Student Perceptions of Great Teaching

What behaviors do students consider as representative of exemplary teaching? Do those representations vary by context? This study evaluates 176 student nominations for a teaching award that asked nominators to articulate specific acts by individual instructors that exemplify “great teaching.” Through an iterative process, our content analysis identified 10 themes, which generally represent socioemotional connection, behaviors relevant to student learning, and instructor characteristics. We also identified two themes—the instructor as a model and as someone whose efforts exceed expectations—that do not appear frequently in existing literature. The quantitative analysis revealed that frequency of themes differed for instructors from traditional liberal arts and sciences disciplines and those from professional programs in the health sciences.

Determining Factors Affecting the Acceptance of Medical Education eLearning Platforms during the COVID-19 Pandemic in the Philippines: UTAUT2 Approach

eLearning has been the medium of delivery of medical educational institutions to address the scarcity of medical professionals during the COVID-19 pandemic. In this study, the Unified Theory of Acceptance and Use of Technology (UTAUT2) was extended to determine the factors affecting the acceptance of eLearning platforms to medical education in the Philippines during the COVID-19 pandemic. A total of 360 medical students voluntary participated and answered an online questionnaire that consisted of 40 questions. Structural Equation Modeling (SEM) indicated that performance expectancy was found to have the highest effect on behavioral intention, which was followed by learning value and instructor characteristics. A high behavioral intention was found to affect the actual use of eLearning platforms. Interestingly, social influence and habit were found not to be significant to behavioral intentions. This study is the first study that has explored the acceptance of eLearning platforms among medical students in the Philippines during the COVID-19 pandemic. The findings can be a theoretical guideline of the Commission on Higher Education of the Philippines for eLearning platforms. Finally, the framework would be very valuable for enhancing the open innovation in eLearning platforms in medical fields worldwide.

The Acceptance of E-Learning Among Distance Learners: A case study on public universities in South Malaysia

Today’s conventional teaching and learning methods have changed due to the COVID-19 pandemic. Online forms are replacing traditional education approaches. Along with the era of advanced technology, many universities are taking this opportunity to develop e-learning platforms to be used by both students and educators. This paper analyses the relationships between student behaviour, technological systems, interactive applications, institutional factors, and instructor characteristics to accept electronic learning among distance learners. A total of 479 valid questionnaires were analyzed. The result indicates that student behaviour, interactive applications, and instructor characteristics are the determinants of electronic learning. Keywords: Acceptance, online learning, Behavior, Distance learners eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i16.2701

Successful online learning factors in COVID-19 era: Study of Islamic higher education in West Papua, Indonesia

<span>This study aimed to map and tests the factors that influence online learning success in the COVID-19 era in Islamic Religious Higher Education in the West Papua region. Factors to be analyzed are student characteristics, internal motivation, instructor characteristics, quality of institutions and services, infrastructure and system quality, quality of courses and information, online learning environment. The sample size obtained from the Slovin formula was 302 students. Data collected through surveys by distributing questionnaires. Analysis of the regression model used to carry out data analysis. The results showed that the seven factors tested influenced online learning success in the COVID-19 era, with varying significance. Infrastructure and system quality are the most dominant influences (94.2%), while institutions' variety and services have no significant impact (6.3%). The conclusion is that the seven factors can be used to determine the success of online learning in the COVID-19 era in Islamic Religious Higher Education in the West Papua region.</span>

LEARNING AMID CRISIS: EFL STUDENTS’ PERCEPTION ON ONLINE LEARNING DURING COVID-19 OUTBREAK

This paper investigated tertiary EFL students’ overall perception of the use of fully online learning during the Covid-19 pandemic. By administering a survey to 125 students of the English Language Education Program in a State Islamic University in West Nusa Tenggara, Indonesia, using 26 items of a questionnaire with a five-point Likert scale, this study unravelled students’ responses in terms of three constructs including Perceived Usefulness (PU), Perceived Ease of Use (PEOU) and Perceived Instructor Characteristics (PIC). The findings suggested that in terms of PU, even though the data mostly demonstrated neutral responses for most of the questionnaire items, the students tended to perceive online learning as to provide flexible time for their learning and foster their autonomy/independence and confidence. However, the students tended to perceive online learning as less facilitating for their understanding of subjects. In terms of PEOU, the responses reflected the students’ readiness to employ online learning as the data suggested that they possessed both the technology and the knowledge to use it. However, they tended to encounter problems when operating the technology, especially concerning the internet connection. On the other hand, these students perceived instructor characteristics as mostly positive. Therefore, online learning seemed to have not been designed to engage all students, yet seemed to be an inevitable option during the outbreak as the report from the interviews demonstrated that F2F classes were still preferred over online learning. Finally, these findings imply the need for redesigning online learning to better engage students in virtual classes.

