Testing two path models to explore relationships between students’ experiences of the teaching–learning environment,approaches to learning and academic achievement

The study explores the relationships between students’ experiences of the teaching–learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The Approaches and Study Skills Inventory for Students (ASSIST) and the Experiences of Teaching and Learning Questionnaire (ETLQ) were used to assess approaches to learning and student’s experiences of the teaching–learning environment, respectively. These two constructs were then used as either first- or second-stage variables within the path analysis. The model using approaches to learning as a mediating variable showed the best fit with our data; variations in our students’ experiences of the teaching–learning environment appear to give rise to their approaches to studying, which subsequently affect their achievement. The deep approach shows no detectable influence on academic achievement in this sample, neither there are any direct effects of experiences of the teaching–learning environment on it. The indirect effects of these experiences on achievement, acting through the strategic and the surface approaches, are related to two aspects of the teaching–learning environment only, namely congruence and coherence in course organisation, and integrative learning and critical thinking. The finding of a reciprocal relation between approaches to learning and experiences of the teaching–learning environment supports previous conclusions about the association between these constructs. The indirect effect of experiences of the teaching–learning environment on achievement, acting through approaches to learning, shows those approaches as a dynamic construct that varies in line with experiences of the teaching-learning environment, and so influences achievement.     

Bridging the implementation gap: a teacher‐as‐learner approach to teaching and learning policy

A major dilemma facing higher educational institutions around the world is how to achieve quality outcomes for students in an increasingly internationalised and competitive environment. To effect change in teaching and learning, we advocate a teacher‐as‐learner approach to the implementation of teaching and learning policy. Our approach has been influenced by approaches to change management as well as contemporary educational theories, such as constructive alignment and deep and surface approaches to learning. In this paper we use these approaches to evaluate the success of a policy initiative designed to encourage subject coordinators to use a faculty‐endorsed template to embed graduate attributes into their subject outlines. The difficulties experienced by teachers at the disciplinary level in using the subject outline template illustrate how a seemingly positive and well‐intentioned initiative can have a potentially minimal effect on teaching and learning practice and, as a consequence, student learning. We suggest that the Course Experience Questionnaire provides a useful model for evaluating not only teaching but also the management of teaching. As teachers responsible for the implementation of teaching and learning policies, we hope our views will provide a more integrated approach to teaching and learning changes in the higher educational context.     

The Influence of the Teaching and Learning Environment on the Development of Generic Capabilities Needed for a Knowledge-Based Society

The effect of the teaching and learning environment on the development of generic capabilities was examined through a survey of 1756 undergraduate students at a university in Hong Kong. The survey assessed students' perceptions of the development of the six capabilities of critical thinking, self-managed learning, adaptability, problem solving, communication skills, and interpersonal skills and groupwork. Students were also asked to rate the quality of nine facets of the teaching and learning environment. Structural equation modelling was used to test a model of the influence of teaching on the nurturing of the six capabilities. The model grouped the nine facets of teaching and learning under the three higher-order latent variables of teaching, teacher–student relationship, and student–student relationship. The model showed a good fit to the data, indicating that the teaching and learning environment had a significant impact on the development of the generic capabilities while the students were taking their degree. The teaching latent variable had the strongest effect on the development of all six of the capabilities. A suitable teaching environment was characterised by a focus on understanding, the active participation of students in learning activities, a coherent curriculum, and assessment which focused on analytical skills and self-learning capability. Strong student–student relationships nurtured communication and interpersonal skills. There was a mutually reinforcing effect between the type of teaching, teacher–student relationships and student–student relationships.     

家庭社会经济地位与幼儿学习品质的关系:家庭学习环境的中介作用

家庭学习环境是幼儿成长初期最早接触的学习环境,对幼儿学习品质发展具有重要作用。为考察家庭社会经济地位、家庭学习环境与幼儿学习品质的关系,本研究随机抽取来自宁波50所幼儿园的1131名幼儿样本,由幼儿父母报告家庭社会经济地位和家庭学习环境,由教师报告幼儿学习品质。描述性分析、验证性因素分析和中介模型检验的结果显示,年龄较大幼儿的学习品质整体及各维度表现较好;女孩的学习品质整体表现较好,特别是在注意/坚持和学习策略维度上;家庭社会经济地位对幼儿学习品质的总效应显著;家庭学习环境显著正向预测幼儿学习品质;家庭学习环境在家庭社会经济地位与幼儿学习品质之间具有完全中介作用。父母应重视家庭学习环境的作用,并提高实际创设家庭学习环境的能力,促进幼儿学习品质的积极发展。     

