Models of Causal Relationships of Critical Teaching–Surface Learning Process Factors amongst Construction Engineering Undergraduates

Research output: Journal Publications and ReviewsRGC 21 - Publication in refereed journalpeer-review

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Author(s)

Detail(s)

Original languageEnglish
Pages (from-to)49-67
Journal / PublicationThe Journal for Education in the Built Environment
Volume3
Issue number1
Publication statusPublished - Jul 2008

Abstract

Education is a teaching-learning systemic process, involving teachers, students, the curriculum content and the environment. The process consists of three sub-processes, namely teaching, learning and evaluation, in which students as well as learning process are central. Having established that construction engineering undergraduates in Hong Kong employ a common surface learning approach the research reported in this paper aimed at understanding the nature of the relationships between the variables with an assumption of causality in the teaching and learning process. Three structural equation models of teaching approaches namely: context-transferring, shaping and traveling have been established using the LISREL program. These models largely confirm existing theories within the construction education environment.

Research Area(s)

  • 3P–model, Construction, Surface Learning Approaches, Teaching Approaches

Citation Format(s)

Models of Causal Relationships of Critical Teaching–Surface Learning Process Factors amongst Construction Engineering Undergraduates. / Leung, Mei-yung; Wang, Ying; Olomolaiye, Paul.
In: The Journal for Education in the Built Environment, Vol. 3, No. 1, 07.2008, p. 49-67.

Research output: Journal Publications and ReviewsRGC 21 - Publication in refereed journalpeer-review