Teacher-humour types and college students’ academic performance in online teaching: The mediating role of academic interest

Luo, Runfeng; Zhan, Qiqi

doi:10.1080/14330237.2021.2001946

Cited by 4 publications

(5 citation statements)

References 27 publications

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“…In general, HR performance's duties and responsibilities can be measured by the established provisions' implementation of the tasks and responsibilities assigned by the established provisions (Rohman, 2020;Riyadi & Huseini, 2019). This is in line with what was stated (Marwan, 2022;Nugroho & Paradifa, 2020) that effective HR performance is one of the criteria and indicators that can improve quality education (Mohamed & Yusoff, 2021;Bird & Charteris, 2021;Luo & Zhan, 2021).…”

Section: Introductionmentioning

confidence: 56%

Building Quality Education in Pesantren Through Strengthening Human Resources Performance

Rifa'i,

Kholilullah

2022

managere

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This study aims to analyze the performance of human resources in improving the quality of education in Islamic boarding schools. This study uses a qualitative approach to the type of case study. Data collection techniques are carried out through interviews, observation, and documentation. The data analysis procedure was carried out interactively, starting with data collection, presentation, reduction, and concluding. The results of the study show that the performance of human resources in improving the quality of education in Islamic boarding schools is carried out through the competence of administrators in various fields, high aspirations, and support from leaders. This research provides implications about the importance of effective performance in realizing organizational goals.

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Section: Introductionmentioning

confidence: 56%

Building Quality Education in Pesantren Through Strengthening Human Resources Performance

Rifa'i,

Kholilullah

2022

managere

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“…In general, it has been found that humor increases enjoyment, reduces boredom, enhances attention, facilitates retention, produces a less stressful learning atmosphere, improves student–teacher relationships, promotes creativity, augments student sense of belonging to the class, increases learning speed, elevates motivation, and provokes thought (Bieg et al., 2019; Cooper et al., 2018; Cornett, 1986; Jeder, 2015; Lim, 2017; LoSchiavo & Shatz, 2005; Shibinski & Martin, 2010). Ultimately, the hypothesis that an appropriate use of humor improves learning and student performance is supported by empirical evidence (Garner, 2006; Gorham & Christophel, 1990; Luo & Zhan, 2021; Ziv, 1988). However, although isolating and quantifying its influence on learning is difficult, in the end humor is simply popular among students.…”

Section: The Importance Of Humor In Educationmentioning

confidence: 99%

“…The simplest of classifications distinguishes between appropriate and inappropriate humor (Wanzer et al, 2010), with the obvious warning that educators must avoid the latter at all costs. Bieg et al ( 2019), Luo &Zhan (2021), andZiv (1988) similarly define comical resources as falling into the categories of content-related, which directly refer to the topic in question, and content-unrelated (e.g., a joke about daily life just to lighten up the classroom). Another pair of mutually exclusive types are self-disparaging humor, with the instructor as its own target, and aggressive humor mainly focused on teasing the students.…”

Section: Types Of Humormentioning

confidence: 99%

“…In addition to the general benefits of humor described earlier, Elsayed & Hollingshead (2022) determined that humorous content tends to reduce online incivility (i.e., rude, disrespectful, or unreasonable behavior in digital forums). Luo & Zhan (2021) correlated teacher humor types—content‐related, content‐unrelated, self‐disparaging, and aggressive—with academic interest and performance of 2,401 students from 22 Chinese universities. Academic interest in the article refers to the desire to learn as measured on the numerical scale by Krapp (2007), while performance is simply grades.…”

Section: The Importance Of Humor In Educationmentioning

confidence: 99%

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“His lectures were like watching a show on Netflix”: A success story of laugh tracks in prerecorded undergraduate lessons

Varhola¹

2022

Natural Sciences Education

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The onset of the COVID-19 pandemic in 2020 put enormous pressure on educators to quickly adapt course materials for online delivery. In my case, a naturally humorous teaching style clashed with the arid world of computers in a virtual environment, leading me to believe in a reduced teaching effectiveness under such conditions, and that my students would suffer from countless hours of dull screentime. This article narrates the story of how a simple technique-adding laugh tracks to prerecorded videos in forestry undergraduate courses-was the foundation of a comprehensive approach to design online instruction with a high entertainment value. Several ideas to integrate humor in online (and face-to-face) learning are described based on these experiences and are accompanied by a brief theoretical background highlighting the value of bringing laughter to academic settings. Student feedback clearly indicated that the use of laugh tracks and other humorous elements was well received, especially during the challenging times of learning under lockdowns.

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“…According to Gibbs and McLean (2011), the medical schools provide the quality of work through their graduates. While there were numerous studies associating the performance of teachers to the academic achievement of their students (Kim et al, 2018;Luo & Zhan, 2021;Osagie & Akinlosotu, 2017) Tukiman Hendrawijaya, 2020Kunter et al, 2013), the crucial role of medical lecturers on the future performance of their students is not an overstatement. Lecturers who have misfortune affect the success of academic performance (Safi'i et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Adversity Quotient and Self-Efficacy on Health Lecturer Performance

Fitriani¹,

Virgana²

2023

IJAIR

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As health officers face various challenges during the performance of their duties, students in the academic training at Health Colleges are expected to be trained by their lecturers with the same amount of high endurance. While the performance of the lecturers highly impacts on the agility of the students, their own performance is highly dependent on several factors. Hence, this study analyses the direct and indirect influence of adversity quotient and self-efficacy on lecturer performance at selected Health Colleges in West Java, Indonesia. With a sample size of 180 lecturers, data analysis was carried out using path analysis with the help of Smart-partial least squares software. The research data analysis requirements include tests of normality, homogeneity, and linearity. There are four significant research test results: the direct influence of adversity quotient on academic achievement and self-efficacy on lecturer performance, the self-efficacy on lecturer performance, and the indirect impact of adversity quotient on lecturer performance through self-efficacy. The results affirm that a good performance of lecturers in the Health Colleges is necessary to encourage students to graduate on time.

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Teacher-humour types and college students’ academic performance in online teaching: The mediating role of academic interest

Cited by 4 publications

References 27 publications

Building Quality Education in Pesantren Through Strengthening Human Resources Performance

Building Quality Education in Pesantren Through Strengthening Human Resources Performance

“His lectures were like watching a show on Netflix”: A success story of laugh tracks in prerecorded undergraduate lessons

The Effect of Adversity Quotient and Self-Efficacy on Health Lecturer Performance

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