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1.
Abstract

The authors designed an active learning project for a child development course in which students apply core concepts to a hypothetical baby they “raise” during the term. Students applied developmental topics to their unique, developing child. The project fostered student learning and enthusiasm for the material. The project's versatility makes it easily adaptable to a wide variety of courses and formats depending on instructor objectives or student population. Furthermore, the project avoids obstacles that commonly underlie instructor reluctance when considering the implementation of role-play assignments.  相似文献   

2.
Abstract

This study uses decision tree analysis to determine the most important variables that predict high overall teaching and course scores on a student evaluation of teaching (SET) instrument at a large public research university in the United States. Decision tree analysis is a more robust and intuitive approach for analysing and interpreting SET scores compared to more common parametric statistical approaches. Variables in this analysis included individual items on the SET instrument, self-reported student characteristics, course characteristics and instructor characteristics. The results show that items on the SET instrument that most directly address fundamental issues of teaching and learning, such as helping the student to better understand the course material, are most predictive of high overall teaching and course scores. SET items less directly related to student learning, such as those related to course grading policies, have little importance in predicting high overall teaching and course scores. Variables irrelevant to the construct, such as an instructor’s gender and race/ethnicity, were not predictive of high overall teaching and course scores. These findings provide evidence of criterion and discriminant validity, and show that high SET scores do not reflect student biases against an instructor’s gender or race/ethnicity.  相似文献   

3.
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4.
Abstract

This article addresses the significant responsibilities of teachers of trauma courses to conscientiously create a safe frame for learning, in consideration of the student, who is inevitably exposed to the intense emotional and conceptual challenges of trauma study. During their study, many students revisit earlier trauma or loss, perhaps unexpectedly, and in the context of academic demands for achievement. Learning can be deepened as students experience a safe context for the material, and for the recognition of the demands of trauma study and treatment. Curriculum inclusion of: the impact of trauma study on all students; recognition of additional demands on students with a history of trauma; a teaching process attending to class experience; addressing vicarious traumatization and encouraging enhancement of self-care, is included.  相似文献   

5.
Abstract

Evaluation of college instructors often centers on course ratings; however, there is little evidence that these ratings only reflect teaching. The purpose of this study was to assess the relative importance of three facets of course ratings: instructor, course and occasion. We sampled 2,459 fully-crossed dyads from a large university where two instructors taught the same two courses at least twice in a 3-year period. Generalizability theory was used to estimate unconfounded variance components for instructor, course and occasion, as well as their interactions. Meta-analysis was used to summarize those estimates. Results indicated that a three-way interaction between instructor, course and occasion that includes measurement error accounted for the most variance in student ratings (24%), with instructor accounting for the second largest amount (22%). While instructor - and presumably teaching - accounted for substantial variance in student course ratings, factors other than instructor quality had a larger influence on student ratings.  相似文献   

6.
Laurie Lenz 《PRIMUS》2015,25(3):279-296
Abstract

Inquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college. Activity design, student responses, class management, and student and instructor attitudes are discussed.  相似文献   

7.
Abstract

This paper discusses two modifications to the conduct of computer‐conference‐based master's degree courses: a maximum length for conference messages was suggested and, more importantly, conference moderators, or topic leaders, were appointed from among the student cohort. Drawing on previous work on conference moderation, it is argued that the differing power relationships between student and student and between instructor and student result in a context in which instructor and student moderators can perform complementary functions to ensure a more productive conferencing environment.  相似文献   

8.
ABSTRACT

The number of online courses in higher education is on the rise. However, empirical evidence elucidating best practices for synchronous online instruction is needed to best implement these courses. The research purposes were to examine synchronous online class sessions to (1) quantify interaction type, frequency, and rate, (2) quantify student engagement frequency, and (3) quantify instructor prompt frequency in three areas in order to investigate relationships with each category of student engagement. A total of 24 previously recorded synchronous sessions including oral and textual chat interactions were transcribed. Every line of student interaction was determined to be either superficial or containing evidence of at least one instance of engagement according to five categories from the Seven Principles and the National Survey for Student Engagement. Every line of instructor interaction was concurrently coded for at least one of the following forms of prompt: social, organizational, or intellectual. Inter-tester reliability of coded interactions from Cohen’s kappa = 0.91. Social prompts were the best predictor of supportive campus environments (r = 0.79); organizational prompts were the best predictor of enriching academic experiences (r = 0.72); and intellectual prompts were the best predictor of instructor interactions, active/collaborative learning, and academic challenge (r= 0.77, r= 0.78, r= 0.54, respectively); with all of these being significant (p< .01). The conclusions are: (a) online synchronous class sessions can be used to promote student engagement across all NSSE categories, (b) online synchronous class sessions can be moderated via differing instructor-prompts to promote student interaction and engagement.  相似文献   

9.

