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 studentsâ€™ 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.
|Number of pages
|Global Journal of Human Social Science – Linguistic & Education
|Published - 8 Jul 2013