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 * §
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Theresa Kwong
Theresa Kwong
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kchong
kchong
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evawong
evawong
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§ Hong Kong Baptist University Hong Kong Baptist University

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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.

Data Availability

Not applicable for this article.

How to Cite This Article

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

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Journal Specifications

Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

Keywords
Constructive Alignmentindependent learningOBEOBTLoutcomes-based educationoutcomes-based teaching and learningsatisfaction
Classification
GJHSS-G Classification FOR Code: 930203p
930102p
  • Submission ReceivedDecember 7, 2012
  • Peer Review Double Blind
    Handling Editor
  • Accepted December 31, 2012
  • Published January 15, 2013
Version of record

v1.2

Issue date
July 8, 2013

Language
English
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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 Thadani
Dimple Thadani Hong Kong Baptist University
Dimple Thadani
Dimple Thadani
Theresa Kwong
Theresa Kwong
  • Submission ReceivedDecember 7, 2012
  • Peer Review Double Blind
    Handling Editor
  • Accepted December 31, 2012
  • Published January 15, 2013