The influence of teaching approach and teacher-student interaction on the development of graduate capabilities

The influence of teaching approach and teacher-student interaction on the development of graduate capabilities

• Leung, Doris Y. P. Chinese University of Hong Kong
• Kember, David Chinese University of Hong Kong

Structural Equation Modeling, 13(2), 264-286, 2006

Lawrence Erlbaum Associates

2006

• S School Environment & Facilities, Organization
  • SH School Culture, Teacher-Student Relations
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment
• F Learning & Teaching
  • FH Classroom Communication

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

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

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.
[Copyright of Structural Equation Modeling is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1207/s15328007sem1302_6]

• English

Journal Articles

• 10705511

• 10.1207/s15328007sem1302_6

https://bibliography.lib.eduhk.hk/bibs/052d3006

2010-09-27