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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.

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.

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.

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

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.

The purpose of this paper is to explore how online adjunct higher education faculty members perceive the role of using social media sites as instructional approaches. A purposeful sampling was used, and adjunct online higher education faculty members were invited to participate. An adjunct faculty member was defined as a person who taught part-time higher education courses; therefore, the faculty member was not hired as a full-time faculty member.

Qualitative researchers explore phenomena examining the lived experiences and participants behaviors; in this study, online adjunct instructors’ perceptions on classroom instructional social media online approaches were examined. Participants in this study were trained to teach higher education online courses and these teachers were the experts on the topic. The design for this study was an exploratory case study in which the participants were online adjunct instructors who taught at online higher education institutions in the Northeast. The case study approach was the most appropriate. The focus was the external events participants’ lives.

Three themes emerged from the analysis of the in-depth interview process. Based on the adjunct online higher education instructors’ perception on the use of social media teaching approaches in the classroom, the themes that emerged were uniformity of purpose vs personal beliefs need for justification importance student engagement and facilitation vs direct instruction. Themes reflected online teaching approaches higher education institutional missions and student learning and engagement outcomes.

In this study, adjuncts’ perceptions expressed and themes found may not be characteristic of other adjunct instructors’ views. In qualitative studies, participants are asked open-ended interview questions, which may have been a limitation for this study. Quantitative questions, such as the impact of using social media as an instructional approach, were not asked. In this study, adjunct online higher education instructors were invited to share their views on the study topic. Additionally, qualitative researchers are limited by the data collection method and the data analysis process. Therefore, researchers who would like to repeat this study on adjunct online higher education teachers’ perspectives may be unable to duplicate the research.

The significance of this study is the need for a renewed global initiative in higher education to promote the use of social media training for online adjunct faculty members. Online higher education faculty members’ reflections on using social media tend to be recorded from a personal rather than a professional point of view.

The implication for online higher education leaders is to review mission statements and reevaluate how the use of social media may impact student learning outcomes, student career readiness and student engagement opportunities.

The need for a renewed global initiative in higher education to promote the use of social media training for online adjunct faculty evolved as the significance of the study. Because inclusion requirements and workshop training for the use of social media in online higher education classrooms vary among higher education institutions, online adjunct faculty social media classroom practices and perceptions widely vary.

The purpose of this paper is to explore student perceptions of instructor leader behaviors from a levels of analysis perspective. Analyses were conducted to determine if an average leadership style, a vertical dyad linkages style, or a leader‐member exchange leadership style operated within the college context.

Students in a mid‐sized, public university completed surveys to assess perceptions of instructors' intellectual stimulation and individualized consideration leader behaviors. Within and between analysis was used to determine how leadership operates within this educational environment.

Results suggest that a leader‐member exchange relationship exists between students and instructors. For leadership to have any effect on students at the instructor level, a dedication to giving instructors the freedom to express their individual beliefs and values must be in place before students can take advantage of an instructor's unique approach to leadership.

Generalizability to other universities is limited due to the sample used in this study. However, the methods and information provided in this study represent a framework for assessing student perceptions of instructor leadership in any educational environment.

The paper explores instructor leader behaviors from a levels of analysis point of view and dicusses explanations for the LMX results.

This article examines how perceived instructor leadership style mediates the students' gender‐instruction effectiveness relationship. We administered the multifactor leadership questionnaire to a convenient sample of 360 undergraduate and graduate students drawn from a mid‐west research university (USA) over two consecutive semesters. Partial mediation was indicated as students' gender discriminated perception of certain instructor leadership styles that were positively associated with instructional outcomes. However, gender itself did not discriminate instructional outcomes. Further our results showed that both female and male students converged on unfavorable assessment of instructors who exhibit passive management‐by‐exception. These instructors were perceived as ineffective, unable to draw extra effort, and unsatisfactory. Overall, the results indicated a favorable assessment of active management‐by‐exemption, contingent reward, and transformational leadership behaviors by both genders. This research therefore indicates the importance of these three leadership skills for instruction and learning effectiveness.

Distance education (DE) is neither a new concept nor process. Learning through postal correspondence can be traced back to more than 150 years. The avenues of DE have evolved from postal correspondence, videotaped lessons, electronic communications, to distance teaching higher education institutes. Up until the start of 2020, DE was an educational process of choice or preference. However, when WHO declared COVID-19 as a pandemic in March 2020, DE was no longer an option but rather the only choice and educational avenue for the majority of the universities worldwide; Lebanon is no exception. This chapter considered the case study of DE at Phoenicia University, Lebanon, studying instructors’ attitudes and perceptions about some of the quality attributes of DE such as interactivity, inclusiveness, and immediacy prior to and after their first online semester. A mixed methods approach was adopted, where pre- and post-test surveys were administered with 54 instructors in Spring 2020. Semi-structured interviews were conducted with 12 instructors toward the end of that semester. This study found that the participants held a more positive stance when it came to instructor immediacy following their first online semester. On the contrary, instructors’ attitudes and perceptions toward interactivity and inclusiveness did not significantly change between the pre- and post-test results, maintaining a less favorable stance of DE for these particular attributes in comparison to physical classroom education. The study concluded that overall, participants perceived DE as an efficient approach given the unprecedented crisis; nonetheless, the effectiveness of such an approach was challenged by many obstacles and limitations due to internet connection issues and the unreliable power infrastructure.

The purpose of this paper is to investigate why beginning university Emirati students might believe they are unfairly treated by their instructors. By understanding student perceptions, the learning needs of such students can be better catered for, and learning outcomes enhanced.

