Perceived Teaching, Deep Learning, and Leaning Outcomes of Chinese College Students: A Longitudinal Path Analysis

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division J - Postsecondary Education Virtual Poster Session

Abstract

Deep approaches to learning may promote positive learning outcomes while itself may be stimulated by teaching behaviors. However, due to the limitation of cross-sectional data, previous studies face difficulties in examining the causal relationships between teachers' teaching and undergraduate students' use of deep learning approaches and learning outcomes. This study investigates the relationships using longitudinal path analysis with a traced sample. We found that faculty's feedback and encouragement, rather than course instruction, had significant effects on students' use of deep learning approaches and learning outcomes. Deep approaches, especially reflective and integrative learning strategies, played mediating roles in the process. The findings provide implications to university faculty members in facilitating undergraduate student learning.

Authors

• Yawen Sun, Tsinghua University
  Presenting Author

• Fei Guo, Tsinghua University
  Non-Presenting Author