A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways

Autor/inn/en	Jang, Hyungshim; Reeve, Johnmarshall; Halusic, Marc
Titel	A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways
Quelle	In: Journal of Experimental Education, 84 (2016) 4, S.686-701 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2015.1083522
Schlagwörter	Personal Autonomy; Concept Formation; College Instruction; Pilot Projects; Small Group Instruction; Student Satisfaction; Need Gratification; Learner Engagement; Hierarchical Linear Modeling; Teaching Methods; Student Centered Learning; Undergraduate Students; College Faculty; Questionnaires + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Concept learning; Begriffsbildung; Hochschullehre; Pilot project; Modellversuch; Pilotprojekt; Bedürfnisbefriedigung; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fakultät; Fragebogen
Abstract	We tested the educational utility of "teaching in students' preferred ways" as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study taught 63 college-age participants in small groups the same 48-minute lesson in one of these two different ways, and we assessed participants' perceived autonomy support, autonomy-need satisfaction, engagement (self-report and rater scored), and conceptual learning (self-report and rater scored). Multilevel analyses showed that participants randomly assigned to receive a preferred way of teaching perceived the teacher as more autonomy supportive and showed significantly greater autonomy-need satisfaction, engagement, and conceptual learning. Mediation analyses using multilevel modeling for clustered data showed that this way of teaching enhanced conceptual learning because it first increased students' autonomy. We conclude that "teaching in students' preferred ways" represents a way of teaching that increases students' autonomy, engagement, and conceptual learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01