Online Learning Cognition as Perceived by Undergraduate Students in China Eastern Province

Company with global educational reform brought by digital governance and the challenge of COVID-19 pandemic in the year 2020, it is quite necessary to explore learners’ recognition behaviors for on-line learning in the context of locked environment. By investigating on-line learning practices in China eastern provincial regions, the study attempts to disclose the undergraduate students’ perceptions on the issues pertaining to on-line learning and the innate critical factors for individual intention through the selected region of relatively-developed eastern China. A survey design was used for the study, and a close- ended questionnaire with the six point Likert scale was developed regarding the issues over on-line learning practices. The findings indicate that instructor characteristics and teaching resources are the predictors of the perceived usefulness of on-line learning, and perceived usefulness coupled with the joyfulness are the predictors of on-line learning recognition. While statistically significant, perceived adaptability was shown to own the weakest effect for on-line learning recognition among the predictors. All these results are consistent with previous studies in other China regions, proving the universal trait of learners’ perception and individual behavior towards on-line learning. Implications and future research are discussed eventually.

Can introductory financial accounting grades predict student choice to major in accounting?

PurposeSocial cognitive career theory (“SCCT”) suggests that positive feedback can influence educational choices. Introductory courses often provide students with their first opportunity to obtain feedback in a given discipline. As a result, SCCT hypothesizes that introductory courses grades will impact a student's decision to major in a given discipline. The purpose of this paper is to explore this hypothesis in the accounting domain.Design/methodology/approachLongitudinal data were collected from four cohorts of students registered at a Canadian university. The main hypothesis is tested by estimating a logistic regression.FindingsA significant positive relationship is found between a student's introductory financial accounting (“IFA”) course grade and their decision to major in accounting. This decision to major in the discipline is not found to be affected by various student (e.g. biological sex or age) or instructor (e.g. whether the instructor holds a CPA designation or not) characteristics.Practical implicationsThis study supports seminal and enduring research that emphasizes the IFA course as a gateway into the accounting major. As a result, educators should consider these findings when designing their IFA courses and the related student supports embedded within the IFA course.Originality/valuePrior literature offers conflicting results on the relationship between IFA grades and student's choice to major in accounting. This study relies upon a theoretical framework, SCCT, to settle the debate. This study further extends the prior literature by exploring the impact of various student and instructor characteristics on the relationship between IFA grades and student's choice to major in accounting.

CORRELATION OF CLINICAL INSTRUCTORS’ CHARACTERISTICS TO STUDENTS’ CLINICAL SKILLS SCORE IN A MIDWIFERY SCHOOL

Background: The role of the clinical instructor is very important in clinical learning process that preparing students to become health workers who are competent in the practical environment. Effective clinical instructor is instructor who has profesional competence, interpersonal relationships, personality characteristics, and teaching skills in the process of providing guidance. The aim of the study was to analyze the relationship between clinical instructor characteristics and the score of pregnancy care clinical skills and analyze the most influenced characteristics of clinical instructor in the score of pregnancy care clinical skills in students of the Akademi Kebidanan Sari Mulia in Banjarmasin City.Methods: This study used a cross-sectional design with 11 clinical instructors and 25 Sari Mulia Midwifery Academy students using total sampling. This study used a Nursing Effectiveness Clinical Teacher Inventory questionnaire (NCTEI) questionnaire as instrument.Results: There is a relationship between clinical instructor characteristics and the score of pregnancy care clinical skills in students, namely interpersonal relationships (p = 0.043) and personality characteristics (p = 0.024). The dominant factor associated was personality characteristics (POR = 4.4; IK 95%: 1.02-19.08) with a value of p = 0.048.Conclusion: From this study, it can be concluded that the interpersonal relationships and personality characteristics can enhance the role of clinical instructor in the clinical learning process and personality characteristics represent the clinical instructor characteristics that are most in line with the score of pregnancy care clinical skills.