Does outcomes based teaching and learning make a difference in students' learning approach?

Xiaoyan Wang; Yelin Su; Stephen Cheung; Eva Y W WONG; Theresa Kwong; Keng T. Tan

doi:10.1007/978-3-642-22763-9_8

Does outcomes based teaching and learning make a difference in students' learning approach?

Xiaoyan Wang^*, Yelin Su, Stephen Cheung, Eva Y W WONG, Theresa Kwong, Keng T. Tan

^*Corresponding author for this work

Centre for Holistic Teaching and Learning

Research output: Chapter in book/report/conference proceeding › Conference proceeding › peer-review

3 Citations (Scopus)

Abstract

This paper investigates whether instructors' adoption of outcomes based teaching and learning (OBTL) has any impact on university students' deep learning approach, which is highly correlated with students' learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews, and survey. The analysis of covariance (ANCOVA) results suggested that regardless individual differences, students would adjust their learning approaches and study behaviors in response to the classroom teaching and learning environment. Students in more "OBTL courses" were more likely to adopt deep learning approaches in their study of a particular course.

Original language	English
Title of host publication	Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings
Pages	83-94
Number of pages	12
DOIs	https://doi.org/10.1007/978-3-642-22763-9_8
Publication status	Published - 2011
Event	4th International Conference on Hybrid Learning, ICHL 2011 - Hong Kong, China Duration: 10 Aug 2011 → 12 Aug 2011

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	6837 LNCS
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	4th International Conference on Hybrid Learning, ICHL 2011
Country/Territory	China
City	Hong Kong
Period	10/08/11 → 12/08/11

Scopus Subject Areas

Theoretical Computer Science
General Computer Science

User-Defined Keywords

OBTL
Student Learning Approach
Student Learning Experience

Access to Document

10.1007/978-3-642-22763-9_8

Cite this

Wang, X., Su, Y., Cheung, S., WONG, E. Y. W., Kwong, T., & Tan, K. T. (2011). Does outcomes based teaching and learning make a difference in students' learning approach? In Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings (pp. 83-94). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6837 LNCS). https://doi.org/10.1007/978-3-642-22763-9_8

@inproceedings{5c28be307e994a6187f7602711e4abc7,

title = "Does outcomes based teaching and learning make a difference in students' learning approach?",

abstract = "This paper investigates whether instructors' adoption of outcomes based teaching and learning (OBTL) has any impact on university students' deep learning approach, which is highly correlated with students' learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews, and survey. The analysis of covariance (ANCOVA) results suggested that regardless individual differences, students would adjust their learning approaches and study behaviors in response to the classroom teaching and learning environment. Students in more {"}OBTL courses{"} were more likely to adopt deep learning approaches in their study of a particular course.",

keywords = "OBTL, Student Learning Approach, Student Learning Experience",

author = "Xiaoyan Wang and Yelin Su and Stephen Cheung and WONG, {Eva Y W} and Theresa Kwong and Tan, {Keng T.}",

year = "2011",

doi = "10.1007/978-3-642-22763-9_8",

language = "English",

isbn = "9783642227622",

series = "Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)",

pages = "83--94",

booktitle = "Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings",

}

Wang, X, Su, Y, Cheung, S, WONG, EYW, Kwong, T & Tan, KT 2011, Does outcomes based teaching and learning make a difference in students' learning approach? in Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 6837 LNCS, pp. 83-94, 4th International Conference on Hybrid Learning, ICHL 2011, Hong Kong, China, 10/08/11. https://doi.org/10.1007/978-3-642-22763-9_8

Does outcomes based teaching and learning make a difference in students' learning approach? / Wang, Xiaoyan; Su, Yelin; Cheung, Stephen et al.
Hybrid Learning - 4th International Conference, ICHL 2011, Proceedings. 2011. p. 83-94 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 6837 LNCS).

Research output: Chapter in book/report/conference proceeding › Conference proceeding › peer-review