Multidisciplinary learning: impact of internal and external factors

• Autores: Hsiu-Ping Yueh, Yi-Hui Liu, Chaoyun Liang
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 33, no. 4, 2017, 1232 págs.
• Idioma: inglés
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• Resumen

  • This study examined the moderating effect of scientific literacy between self-regulated learning and quality online material,as well as that between teaching effectiveness and multidisciplinary learning outcomes. The study also tested how qualityonline material mediated the effects of scientific literacy, self-regulated learning, and teaching effectiveness on multi-disciplinary learning outcomes. Survey data was collected from 242 participants to determine the appropriatescale structure by performing an exploratory factor analysis. Another set of data, comprising 922 participants, wasalso analysed to confirm the factor structure and build a predictive model. The results indicate that the mediating effects ofquality online material on the relationship between scientific literacy, self-regulated learning, teaching effectiveness, andlearning outcomes were supported. Quality online material and teachingeffectiveness were identified as the most influentialvariables on multidisciplinary learning outcomes. In addition, scientific literacy was not only an effective moderatorbetween self-regulated learning and quality online material, but also moderated the relationship between teachingeffectiveness and multidisciplinary learning outcomes.