Students’ Perceptions of Communications and Course Motivation Provided by Faculty

Abstract

Because innovation is essential to the future of our society and because there is a need to prepare college students to succeed in business organizations, it has become increasingly important to investigate the factors that enhance or discourage creativity and innovation. College professors have a vital role in introducing students to the fundamentals of innovation and, depending on how they do, can potentially encourage or discourage the innovation process. This study focused on the communication and motivation in the innovation process of faculty in a multidisciplinary course comprised of agricultural economics, biosystems and agricultural engineering, and agricultural communication majors at a large land‐grant university. Results demonstrated that students did not always find faculty communication effective, and findings among students in the three majors were different in faculty communication ratings. The data show there are positive relationships between students’ perceptions of faculty communications and students’ motivation in capstone courses.

Reducing Classroom Disputes Between Faculty and Students

“…Provide ongoing communication -If a well written syllabus is provided to and discussed with students, and if appropriate ongoing feedback is given, students who fail a course should not be caught by surprise. Evert et al (2013) found that there are positive relationships between students' perceptions of faculty communications and their own motivation.…”

The Implication of Positive Reinforcement Strategy in dealing with Disruptive Behaviour in the Classroom: A Scoping Review

“…Most of the studies compare data gathered from students and teachers and record the outcome behaviors of students in response to reinforcement strategies adopted by the teachers. 13,14,15,16,17 Methodological characteristics of included reviews Databases: The databases were searched with the selected search terms, 75% of the included reviews were retrieved from the databases, 16% from gray literature and Google search engine, and only 8% were selected from the reference list of the selected articles. Analysis/synthesis of data: The data was analyzed descriptively owing to different study designs, study population, barriers, and inhibitors mentioned in the included studies.…”