Perceived power distance correlates with expert and authority roles, collaboration with facilitator and delegator roles, and competition correlates with all five teacher roles¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers perceiving larger power distance more likely take up expert and authority roles; higher collaboration perception associates with facilitator and delegator roles; competition perception is positively associated with all five roles. → Chang Zhu 2010

Evidence¶

Chang Zhu 2010¶

Chang Zhu, Martin Valcke and Tammy Schellens. (2010). A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education. European Journal of Teacher Education. https://doi.org/10.1080/02619761003631849

q2 · i? · associational · r1

Correlational analysis (Table 7, Pearson correlations) across the combined Chinese and Flemish samples linking Cultural Environment Survey subscales to the five Teaching Style Survey role scales; printed coefficients include r = .312 (power distance-expert) and r = .582 (collaboration-delegator).

"The correlation analysis results show that teachers who perceive power-distance between teachers and students to a larger extent are more likely to take up the roles as an expert and an authority. Teachers who score higher on student collaboration perceive to a larger extent the roles as a facilitator and a delegator. The perception of competition is positively associated with the perceptions of the five roles."

Discussion¶

Related Claims¶

• Chinese university teachers stress the expert, authority and model teacher roles to a larger extent than Flemish teachers, with no group difference in facilitator or delegator roles
• Teachers' adoption of online collaborative learning is associated with constructivist beliefs, facilitator/delegator roles, perceived need for innovation, and institutional conditions
• Student-centered philosophies correlate with personal, facilitator and delegator teaching styles
• Flemish faculty adopt e-learning and online collaborative learning at higher rates than Chinese faculty (about 95% vs 30% e-learning; 27% vs 8% online collaboration) — related
• Chinese teachers emphasize competition among students more than Flemish teachers, while perceived power distance and collaboration are similar across the two groups — related