ABSTRACT

Beliefs learners have about the acquisition of knowledge can be a key factor in creating effective educational settings. The present exploratory study endeavors to understand student–instructor relationships and expectancy in community college classrooms. Using a mixed-method design, which employed a focus group and a survey, this study sought to investigate students’ beliefs about knowledge in their classrooms, and the role instructors play in students’ acquisition of knowledge. Results suggested that students value their relationships with their instructors. Data also showed that students believe that instructors are crucial players in their acquisition of knowledge. Findings have implications for cultivating student learning while improving community college course completion and retention rates.

摘要

学习者对获取知识的信念是创造有效教育环境的关键因素。本探索性研究致力于了解社区大学课堂中的学生-教师关系和期望。本研究采用焦点小组和调查的混合方法设计，旨在调查学生对课堂知识的信念，以及教师在学生获取知识中所扮演的角色。结果表明，学生重视与导师的关系。数据还显示，学生认为教师是他们获取知识的关键角色。调查结果对培养学生学习，同时提高社区大学课程完成率和保留率有影响。