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.
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Wang, X., Su, Y., Cheung, S., Wong, E., Kwong, T., Tan, K.T. (2011). Does Outcomes Based Teaching and Learning Make a Difference in Students’ Learning Approach?. In: Kwan, R., Fong, J., Kwok, Lf., Lam, J. (eds) Hybrid Learning. ICHL 2011. Lecture Notes in Computer Science, vol 6837. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-22763-9_8
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DOI: https://doi.org/10.1007/978-3-642-22763-9_8
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