburridas de los medios tecnológicos para la enseñanza y el aprendizaje de idiomas. Dichas aplicaciones muchas veces se caracterizan por desdeñar el contexto pedagógico de manera que generan entre los estudiantes escasos o nulos niveles de interacción o de producción de lenguaje.Grounded in over a decade of language classroom observations, in multiple institutions of secondary and higher education in several countries, across over a dozen languages, three key features of what appear to be successful applications of technology by instructors in these classes for language teaching emerged. These features came to be identified as directional, developmental, and decisive—Hereafter referred to as the 3Ds. Observational data suggests that when an instructor embraces any of the 3Ds while using technology for teaching and learning purposes, the more successful that application of technology seems to be. Success here should be understood as higher levels of student interaction, engagement, and motivation, with more kinds and types of student language being produced.  Meanwhile, observations of instructors who did not utilize any of the 3Ds, revealed stiff, uninspiring uses of technology, oftentimes devoid of context, which did not result in much, if any, student interaction or language production.  

On the ADDIE-Based Effective Instructional Design for Higher Education Classrooms

2011 ◽  
Vol 271-273 ◽  
pp. 1542-1547
Author(s):  
Ming Jian Fang ◽  
Xu Xu Zheng ◽  
Wei Qin Hu ◽  
Yu Shen
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Systematic Approach ◽  
Instructional Methods ◽  
Instructional Effectiveness ◽  
Course Development ◽  
Current State ◽  
Instructional Activities ◽  
Expected Outcomes

ADDIE instructional design is a systematic approach for course development and instructional activities. It consists of analyzing the current state and needs of the learner, defining the end goal and expected outcomes of instruction, determining the instructional methods and approach, selecting the instructional means, synthesizing instructional plan, organizing and implementing instructional activities, and monitoring and evaluating instructional effectiveness. It gives a detailed illustration of the process of effectively designing and creating instructional activities for higher education classrooms and provides higher education lecturers with a well-defined structured procedures for instructional design.

Mothers' Attitudes Toward the Use of CALL for Their Children's English Learning

2019 ◽  
pp. 1764-1787
Author(s):  
Masoumeh Hasani
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Learning ◽  
Item Questionnaire ◽  
Positive Attitudes

In this chapter the attitude of mothers to the use of computer-assisted language learning (CALL) in their children's language learning was investigated. 118 Iranian mothers were selected based on convenient sampling. Their attitude towards CALL was assessed by a 12-item questionnaire. The result of data analysis revealed that generally mothers have roughly positive attitudes towards CALL. Significant differences were reported when mothers with higher education were compared with those mothers who did not have university degrees. However, gender, age, and mother's profession did not have any role in their attitudes towards CALL.

Development of a Web-Based System for Diagnosing Student Learning Problems on English Tenses

2010 ◽  
pp. 1825-1843
Author(s):  
Gwo-Jen Hwang ◽  
Hsiang Cheng ◽  
Carol H.C. Chu ◽  
Judy C.R. Tseng ◽  
Gwo-Haur Hwang
Keyword(s):  
Native English Speakers ◽  
Learning Problems ◽  
English Speakers ◽  
English Learning ◽  
The Novel ◽  
Web Based ◽  
Novel Approach ◽  
The World ◽  
Web Based System ◽  
English Verb

In the past decades, English learning has received lots of attention all over the world, especially for those who are not native English speakers. Various English learning and testing systems have been developed on the Internet. Nevertheless, most existing English testing systems represent the learning status of a student by assigning that student with a score or grade. This approach makes the student aware of his/her learning status through the score or grade, but the student might be unable to improve his/her learning status without further guidance. In this paper, an intelligent English tense learning and diagnosticsystem is proposed, which is able to identify studentlearning problems on English verb tenses and to provide personalized learning suggestions in accordance with eachstudent’s learning portfolio. Experimental results on hundreds of college students have depicted the superiority of the novel approach.

On Academic Advising

1998 ◽  
Vol 2 (6) ◽  
pp. 29-30 ◽  
Author(s):  
Thomas J. Grites
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Academic Advising ◽  
Student Persistence ◽  
Intellectual Development ◽  
Effective Means ◽  
Student Interaction ◽  
The Past ◽  
Successful Academic

Academic advising process has been a part of higher education for centuries, but only in the past two decades has it been recognized as an effective means to influence student learning and retention. Indeed, successful academic advising efforts have consistently resulted in increased student persistence, better faculty-student interaction, and improved social and intellectual development among students. As a result, many departments are in the process of revising or refining their advising programs. Here are some resources that may help.

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