An interpretivist approach was taken to investigate a finding from a standardized survey of student satisfaction which showed that students felt they were treated unfairly by their instructors. Focus group interviews were used to uncover the possible reasons why students believed they received unfair treatment.

Interpersonal or interactional unfairness is the type of unfair treatment most often cited by the Foundation students who participated in this study, indicative of the importance of interpersonal relations in the United Arab Emirates (UAE) higher education teaching and learning environment.

Although the study is situated within one Foundations program in the UAE, the imperative for instructors to build positive interpersonal relationships with beginning students is highlighted, as well as the need for curricular transparency and ongoing moderation of grading practices, and the importance of informing students about these practices.

The imperative of building positive pedagogical relationships with beginning university Arab Gulf students is highlighted, as well as the need for transparent practices such as moderation of grades, and explicitly informing students about fair practices.

Drawing on data from faculty instructors, the paper suggests that a deeper, macrosystemic level of educational unfairness may also be at play: that is, the unfairness inherent in the hegemony of English, and the disconnect between the quality of the state school system and the demands of university. Until these educational issues are addressed, perceptions of unfair treatment in Foundations programs in the Gulf are likely to continue.

As higher education continues to undergo expansion and transformation in the UAE, increasing numbers of academic staff from around the world migrate there, and thousands of Gulf students continue to emigrate to study overseas. This paper contributes important insights into Gulf students’ perceptions.

There is a substantial body of empirical literature on university students' self‐perceived approaches to learning, but evidence on instructors' perceptions of the way they facilitate their students' learning approaches is less evident. This study aims to investigate the extent of the gap between students' learning approaches and instructors' teaching orientations towards facilitating these approaches. The subsequent employability of accounting graduates depends in part on the nature and extent of this gap. Student learning approaches are measured on two dimensions ‐ deep and strategic approaches ‐ drawn from Tait's and Entwistle's (1995) Revised Approaches to Studying Inventory (RASI). Instructors' facilitation of students' learning is measured by a re‐orientation of the same RASI instrument towards teaching approaches. The results reveal several significant differences of emphasis between instructors and students in terms of deep and strategic approaches. Students are falling short of what their instructors believe they are facilitating in terms of the development of their employability competencies and characteristics for a professional career. When students are grouped according to gender, further significant differences are found. Implications of these findings for future change in accounting education are discussed.

This study aims to explore the perceptions of language learners and instructors on using augmented reality (AR) in a hybrid learning environment.

Mixed-method research design was used to elicit information from 62 participants on the study’s objective. Data were collected and analyzed to examine the participants’ views on using AR in language teaching in a hybrid environment.

This study unveils that while most studies acknowledge AR as an effective instructional delivery, students and instructors perceive some setbacks. Other novel insights provided by this study reveal necessities to consider before implementing AR in classroom settings.

This study provides insights into the widely reported effectiveness of AR in the English language-teaching domain. This study suggests that considering the dispositions of learners and instructors toward digitally enhanced learning, using AR without good teaching practices and approaches may not yield expected learning outcomes.

This study advances scientific knowledge on the use of AR in hybrid learning models by providing empirical evidence to show the perceived effectiveness of AR. It further provides a robust understanding of the pedagogical implications of using AR in classroom settings drawing from diverse lenses. This helps ensure that educational settings that integrate AR consider the novel findings of this study before such implementation.

Since the declaration of COVID-19 as a pandemic in March 2020, higher education institutions (HEIs) across the globe have shifted – entirely or partly – to online teaching and learning; Lebanese HEIs were no exception. Such an unprecedented and “forced” transition to online teaching and learning has created a landscape for scholars and researchers to inquire into the efficiency and effectiveness of online teaching and learning, students’ satisfaction with this virtual educational experience, and instructors’ satisfaction with such an experience. This chapter presents a study about Lebanese instructors’ satisfaction with online teaching and learning during the pandemic. Instructors’ satisfaction was measured in terms of three satisfaction constructs of psychometrically validated “Online Instructor Satisfaction Measure” (OISM): instructor-to-student interaction (ISI); student-to-student interaction (SSI); and course design, development, and teaching (CDT). Data were collected through an online questionnaire from 102 Lebanese instructors across 7 Lebanese universities: 6 private universities and the national public Lebanese higher education institute (Lebanese University). This study found that there were no significant changes between the satisfaction levels in relation to each of the ISI, SSI, and CDT constructs between STEM education background instructors and their non-STEM education background counterparts. Despite their dissatisfaction with the level of interaction between them and their students (ISI), the participating Lebanese instructors were satisfied with the SSI, except for students’ collaborative and group work, and were also satisfied with the CDT, except for the preparation time required for delivering an online course.

Over the past two decades there has been a concerted effort to move accounting education from a knowledge-oriented system to a process-oriented approach. Active learning is an internationally recognized cornerstone of this strategy. A new technology offers opportunities for professors to promote active learning in their classrooms. That technology frequently called student response systems (SRSs) enable students to answer questions posed by an instructor via a remote control device. This study examines the impact that a new technology, SRS, had on students’ perceptions of key active learning characteristics. The results suggest that students receiving an SRS treatment registered significantly stronger agreement with statements describing an active learning environment than their peers in a control group. The results led to the conclusion that SRSs can be used to facilitate active learning in accounting classrooms. The survey also examined the impact of the SRS treatment on student perceptions regarding classroom efficiency. Students receiving the SRS treatment registered stronger agreement with statements suggesting that the learning environment was efficient. In summary, the survey results suggest that SRS technology is a promising teaching tool that deserves further scrutiny by accounting educators.