The Longitudinal Effects of Positive and Collaborative Learning and Student-Faculty Interaction on Teaching-Learning Outcomes of Korean University Students

Abstract

The purpose of this study is to investigate the relation of the initial value and alteration rate by checking the yearly alteration process of structural relation between benchmarks of teaching-learning engagement included in the NASEL and verifying Multivariate LGM. To this end, the LGM was applied to the estimate optimum alteration model that can explain each study variable and to find longitudinal influence of variables. The main result of the study is as follows. First, when analyzing the optimum growth model of each variable, linear alteration model where both student-faculty interaction (SFI), positive and collaborative learning (PCL), teaching and learning outcomes (TLO) were found to have steadily increased with the lapse of time. Individual differences were found in the initial value and alteration rate. Second, when analyzing the relation among variables by applying Multivariate LGM, both initial value and alteration rate of positive and collaborative learning, teaching and learning outcomes were high when the initial value of student-faculty interaction was higher. Thus, these findings show that the degree of student-faculty interaction can be important basic variable of positive and collaborative learning and teaching and learning outcomes. Third, the initial value and alteration rate of teaching and learning outcomes were also significantly affected by the initial value of positive and collaborative learning and the higher degree of positive and collaborative learning affected the alteration rate of teaching and learning outcomes more significantly. Thus, the results show that the most important task for each university is to search for the proper method which can further increase interaction with student-faculty in order to maximize university students' teaching and learning outcomes.