The impacts of aligned teaching on students’ perceived engagement in independent learning and satisfaction: an empirical investigation in Hong Kong.

Dimple R. Thadani, Theresa F N KWONG, King CHONG, Eva Y W WONG

Research output: Contribution to journalJournal articlepeer-review

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.
Original languageEnglish
Pages (from-to)41-48
Number of pages8
JournalGlobal Journal of Human Social Science – Linguistic & Education
Volume13
Issue number9
Publication statusPublished - 8 Jul 2013

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