The Impacts of Aligned Teaching on Students Perceived Engagement in Independent Learning and Satisfaction : An Empirical Investigation in Hong Kong

The Impacts of Aligned Teaching on Students Perceived Engagement in Independent Learning and Satisfaction : An Empirical Investigation in Hong Kong

Dimple R. Thadani

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Theresa Kwong

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King Chong

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Eva Wong

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Hong Kong Baptist University

The Impacts of Aligned Teaching on Students Perceived Engagement in Independent Learning and Satisfaction : An Empirical Investigation in Hong Kong

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Abstract

In response to the move towards Outcomes-based Education in Hong Kong, our paper aims at investigating the impacts of the Outcomes-based Teaching and Learning approach (OBTL) on students’ satisfaction and perceived engagement in independent learning in the context of higher education. Building upon the principle of “constructive alignment”, we propose a theoretical model to examine the impacts of constructively aligned teaching and learning that is conceptualized as the constructive alignment Index in our paper. An empirical study of undergraduate students (n=253) found that the constructive alignment index (CAI) positively predicted students’ satisfaction and their perceived engagement in independent learning. Implications for research and practice are discussed.

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Funding

No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

Ethical Approval

No ethics committee approval was required for this article type.

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Not applicable for this article.

How to Cite This Article

Dimple R. Thadani. 2013. \u201cThe Impacts of Aligned Teaching on Students Perceived Engagement in Independent Learning and Satisfaction : An Empirical Investigation in Hong Kong\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 13 (GJHSS Volume 13 Issue G9): .

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GJHSS Volume 13 Issue G9
Pg. 41- 48

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Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords

Constructive Alignment independent learning OBE OBTL outcomes-based education outcomes-based teaching and learning satisfaction

Submission ReceivedDecember 7, 2012
Peer Review Double Blind
Handling Editor
Accepted December 31, 2012
Published January 15, 2013

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July 8, 2013

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Article Matrices

Total Score: 134

Country: China

Subject: Global Journal of Human-Social Science - G: Linguistics & Education

Authors: Dimple R. Thadani, Theresa Kwong, King Chong, Eva Wong (PhD/Dr. count: 0)

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Total Downloads: 2530

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