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Faculty members’ implementation of OBTL and its impact on students’ learning approach

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Abstract:

Higher education of Hong Kong has been going through tremendous changes in academic structure and curriculum since sovereignty was transferred back to China in 1997. To ensure the quality of higher education, all the eight publicly funded universities have been adopting an outcome based approach in teaching and student learning method (OBTL) since 2005. Although literature suggests that instructors' certain teaching philosophy has significant impact on students' learning approach, no empirical studies have been conducted to examine whether or not, and how much this newly adopted teaching approach has influenced Hong Kong students' learning approaches. This paper examines instructors' OBTLness and its impact on students' learning approach changes. Data were collected via a survey with 700 first year undergraduate students, and interviews with 10 faculty members and 20 students. An instrument was administered at week one and week ten of a semester in 2010 to quantify the change of students' learning approaches. Interview data were used to evaluate faculty members' perceptions of their implementation of OBTL and to classify their applications of OBTL in specific courses into low, middle, and high levels. A comparison is made to examine whether the different levels of OBTL implementation would lead to differences in the change of students' course learning approach. Implications for teaching and learning and for policy making of the quality assurance will be provided in this paper.

Author's Keywords:

outcome based teaching and learning
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492665_index.html
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MLA Citation:

Wang, Xiaoyan., Su, Yelin., Cheung, Wing Fung., Wong, Eva., Kwong, Theresa. and Tan, Alfred. "Faculty members’ implementation of OBTL and its impact on students’ learning approach" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492665_index.html>

APA Citation:

Wang, X. , Su, Y. , Cheung, W. , Wong, E. , Kwong, T. and Tan, A. , 2011-04-30 "Faculty members’ implementation of OBTL and its impact on students’ learning approach" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492665_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Higher education of Hong Kong has been going through tremendous changes in academic structure and curriculum since sovereignty was transferred back to China in 1997. To ensure the quality of higher education, all the eight publicly funded universities have been adopting an outcome based approach in teaching and student learning method (OBTL) since 2005. Although literature suggests that instructors' certain teaching philosophy has significant impact on students' learning approach, no empirical studies have been conducted to examine whether or not, and how much this newly adopted teaching approach has influenced Hong Kong students' learning approaches. This paper examines instructors' OBTLness and its impact on students' learning approach changes. Data were collected via a survey with 700 first year undergraduate students, and interviews with 10 faculty members and 20 students. An instrument was administered at week one and week ten of a semester in 2010 to quantify the change of students' learning approaches. Interview data were used to evaluate faculty members' perceptions of their implementation of OBTL and to classify their applications of OBTL in specific courses into low, middle, and high levels. A comparison is made to examine whether the different levels of OBTL implementation would lead to differences in the change of students' course learning approach. Implications for teaching and learning and for policy making of the quality assurance will be provided in this paper.


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