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

1
Dimple R. Thadani
Dimple R. Thadani
2
Theresa Kwong
Theresa Kwong
3
King Chong
King Chong
4
Eva Wong
Eva Wong
1 Hong Kong Baptist University

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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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No external funding was declared for this work.

Conflict of Interest

The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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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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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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July 8, 2013

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English

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

Dimple R. Thadani
Dimple R. Thadani
Theresa Kwong
Theresa Kwong
King Chong
King Chong
Eva Wong
Eva Wong

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