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ERIC Number: EJ791915
Record Type: Journal
Publication Date: 2008-Mar-22
Pages: 14
Abstractor: Author
Reference Count: 29
ISSN: ISSN-0001-8449
College Students' Role Models, Learning Style Preferences, and Academic Achievement in Collaborative Teaching: Absolute versus Relativistic Thinking
Chiou, Wen-Bin
Adolescence (San Diego): an international quarterly devoted to the physiological, psychological, psychiatric, sociological, and educational aspects of the second decade of human life, v43 n169 p129 Mar 2008
Based on the perspective of postformal operations, this study investigated whether college students' role models (technical teachers vs. lecturing teachers) and preferred learning styles (experience-driven mode vs. theory-driven mode) in collaborative teaching courses would be moderated by their cognitive development (absolute thinking vs. relativistic thinking) and examine whether academic achievement of students would be contingent upon their preferred learning styles. Two hundred forty-four college students who have taken the technical courses with collaborative teaching participated in this study. The results showed that those participants with absolute thinking perceived the modeling advantage of technical teachers was greater than that of lecturing teachers, preferred the experience-driven mode over the theory-driven mode, and displayed differential academic achievement between technical courses and general courses. On the other hand, the students with relativistic thinking revealed no difference in perceived modeling advantage of role models, learning styles preferences, and academic achievement between two categories of courses. In addition, this research indicates that college students' preferred learning styles would interact with course category (technical courses vs. general courses) to display differential academic achievement. Implications and future directions are discussed. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A