Student evaluations of instructors are given consideration in a number of important decisions concerning instructors such as hiring, merit pay, and in the tenure and promotion process. However, a number of popular beliefs surround the interpretation of these evaluations. Using student evaluations for the three research-oriented universities in the state of Florida as a database, a number of these beliefs are explored. Specifically, the effects of instructor attributes (such as gender, rank and grades) and course characteristics (such as class size, type, number of course meetings, and time of day offered) on the end of the semester student evaluation rankings are discussed.  相似文献   

10.
ABSTRACT

Theoretically, organisational culture, instructor training, and learning space design influence how faculty teach STEM courses. Previous studies have used classroom observation protocols to characterise the range of teaching practices in mostly teacher-centered, traditional STEM classrooms. In this study, we examined the classroom behaviour of 13 STEM faculty teaching biology courses in a reformed undergraduate STEM learning environment. Our findings indicate that instructors teaching in this reformed environment guided student learning (58.4?±?1.9%) almost three times more than they presented information (20.0?±?2.2%). Students worked individually or in groups and talked to the whole class (57.1?±?1.8%) 1.5 times more than they received information (35.5?±?1.9%). We found significant positive correlation between ‘instructor presenting’ and ‘students receiving’ information (r?=?0.743, p?=?1.4?×?10?4) and ‘instructor guiding’ and ‘student working and talking’ in class (r?=?0.605, p?=?7.2?×?10?5), suggesting that instructors can change their own classroom behaviours and expect concurrent change in their students’ behaviours. Finally, sequencing teaching practices in high active-engagement classrooms showed instructors move and guide student group work and lead whole class discussions before lecturing to students, which could lead to deeper learning of conceptual knowledge. We discuss insights from these findings that have implications for acculturating evidence-based teaching practices in STEM departments.  相似文献   

11.
The separation of student and instructor is the core characteristic of distance education (Simonson et al., 2012, p. 28), contributing to one of the biggest challenges to distance education—attrition (Dueber & Misanchuk, 2001, p. 2). By the very nature of distance education, students are different locations from one another and their instructor. The instructor’s challenge is figuring out how to make students feel connected and able to succeed in this new learning environment. The development of a sense of community is an effective and efficient way to help ensure the success of the distance education program and can directly address the challenge of distance education attrition. By developing a sense of community, an instructor can create an environment that is conducive to student success. This importance was demonstrated when the University of North Carolina at Chapel Hill Department of Romance Languages and Literatures (ROML) transitioned their introductory Spanish course to a hybrid model.  相似文献   

12.
Abstract

In this paper we address practical questions such as: How do symbols appear and evolve in an inquiry-oriented classroom? How can an instructor connect students with traditional notation and vocabulary without undermining their sense of ownership of the material? We tender an example from linear algebra that highlights the roles of the instructor as a broker, and the ways in which students participate in the practice of symbolizing as they reinvent the diagonalization equation A = PDP?1.  相似文献   

13.
ABSTRACT

Online/virtual educators face challenges related not only to technology and pedagogy, but also to student assessment, which remains a critical function to reinforce. Brief assessment tools can be used by the instructor to tailor the learning experience, and where appropriate, to reinforce student-centered learning. In this qualitative study, we explored the use of a one-minute paper as a brief and consistent assessment tool in master’s level social work courses in research and advanced clinical practice with individuals courses. The coded segments of qualitative responses (# of coded segments n = 728) from 52 students were examined to explore common themes from the student’s experience. Discussion is offered on the use of this tool for brief and consistent assessment of knowledge gains in class, as well as the impact these themes may have for the intentional pedagogy for the facilitation of learning.  相似文献   

14.
Leadership theory can provide a route for investigating teaching via the concept of instructor leadership. Instructor leadership is defined as a process whereby instructors exert intentional influence over students to guide, structure and facilitate classroom activities and relationships in a class. Instructor leadership in higher education research has focused primarily on constructive leadership. However, the classroom context is also conducive to destructive leadership. The objectives of this study are to (a) conceptualize destructive instructor leadership and (b) investigate the association between destructive instructor leadership and student reactions. Using 13 in-depth semistructured student interviews at management schools across various universities worldwide, the results of a thematic analysis indicate that destructive instructor leadership can be conceptualized as three dimensions, including callous communication, chaotic carelessness and irresponsibility. The interview data are then used to demonstrate that destructive instructor leadership is associated with students’ affective, behavioural and cognitive reactions. Theoretically, this study (a) contributes the concept of destructive instructor leadership, (b) extends previous organizational behaviour research on destructive leadership by offering a multidimensional concept and (c) examines the reactions of two manifestations of destructive leadership. Limitations, suggestions for future research and practical implications are discussed.  相似文献   

