Students’ classroom experience in foreign-faculty and local-faculty classes in public and private universities in Taiwan

The Impact of Taiwanese College Students’ Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits

“…Our findings demonstrate that gender and faculty traits (e.g., teaching quality, interaction with students, and pedagogical differences) will moderate the relationship between DAL and cognitive gains. This echoes the claims of Chang et al (2014) that students and faculties are two leading actors in the classroom. However, only student traits have a significant and negative moderating effect on the relationship between DAL and non-cognitive gains, indicating that the effect of DAL will be weakened by students' traits.…”

“…Specifically, differences in the relationship between learning engagement and LOs are caused by variables like student, institutional and faculty traits (Chang, Bai, & Wang, 2014;Choi & Rhee, 2014). Student traits mainly consist of background characteristics (e.g., gender, household income, first-generation status) and learning experience (e.g., years in university, major).…”

Exploring factors affecting first-year students’ learning experiences: A case study of a private university in Taiwan

“…International scholars have investigated the first year experience of students in higher education. These include: the development of the generic skills (Bautista, 2016;McLean, Murdoch-Eaton & Shaban, 2013); student perceptions of their courses and attitudes toward career prospects (Bennett, Kapoor, Rajinder, & Maynard 2015;van der Meer, 2012); students engagement in the learning process through curriculum design (Bovill, Bulley & Morss, 2011); decreased motivation of students during their first year at university (Busse, 2013); peer mentoring (Carragher & McGaughey, 2016;Chester et al, 2013); the differences between foreign and local lecturers on student learning experiences (Chang, Bai & Wang, 2014); student expectations (Diniz et al, 2016;Surgenor, 2013;Yorke & Vaughan, 2013); gender and ethnic differences on learning experiences (D'Lima, Winsler & Kitsantas, 2014); the impacts of social media (Jenkins et al, 2012); sense of belonging to the university environment (Kane, Chalcraft & Volpe, 2014); intercultural learning (Lee, Williams, Shaw, & Jie, 2014); the impact of lecturers' feedback (Robinson, Pope & Holyoak, 2013); and the role of induction courses (Yan & Sendall, 2016). Based on the studies above, there are two key themes underpinning the learning experiences of FY students: enhancements and obstacles.…”

Bridging Borders: Toward a Pedagogy of Preparedness for Visiting Faculty

“…On the other hand, the role of the instructor may be interpreted differently by students, including perceptions of student-instructor relationships or of the involvement of student knowledge in the classroom. Chang, Bai, and Wang (2014) conducted a study of student perceptions of foreign and local faculty in Taiwan who taught in the field of the social sciences and humanities. Of the 714 study participants (undergraduate students), a majority of students preferred their visiting faculty's teaching practice, which included maintaining an approachable and supportive position as well as engaging more peer support mechanisms in the classroom (Chang et al, 2014).…”

“…Chang, Bai, and Wang (2014) conducted a study of student perceptions of foreign and local faculty in Taiwan who taught in the field of the social sciences and humanities. Of the 714 study participants (undergraduate students), a majority of students preferred their visiting faculty's teaching practice, which included maintaining an approachable and supportive position as well as engaging more peer support mechanisms in the classroom (Chang et al, 2014). This transnational learning experience creates an opportunity for educators to discuss and compare with their students the culturally relevant approaches to exchanging knowledge.…”