Learning approaches and outcome-based teaching and learning: A case study in Hong Kong, China

Learning approaches and outcome-based teaching and learning: A case study in Hong Kong, China

• Pang, Mary City University of Hong Kong
• To, Ming Ho City University of Hong Kong
• Man, Ryan City University of Hong Kong

Journal of Teaching in International Business, 20(2), 106-122, 2009

Routledge

2009

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GE Social Sciences, Business & Law
    • GEC Teaching Methods & Their Outcomes

Business Education Achievement Universities & Colleges Questionnaires Competency-Based Education Focus Groups Adaptability (Psychology) Hong Kong China Business Undergraduates Chinese Students Learning Approaches Outcome-Based Teaching and Learning

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Outcome-based education is a pedagogical process which focuses on the achievement of certain specified results. Outcome-based teaching and learning (OBTL), therefore, is concerned with curriculum design and ensuring that the contents, delivery, activities, and assessments are all aligned to help facilitate students to attain specific intended learning outcomes. This study explores whether and how outcome-based teaching impacts on the learning approaches of one cohort of undergraduate business students at a university in Hong Kong, China to undergo outcome-based teaching, newly introduced as part of a university-wide policy to adopt OBTL. The learning approaches of these business students were measured using John Biggs's (1987) Study Process Questionnaire (SPQ) to determine whether these students tended to favor surface learning approaches, deep learning approaches, or achieving learning approaches upon initial entry into the university. Changes in learning approaches were tracked, after a semester's exposure to OBTL, through survey and focus group interview methods. Findings indicated a significant amount of transference between learning approaches deployed by these students, demonstrating a high level of adaptability.
[Copyright of Journal of Teaching in International Business is the property of Routledge . Full article may be available at the publisher's website: http://dx.doi.org/10.1080/08975930902827825]

• English

Journal Articles

• 08975930

• 10.1080/08975930902827825

https://bibliography.lib.eduhk.hk/en/bibs/b74a3075

2010-11-24