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ERIC Number: EJ946154
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-1812-9129
The Role of Non-Classroom Faculty in Student Learning Outcomes in Higher Education Context
Inozu, Julide
International Journal of Teaching and Learning in Higher Education, v23 n3 p292-302 2011
Researchers have identified a number of learning experiences including faculty-student interaction which affect students' gains in learning outcomes in higher education. This study specifically focused on the relationship between out-of-class faculty-student contact and student learning gains in a language teacher education program. The study was based on data gathered from 116 senior students at English Language Teacher Education Department of Cukurova University, Turkey. The results suggest that the main contribution of contact with faculty members is attributed to gains in knowledge and subject matter competence. On the other hand, faculty contact is not seen as a source of intellectual growth and practical competence by the participant students. The findings of the study prove to be valuable for showing insights about the relationship between faculty-student interaction and specific learning gains. (Contains 2 tables.)
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey