Instructor facilitation mediates students’ negative perceptions of active learning instruction

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.

A Lecture-Based Instructional System to Promote Student Agency

This research study was conducted in 2018 and resulted in an instructional system designed to support university instructors that seek to promote student agency in lecture-based learning environments. The objective of the study was to design and test an instructional system that supplements the traditional lecture and provides opportunities for the development of agentic engagement. In support of the instructional system design, the study examined ways in which university undergraduates used a digital backchannel, determined if using a digital backchannel affected agentic engagement, and identified the features of a digital backchannel that influenced student agency. The study employed a mixed methodology design using a questionnaire to collect quantitative student profile data and phenomenography to conduct a qualitative inquiry into participants’ experience. The population for this study consisted of undergraduates at a private, international university located outside of Bangkok, Thailand. A total of 171 participants took part in this study, with ten students selected for a focus group through a non-probability, purposive sampling. Overall, the study found that a lecturing system that employs the strategic use of a digital backchannel can promote student agentic engagement. Student agency and instructor effectiveness were both positively influenced through the employment of an instructional system.

172 Scenario-based Training Is an Effective Tactic for Teaching Applied Livestock Management Practices to Extension Personnel

Developing livestock and equine trainings to empower county Extension agents is challenging, especially when spanning in-person and online delivery modules. Real life application of training concepts is difficult, particularly when participants have varied backgrounds and experience. Thus, we assessed if scenario-based training modules were an effective training method across in-person and virtual formats. The same scenario-based training was delivered at three, regional in-person trainings (n = 42), and one virtual training (n = 32). Training format consisted of four, species-specific lectures addressing various production topics. Small groups then developed recommendations for a specific scenario, followed by a debriefing session consisting of group reactions and specialist recommendations. Topic-area application to county programs, instructor effectiveness, and overall benefit of the training session were evaluated (Qualtrics, in-person n = 26, 62% completion; virtual n = 17, 53% completion). Data were assessed using analysis of variance and mean comparisons (α=0.05), with Tukey’s pairwise post hoc analysis where appropriate (STATA 16). Across all sessions, likert scale responses (1=poor and 5=excellent, n = 43) indicated lecture sessions were applicable to county areas of need across material content (mean±SD, cattle=4.71±0.57, equine=4.64±0.50), teaching effectiveness (cattle=4.77±0.42, equine=4.75±0.43), and overall quality (cattle=4.68±0.57, equine=4.67±0.51), respectively. Scenario-based training benefit was not influenced by the number of times an agent had attended in-service training on livestock species, agent appointment (youth vs. adult educator), or training location (p >0.05). Attendance at previous in-service trainings (cattle P = 0.005; equine P = 0.013) and agent appointment (cattle P = 0.0006; equine P = 0.05) had a significant impact on the number of questions agents reported to have received on scenario topics in the last 12 months. More topic area questions were reported by agents with adult education responsibilities and previous training attendance. Based upon these results, scenario-based training is an effective in-person and virtual training tool for 4-H and adult Extension agents of varying experience.

A QUALITATIVE ANALYSIS OF THE IMPACT OF CULTURAL INERTIA ON STUDYNET/CANVAS USE IN TEACHING AND LEARNING AT A POST-92 UNIVERSITY

Since this line of inquiry is underrepresented in the literature on technology adoption, this study investigates the effect of inertia on technology usage and acceptance in Higher Education institutions. The paper considers the benefits and drawbacks of using technology, especially studynet/canvas and its effect on teaching and learning, as well as why some people embrace technology more slowly than others. The researcher used open-ended questions to assess the views of UH academics and students on a variety of topics, including self-efficacy, for example, self-confidence and self-belief in ones ability to master new technology compatibility instructor effectiveness and facilitating conditions and then analysed their overall influence on teaching and learning, especially in relation to technology use, adoption and acceptance in HEIs. The researcher discovered that users have a high level of self-efficacy, and compatibility has also been suggested to play a significant role in user adoption of the platform.

