The Influence of Teaching Approach and Teacher-Student Interaction on the Development of Graduate Capabilities

Autor/inn/en	Leung, Doris Y. P.; Kember, David
Titel	The Influence of Teaching Approach and Teacher-Student Interaction on the Development of Graduate Capabilities
Quelle	In: Structural Equation Modeling: A Multidisciplinary Journal, 13 (2006) 2, S.264-286 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1070-5511
DOI	10.1207/s15328007sem1302_6
Schlagwörter	Full Time Students; Teaching Methods; Teacher Student Relationship; Part Time Students; Foreign Countries; Hypothesis Testing; Student Attitudes; Structural Equation Models; College Graduates; Active Learning; Intellectual Development; Learning Experience; Comparative Analysis; Hong Kong + Suchen Sie Ihr Suchwort? Vollzeitstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Part-time students; Teilzeitstudent; Ausland; Hypothesenprüfung; Hypothesentest; Schülerverhalten; Hochschulabsolvent; Hochschulabsolventin; Aktives Lernen; Mental development; Geistige Entwicklung; Lernerfahrung; Hongkong
Abstract	The expansion in the number of people entering higher education has resulted in a substantial increase in the proportion of students enrolling in nontraditional modes, such as part-time study. This study examined the question of whether part-time study curtails the development of the types of intellectual capabilities needed for a knowledge-based economy, because the students would have markedly less exposure to a stimulating campus environment than their full-time counterparts. Graduates from discrete full- and part-time programs from 1 university in Hong Kong completed a survey seeking perceptions of the nurturing of a range of capabilities, together with measures of teacher-student relationships and type of teaching experienced. Two hypotheses were tested by structural equation modeling: (a) the same mechanism for capability development operated for full- and part-time modes and (b) the principal element of the mechanism was the nature of teaching and the quality of teacher-student interaction. Hypothesis 1 was supported because configural invariance between hypothesized models for capability development between the 2 modes was found. Hypothesis 2 was also supported because the models showed that the principal influence on capability development came from teaching for understanding, through promoting active learning experiences and the degree and quality of teacher-student interaction. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10