政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/141914

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Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/141914

Title:	Lecturer teaching styles and student learning involvement in large classes: a Taiwan case study
Authors:	湯家偉 Tang, Chia-wei Shi, Meng Jun;de Guzman, Allan B.
Contributors:	教育學院
Keywords:	Large class teaching;teaching job involvement;teaching style;learning involvement
Date:	2022-08
Issue Date:	2022-09-19 15:17:42 (UTC+8)
Abstract:	Previous studies have indicated the challenges posed by large classes in promoting quality education and better student learning. This paper argues that empirically exploring other latent variables inherent in the pedagogical triangle of the teacher, the learner and the content hold a number of promises in elucidating the dynamics of large classes as an emerging phenomenon in global higher education. This study intends to examine how university lecturers’ teaching styles moderate the relationship between teaching job and student learning involvement in the context of large classes. A multi-aspect survey was conducted with 446 electrical engineering students from six public universities in Taiwan. The use of inferential statistics revealed marked differences in the lecturers’ teaching job involvement and teaching styles when grouped according to institutional types, positions at their respective universities, and years of service. Notably, among the various teaching styles, the expert-model and delegator teaching styles can significantly predict students’ learning involvement; the formal authority teaching style moderates the relationship between lecturers’ teaching job involvement and students’ learning involvement. General implications are drawn from these findings and are discussed as they apply to the teaching of large classes.
Relation:	Asia Pacific Journal of Education, Vol.42, No.3, pp.447-463
Data Type:	article
DOI 連結:	https://doi.org/10.1080/02188791.2020.1852913
DOI:	10.1080/02188791.2020.1852913
Appears in Collections:	[教育學院] 期刊論文

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