SATISFACTORY LEVELS ON PLANNED FITNESS PROGRAMME AMONG ADULTS CLARITY EMPLOYEES

The Satisfactory levels perceived and experiences from one planned fitness programme Fat to Fit- Just Do. It was for a group of clarity employees and adopted instrument’s reliability was r = .965. Its’ consisted of 8 dimensions: General Satisfaction, Treatment to Participants, Personal Skills of Participants, Instructors’ Presentation Skills, Instructors’ Effectiveness, Skill Acquisition, and Teamwork among Instructors with several items in each dimension. Participants were volunteer basis and had undergone one planned theory and practices session within one and the half day programme. The programme was fruitful which covered of fitness test, evaluation, dietarily and nutrition measurement among participants. Resulted descriptively showed highly satisfactory level achieved among 33 (Males = 8., Females = 25). Perhaps, experiential education theory based on outcome of this study showed all dimensions were undoubtfully at satisfied or very satisfied level (45% and 52% respectively). In addition, the study had justified those dimensions were gone through non parametric systematic with Kruskal Willis statistical method analysed by Friedman test ranked the most satisfied and to the least satisfied with mean rank from Instructor Presentation (4.75,1)., Instructor’ Effectiveness (4.55,2)., Personal Skill (4.50,3)., Teamwork of Instructor (4.45, 4)., Treatment to Participants (4.32, 5)., Skill Acquisition (4.24, 6)., General Satisfaction (4.23,7) respectively. This result concluded that fulfilled of the outcome - based education concerned. Therefore, it is highly recommended for implementation of more fitness programme such as Fat to Fit and at the same time considered researchers’ team of this programme were brilliant instructors in performing their expertise to conduct fitness programme and awareness of adults on important of self- fitness concerned.

Perception of MBBS students towards online education during the COVID-19 pandemic period.

Objective: This research study evaluated the perception of students of Mohtarma Benazeer Bhutto Shaheed Medical College Mirpur AJK (MBBSMC), towards newly adapted online university education during COVID-19 and the analysis of the performance of instructors during online lectures. Study Design: Cross Sectional study. Setting: Medical Education Department Shaheed Mohtarma Benazir Bhutto Medical University. Period: 19 May to 13th August 2020. Material & Methods: The information collected through feedback form was analysed using Statistical Package for Social sciences (SPSS) 21 software. The feedback form included 17 questions related to the performance of the instructor, effectiveness of the course and examination. The responses to questions included options of strongly agree, agree, uncertain, disagree and strongly disagree. Results: The findings of the study revealed that students have were satisfied with the performances of instructors during COVID-19 resulting online education sessions conducted by MBBSMC. Conclusion: It has been concluded that despite the commonly mentioned shortcomings of the online education such as lack of in person interaction with the instructor, lack of traditional lecture hall environment etc., students of MBBSMC were satisfied with the online education methods and performances of the instructor.

Factors for Success and Course Completion in Massive Open Online Courses through the Lens of Participant Types

The main purpose of this study is to investigate the factors for success and course completion through the lens of participants in a Massive Open Online Courses (MOOCs) system implemented in Turkey. Thirty-two participants were selected on the basis of purposive sampling among 5000 enrolled users from 10 MOOCs, who were then classified into 3 types –lurking, moderately active, memorably active– based on their participation rate in the course activities. The data were collected via the use of two semi-structured interviews. According to the findings, the factors for success in MOOCs to the participants were divided into three categories: instructor effectiveness, course design, and personal factors. As to the factors for course completion, the categories identified were the instructor, course design, personal factors, technical issues, and affordability/clarity. The findings regarding success and course completion were discussed in detail and recommendations were provided to enhance participation in MOOCs.

Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State

With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.

Development and Validation of the Purdue Global Online Teaching Effectiveness Scale

The currently available measures of online teaching effectiveness (OTE) have several flaws, including a lack of psychometric rigor, high costs, and reliance on the construct of traditional on-the-ground teaching effectiveness as opposed to the unique features of OTE (Blackman, Pedersen, March, Reyes-Fournier, & Cumella, 2019). Therefore, the present research sought to establish a psychometrically sound framework for OTE and develop and validate a measure based on this clearly-defined construct. The authors developed pilot questions for the new measure based on a comprehensive review of the OTE literature and their many years of experience as online instructors. Students enrolled in exclusively online coursework and programs at Purdue University Global, N = 213, completed the survey, rating the effectiveness of their instructors. Exploratory Factor Analysis produced four clear OTE factors: Presence, Expertise, Engagement, and Facilitation. The resulting measure demonstrated good internal consistency and high correlations with an established OTE measure; good test-retest reliability; and predictive validity in relation to student achievement. Confirmatory Factor Analysis revealed a good fit of the data and yielded a final 12-item OTE measure. Further refinement and validation of the measure are recommended, particularly with students in other universities, and future research options are discussed.Keywords: online teaching effectiveness, instructor effectiveness, distance learning, student evaluations, asynchronous learning.