The influence of teachers’ conceptions of teaching and learning on their technology acceptance

Prior research has attempted to incorporate different personal variables within extant theories of technology acceptance models (TAMs). This study further extends TAM by incorporating teachers’ conceptions of teaching and learning (CoTL) in two forms: constructivist and traditional conceptions. The moderating effects of teachers’ demographic variables including age, gender, teaching experience, teaching level, and technology experience were tested. Our findings demonstrated that incorporating CoTL could provide a richer and more nuanced understanding of technology acceptance, although no moderating effects on any demographic variables were found.     

研究生英语教育语言环境瓶颈探析

针对当前研究生学位英语教育的现状和所面临的挑战，探讨了长期阻碍英语教学的语言环境的瓶颈和根源。分析指出：这一问题有着十分深刻的文化根源，从某种意义上来说，也是中国近代独立自强的历史发展过程中的必然结果。最后讨论了如何解放思想、大胆创新、从教学管理环节上建设学位英语的教学语言环境。     

Cross-cultural comparisons of university students’ science learning self-efficacy: structural relationships among factors within science learning self-efficacy

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students’ confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.     

The relationship between epistemological beliefs,learning conceptions,and approaches to study: a cross-cultural structural model?

Recent research has shown interest in studying the relationship between epistemological beliefs and numerous aspects of learning. A new question interests us: Is this kind of relationship homogeneous across cultures? This study focuses on the relationship between epistemological beliefs, learning conceptions, and approaches to study. A sample of Chinese (n = 299) and Flemish (n = 324) first-year university students in Beijing, China and Flanders were involved in the study. A structural equation model (SEM) relating the three concepts was applied to the sample data, largely confirming the theoretical assumptions. The results validated the postulation that epistemological beliefs predict students' conceptions of learning, which in turn are related to specific approaches to study. Multiple group analysis using SEM was applied and the structural weights model was confirmed across the two cultural groups. Mean level variations of the three main concepts were detected between the Chinese and Flemish groups. The results identified in the study offer valuable contributions to a deeper understanding of the interplay between epistemological beliefs and student learning from a cross-cultural perspective. Implications for learning and instruction are discussed.     

教学情景对大学生学习方式的影响

根据西安交通大学3125名大学生的调查数据,本文分析了教学情景因素对大学生学习风格的影响:①采用意义导向风格学习的学生对教学情景的感知基本上是正面、积极的;②采用再现导向风格学习的学生对教学情景的感知基本上是负面、消极的;③采用情景导向风格学习的学生对教学情景的感知则介于两者之间。这一结果表明:如果要通过转变大学生的学习风格来达到提高教学质量的目的,转变教师的教学风格、营造良好的教学情景则是学校需要采取的一个重要步骤。     

Using Multimedia-Assisted Mode in the Course of English Teaching and Learning

With the development of the society & the economy,the pace of reformation & opening-up,and the modernization in China,English language,as a discipline,is being paid more and more attention to in the school.Good and high-standard English proficiency is required at present.With the influence of the traditional English teaching and learning mode,many students feel frustrated in the process of learning English.Therefore,the traditional English teaching and learning mode is greatly challenged.Based on the continuous development of the modern technology,the multimedia teaching and learning mode is widely applied.Multimedia,applied in the English teaching and learning process,create more authentic language environments,which enable the learners to communicate in English in real-life situations.Because both the authentic environment and communicative purposes are encouraged in modern EFL(English as a Foreign Language) teaching and learning classes,the combination of multimedia and basic teaching and learning skills will be a necessity.It is proved that the combination of the two is an effective way in the modern English language classes.     

比格斯教学理论述评

爱现代科技发展的影响,教学开始有追求效率化、精确化和客观化的趋势,并把它们作为科学化的标准。这种功利主义、实证主义的教学具有工具化的倾向,容易使教学与生活相脱离。澳大利亚教学论学者比格斯在批评这种学习理论和教学理论的同时,提出了自己的学习理论和教学理论。