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Article
Publication date: 14 August 2009

Justine L. Martin

The purpose of this paper is to investigate course instructor perceptions into personal and classroom use of computer‐generated bibliographic citations. The paper aims to provide…

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Abstract

Purpose

The purpose of this paper is to investigate course instructor perceptions into personal and classroom use of computer‐generated bibliographic citations. The paper aims to provide guidance as librarians promote and teach automated citation services to the academic communities.

Design/methodology/approach

Course instructors at one university completed a quantitative survey about computer‐generated bibliographic citations. Questions focused on instructor use of automated citation services, if they generally reduce grades for bibliographic errors, if they would reduce grades for specific computer‐generated citation (CGC) errors, and would they advise students to use automated citation services at various course levels.

Findings

The results show a majority of course instructors do not use CGCs for their own research or promote the citation services in the classroom. A majority of respondents generally reduce student grades for bibliographic errors and would continue to do so for CGC errors. The data show specific types of automatically generated citation errors are more detrimental to student grades than others. Furthermore, results indicate course level impacts instructor promotion of CGCs.

Practical implications

The results provide librarians with helpful data, from the course instructor perspective, as they promote and teach computer‐generated bibliographic citations.

Originality/value

Literature on computer‐generated bibliographic citations tends to focus on technical and comparative aspects of citation services, or users' product opinions. This paper explores course instructor use, course promotion, and bibliographic grading of automatically generated citations to enhance advocacy and instruction of these services.

Details

Reference Services Review, vol. 37 no. 3
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 2 September 2013

Sue Stockdale

The purpose of this paper is to explore what training professionals can learn from motor sport driving instructors by modelling how they provide instruction to novices in

Abstract

Purpose

The purpose of this paper is to explore what training professionals can learn from motor sport driving instructors by modelling how they provide instruction to novices in high-performance vehicles during experience days at Silverstone Race Circuit, England.

Design/methodology/approach

Using neuro-linguistic programming (NLP) modelling techniques, three instructors were interviewed about how they provide effective instruction. The results highlight their cognitive and behavioural patterns that enable them to achieve high levels of performance in a high-risk environment.

Findings

The results highlighted how instructors are highly effective in being able to put a novice driver at ease prior to driving; and in communicating effectively with the novice driver in-car whilst on the circuit, so that they achieve more than they imagined was possible.

Research limitations/implications

Whilst the researcher had the opportunity to experience being driven around a race circuit with one of the instructors to get a sense of the environment being described, there was not the chance to observe the instructor “in action” with novice drivers at the wheel.

Practical implications

The key implication is the importance of the pre-event stage of a training course that provides the opportunity for an instructor to gauge the learners and build trust.

Originality/value

This paper provides originality in how it explores the cognitive and behavioural aspects of delivering instruction in an environment that can be translated into the workplace.

Details

Industrial and Commercial Training, vol. 45 no. 6
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 6 February 2024

Anthony Olukayode Yusuf, Adedeji Afolabi, Abiola Akanmu, Homero Murzi, Andres Nieto Leal, Sheryl Ball and Andrea Ofori-Boadu

There is a growing mismatch between the skill demands of the industry and the offerings of academia. One way of reducing this mismatch is by improving collaborations between…

Abstract

Purpose

There is a growing mismatch between the skill demands of the industry and the offerings of academia. One way of reducing this mismatch is by improving collaborations between practitioners and instructors using web-networking platforms. However, it is important to understand practitioners’ considerations while collaborating with instructors. Therefore, this study identified these considerations in order to infer inputs for the design of the graphical user interface (GUI) of a web-based platform for connecting instructors and practitioners.

Design/methodology/approach

A mixed method was adopted through a survey and focus group. A survey was used to capture practitioners’ considerations while collaborating with instructors for student development, and a focus group helped uncover an in-depth understanding of the study phenomena. The data were analyzed using descriptive and inferential statistics and thematic analysis.

Findings

The results show the willingness of practitioners to collaborate with instructors for student development, the ways by which practitioners are willing to meet instructors' course-support needs and their considerations in deciding to do so. Slight differences were observed between the results of the survey and the focus group regarding the ranking of the practitioners’ considerations. The study highlighted demographic differences in practitioners’ considerations when deciding on meeting instructors' course-support needs. The results provide a basis to deduce the GUI inputs of web-networking platforms for connecting instructors and practitioners.

Originality/value

This study revealed practitioners’ design needs and GUI inputs to facilitate the design of web-networking platforms for connecting instructors and practitioners. This study also contributes to user interface design principles, theories on individual differences and practitioners’ involvement in student professional development.

