Exploring the Relationship Between Students' Preferences for Teacher Authority and Learning Approaches: An Example of Student Learning Communication Theory and Computer Technology Contexts

Abstract

This research investigated university students majoring in Mass Communication preferences regarding teacher authority within the context of communication theory and computer technology learning and examined how these preferences were associated with learning approaches. Data were collected from 357 Taiwanese university students using two questionnaires. The results identified three distinct clusters in terms of teacher authority: passive learners (Cluster 1), blended learners (Cluster 2), and autonomous learners (Cluster 3). ANOVA results revealed significant differences in learning approaches across the three clusters. Notably, blended learners exhibited higher scores in deep strategy compared to passive and autonomous learners, while both blended learners and autonomous learners demonstrated stronger deep motivation than passive learners. Finally, passive learners displayed the lowest level of learning approaches within the context of communication theory and computer technology learning.