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

Research output: Chapter in book/report/conference proceedingConference proceedingpeer-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 languageEnglish
Title of host publicationHybrid Learning - 4th International Conference, ICHL 2011, Proceedings
Pages83-94
Number of pages12
DOIs
Publication statusPublished - 2011
Event4th International Conference on Hybrid Learning, ICHL 2011 - Hong Kong, China
Duration: 10 Aug 201112 Aug 2011

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume6837 LNCS
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Conference

Conference4th International Conference on Hybrid Learning, ICHL 2011
Country/TerritoryChina
CityHong Kong
Period10/08/1112/08/11

Scopus Subject Areas

  • Theoretical Computer Science
  • Computer Science(all)

User-Defined Keywords

  • OBTL
  • Student Learning Approach
  • Student Learning Experience

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