Quality of Instructor Intention: Understanding Learner Needs through Timeliness of Engagement, Quality of Feedback and Embedded Motivational Understandings
PROCEEDING
Caroline M. Crawford, University of Houston-Clear Lake, United States ; Noran L. Moffett, Fayetteville State University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
The quality of instructor guidance and support throughout a course experience is inherently vital and sets the energetic tone and associated collegial endeavors that support or may even diminish a community of practice environment. Inherent within this instructional environment is the quality of instructor support and feedback achieved throughout the course experience. This study focuses upon a learning technology graduate course experience that includes graduate students from throughout the university, with primary enrollment pulled from graduate courses within the College of Education. Through a qualitative approach, the quality of instructor intention and instructor feedback suggests themes that focus upon: timeliness of instructor engagement, feedback and grading; quality of instructor feedback; and, the instructor’s motivational and positive impact upon the learner’s course experience.
Citation
Crawford, C.M. & Moffett, N.L. (2017). Quality of Instructor Intention: Understanding Learner Needs through Timeliness of Engagement, Quality of Feedback and Embedded Motivational Understandings. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 481-486). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 7, 2024 from https://www.learntechlib.org/primary/p/177325/.
© 2017 Association for the Advancement of Computing in Education (AACE)
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