Details

Engineering, Construction and Architectural Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-9988

Keywords

Book part
Publication date: 2 December 2021

Holly Chiu, William Hampton-Sosa and Tomas Lopez-Pumarejo

Instructors had to adapt to the online teaching environment after the higher education institutions were closed due to the pandemic. The authors surveyed and interviewed…

Abstract

Instructors had to adapt to the online teaching environment after the higher education institutions were closed due to the pandemic. The authors surveyed and interviewed instructors to understand how the quality of instructional technologies affected compatibility and psychological availability, which further affected their online teaching satisfaction and online teaching intention. The results showed that both information quality and service quality were positively associated with compatibility, while system quality was positively associated with psychological availability. Also, both compatibility and psychological availability were positively associated with online teaching satisfaction. Compatibility and online teaching satisfaction were associated with online teaching intention. The results from both open-ended questions and in-depth interviews provide support to the quantitative model and present a more complete picture of what instructors experienced during the lockdown.

Details

Work from Home: Multi-level Perspectives on the New Normal
Type: Book
ISBN: 978-1-80071-662-9

Keywords

Book part
Publication date: 10 January 2014

Learner-centered interactions determine the look and feel of online courses, influencing the way learners experience them. In this chapter we investigate considerations related to…

Abstract

Learner-centered interactions determine the look and feel of online courses, influencing the way learners experience them. In this chapter we investigate considerations related to three types of interactions: learner–content, learner–instructor, and learner–learner. Learners interact with content through the course structure and layout. They also interact with peers who may be cast in the role of community members, there to provide social support, or they may be more prominently cast as information providers and/or collaborators. The learner is at the center of both content and peer interactions. Instructor interactions set expectations for learners and facilitate learner interactions with content and peers. Instructors are instrumental forces in bringing about connections between learners, enabling the social presence necessary for collaboration. Instructor interaction may also be relational, enabling individualized connections between learners and the instructor. Redesign decisions center on creating a course structure that fits the learner and content and results in a satisfying course experience. We use the power of metaphor to bring into focus the most relevant considerations. In the end, we illustrate the redesign of a single course through the lens of three separate metaphors to demonstrate how metaphor shapes the process, bringing together design and interaction decisions to create unique and elegant course designs.

Book part
Publication date: 9 August 2012

Bill N. Schwartz and Alan A. Cherry

We describe an innovative course whose purpose is to expose business students who are not accounting majors to the importance of accounting in the corporate world. We achieve this…

Abstract

We describe an innovative course whose purpose is to expose business students who are not accounting majors to the importance of accounting in the corporate world. We achieve this purpose by devoting most of the class time to speakers who work in the “real, global world,” such as auditors, corporate executives, and business journalists. Students do not prepare journal entries or financial statements. Rather, they listen to presentations by a variety of individuals, ask them questions, write reflections of each presentation, and do a term project focusing on a real corporation's accounting issues. The course structure has been successful at helping students gain an appreciation of the importance of accounting in the business world they soon will be entering. The course also helps students to develop critical skills, including attentive listening, asking questions (as opposed to only answering them), reflective ability, analytical ability, and writing skills. Student feedback has been a critical component to the continuous improvement in the course.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78052-757-4

Book part
Publication date: 12 November 2020

Alex Rockey, Lorna Gonzalez, Megan Eberhardt-Alstot and Margaret Merrill

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this chapter…

Abstract

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this chapter, researchers apply the theory of social presence (Garrison, Anderson, & Archer, 2000) to case studies from two public higher education institutions: a four-year university and a large research university. Analysis identifies video as a humanizing element of online courses. Findings suggest video could be used in a variety of ways (e.g., video lectures, synchronous office hours, weekly overview videos), and no single use of video was perceived to be more or less effective in developing social presence and humanizing the learning experience. However, participants especially perceived connectedness when video was used in a variety of ways. Students from the second case study validated a perception of connectedness to the instructor that faculty in our first case study hoped to achieve. However, one instructor’s perception of disconnect illustrates that video is just one of several pedagogical practices necessary to create a satisfying learning experience for both students and instructors. While video is not the only way to establish social presence, findings suggest video is an effective practice toward creating a humanized and connected online learning community.

Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-0-76231-035-7

Book part
Publication date: 7 June 2010

N. Sharon Hill and Karen Wouters

E-learning programs exist in a wide variety of formats. Without a framework for distinguishing between different e-learning programs, it is a challenge for researchers to compare…

Abstract

E-learning programs exist in a wide variety of formats. Without a framework for distinguishing between different e-learning programs, it is a challenge for researchers to compare their effectiveness or identify characteristics of e-learning that contribute to learning effectiveness. Based on general theories of learning, we develop a typology that compares e-learning programs in terms of the nature of the learning interactions they provide for learners in three dimensions: degree of interaction, learner control of interactions, and informational value of interactions. The typology dimensions apply to learner–instructor, learner–learner, and learner–instructional material interactions. We also discuss important theoretical implications of the typology. First, we show the utility of the typology for comparing the effectiveness of different e-learning programs. Second, we apply the typology dimensions to develop a theoretical framework for e-learning research that provides a foundation for examining factors that influence learning effectiveness in an e-learning program. The framework identifies e-learning program characteristics, learner characteristics, and contextual factors that impact learning effectiveness in different e-learning environments. It also shows how the typology dimensions align with learning goals to influence learning effectiveness.

Details

Research in Personnel and Human Resources Management
Type: Book
ISBN: 978-0-85724-126-9

Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-0-76231-035-7

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