Disentangling the Antecedents of Relationship between Deep Approach to Learning and Student Learning Outcomes

DOI

10.2991/icitme-18.2018.29How to use a DOI?

Keywords

exploitative learning; explorative learning; deep approach to learning; student learning outcomes

Abstract

The multiple characteristics of students encourage universities to provide a learning environment that integrates teaching and learning in one and to strengthen students’ learning motivation through student-oriented teaching model, so as to enhance students’ input in study. In this study, the concept of depth learning is adopted to measure students’ input in study, so as to explore the outcomes of specialized teaching mode and students’ learning outcomes. Therefore, this study aimed to analyze a sample of 2,342 students from 16 Taiwanese higher education institutions by structural equation modeling. The results showed that specialized teaching modes (explorative and exploitative learning) could increase deep approach to learning; explorative and exploitative learning have positive effects on learning outcomes (cognitive gains and non-cognitive gains); deep approach to learning has significant mediated effect between teaching modes and learning outcomes.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Michael Yao-Ping Peng
AU  - Sheng-Hwa Tuan
PY  - 2018/08
DA  - 2018/08
TI  - Disentangling the Antecedents of Relationship between Deep Approach to Learning and Student Learning Outcomes
BT  - Proceedings of the 2018 International Conference on Information Technology and Management Engineering (ICITME 2018)
PB  - Atlantis Press
SP  - 148
EP  - 151
SN  - 1951-6851
UR  - https://doi.org/10.2991/icitme-18.2018.29
DO  - 10.2991/icitme-18.2018.29
ID  - Peng2018/08
ER  -