15.
Instructor social presence involves instructors establishing their presence as “being there” in terms of frequency of communication and interaction with students as well as supporting students throughout the learning process (Lowenthal 2015). Instructor social presence can be constructed and maintained through the design and facilitation of online courses. Studies have indicated that instructor social presence can be correlated with increased learning satisfaction, engagement and achievement as well as learners perceptions of the instructor. This sequential explanatory mixed method study investigated the effects of instructor social presence on achievement, satisfaction and learner social presence and further sought to identify effective instructor social presence techniques in asynchronous online courses. The results of this study showed that the degree of instructor social presence significantly influenced instructor perceptions of student achievement. Findings also suggest that a well-designed collaborative learning activity can be an effective strategy for building instructor social presence.  相似文献   

16.
Abstract

In this exploratory phenomenological study, part of a larger mixed-design research project, the authors examined teacher and student roles in, and reactions to, a student-centered instructional geometry program using the Geometer's Sketchpad. Grade 7 students worked for 2 weeks in their regularly scheduled mathematics class on activities that allowed them to explain on-screen relationships among geometric shapes. A companion computer-based instructional tutorial was available as an accessible resource. The class sessions and specific dyads were observed, students surveyed, and teacher and selected students interviewed. Findings centered on 2 overarching themes: issues of power and learning. The teacher had difficulty relinquishing control of the learning environment even though she had agreed to do so. Students, however, liked their new freedom, worked hard, and expressed greater interest in the subject material.  相似文献   

17.
Abstract

The purpose of this study was to investigate participants' perceptions of an organized solo within a wilderness experience program and the influence that the instructors have on their perception of the solo. More specifically, this research project focused on the role of the instructor in the solo as perceived by the participants while still on solo, at the end of their wilderness experience, and three and a half months following the program. Qualitative data indicated that the instructors do have an influence on the participants' perception of their solo experience through the (a) preparation for, (b) facilitation during and (c) discussion after the solo. Recommendations to enhance the use of the wilderness solo include: (a) understand student expectations prior to the solo, (b) provide a clear rationale for the solo and associated activities, (c) implement an optional instructor/student visit during solo, (d) provide a one-on-one discussion with students prior to a group debrief after the solo, and (e) carefully consider the impact of the solo on program events and group dynamics that follow.  相似文献   

18.
The current study utilizes the theory of planned behavior (Ajzen Organizational Behavior and Human Decision Processes, 50, 179–211 Ajzen 1991) to examine an instructor confirmation-interaction model in the instructional communication context to discover a means by which instructors might cultivate positive student attitudes and increase beliefs that interactions with instructors would be beneficial in the future. Specifically, the model examines how teacher confirmation (Ellis 2000) influences students’ behavioral intention to communicate with instructors. Surveys were distributed to 343 college students (41.7% male and 58.1% female) in a basic communication course. Results were primarily consistent with the proposed model; teacher confirmation was significantly related to attitudes toward communicating with an instructor, subjective norms, and perceived behavioral control. Subjective norms and perceived behavioral control were also positively related to students’ behavioral intention to communicate with the instructor. However, results reveal attitudes toward communicating do not predict students’ behavioral intention to communicate with instructors. It is recommended that future models examine a more contemporary, hi-tech representation of attitude toward student-instructor interactions as it may produce a significant association with students’ behavioral intent to communicate with them. The study concludes with theoretical and practical implications to examine student classroom communication via the confirmation-interaction model and the theory of planned behavior.  相似文献   

19.
Abstract

The technique described was used as a trial method to achieve increased efficiency in teaching and to insure the highest possible performance of the class and especially among the below-average members. Programmed instruction material was modified as to style and used as a lecture preview. Freshmen medical students were divided into control and experimental groups with only the latter having access to programmed lecture preview material.

Expectations were supported in that the below-average student in the experimental group improved his performance and in this study the above-average student also showed significant improvement.

This teaching technique appears valuable and warrants further experimental use as an ancillary technique for teaching in professional schools.  相似文献   

20.
Abstract

This paper defines teacher empathy, argues that teacher empathy enhances student learning, and offers suggestions for increasing teacher empathy. Teacher empathy is the degree to which an instructor works to deeply understand students’ personal and social situations, to feel care and concern in response to students’ positive and negative emotions, and to respond compassionately without losing the focus on student learning. Teacher empathy is communicated to students through course policies as well as the instructor’s behavior toward students. To increase teacher empathy, we review non-pejorative explanations for undesirable student behavior (e.g., fear of failure), and we suggest ways in which faculty can learn about their students and can structure course policies to increase teacher empathy. Ultimately, we call for research on teacher empathy and student learning.  相似文献   

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