Does Outcomes Based Teaching and Learning Make a Difference in Students’ Learning Approach?

  • Xiaoyan Wang
  • Yelin Su
  • Stephen Cheung
  • Eva Wong
  • Theresa Kwong
  • Keng T. Tan
Part of the Lecture Notes in Computer Science book series (LNCS, volume 6837)


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.


OBTL Student Learning Approach Student Learning Experience 


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Copyright information

© Springer-Verlag Berlin Heidelberg 2011

Authors and Affiliations

  • Xiaoyan Wang
    • 1
  • Yelin Su
    • 1
  • Stephen Cheung
    • 1
  • Eva Wong
    • 1
  • Theresa Kwong
    • 1
  • Keng T. Tan
    • 1
  1. 1.Centre for Holistic Teaching and LearningHong Kong Baptist UniversityKowloon TongHong Kong

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