Concept Of Outcomes-based Education Research Articles

Developing professional development for vocational teachers based on the OBE framework and its effect on trainees’ learning motivation and training satisfaction

Professional Development (PD) for teachers plays a significant role in nurturing new skills, extending updated knowledge and promoting educational reform. The concept of Outcome-Based Education (OBE) is highly recognised in the field of education as it matches the student-centred claim and emphasises measurable learning outcomes. In order to improve the training effectiveness and stimulate vocational teachers’ learning motivation, authors in this research developed a PD for vocational teachers according to the design process and learning outcomes of the OBE concept. Trainees’ learning motivation is measured through the questionnaire based on Kirkpatrick’s model of training evaluation and the ARCS Model of motivation. A total of 40 secondary vocational teachers and 40 higher vocational teachers from Guangdong, China were enrolled in this research. The analysis of quantitative data was conducted using paired samples t-test and one-sample t-test to evaluate trainees’ motivation and satisfaction throughout the PD. The findings of this research suggest that the PD design based on the OBE framework has a significant impact on trainees’ learning motivation and training satisfaction according to the comparison of the data collected from trainees before and after attending the PD.

Research on The Application of Data Mining in Evaluation of Curriculum Teaching

The effectiveness of moral education is the fundamental standard to test all the work in colleges and universities, evaluation of curriculum teaching is very important for teachers to accurately master students' learning effects .Data mining technology has great advantages in curriculum evaluation. Guided by the concept of OBE (Outcomes-based Education), this paper obtains evaluation data through data mining from the goal of talent training. The data is processed through data collection, data integration, data selection, data cleaning, data conversion ,then the AHP(Analytic Hierarchy Process)-FCE(Fuzzy Comprehensive Evaluation) analysis model is constructed for empirical analysis, and the educational effect of big data and accounting courses is evaluated. Carrying out evaluation of curriculum teaching can promote teaching, improve the quality of personnel training, and achieve the goal of educating people.On the one hand, evaluation of curriculum teaching can provide an empirical basis to improve the talent training quality. On the other hand, it can provide theoretical reference for other majors to carry out curriculum teaching evaluation

Teaching Reform Practice of Financial Management Course in Higher Vocational Colleges Integrating with “OBE Concept+ Big Data Technology”

In the early 1980s, the famous American scholar Scott Spaetty first proposed the concept of OBE (Outcome based education), which is a student-centered and results-oriented advanced education concept. Under this kind of education idea, the goal of teaching design and the implementation of class is the last learning outcomes of students through teaching, which requires all the teaching process, teaching methods and learning evaluation needs to study achievement as a benchmark to final design, and the final study achievement is closely related to the professional training goal and graduation requirements. Students can fully define their goals in the process of learning. The teaching mode of "student-centered, accounting industry demand-oriented, concerned about students' learning results, students' ability training, students' growth" can better realize the national policy-oriented talent training target demand. The era of big data brings a lot of opportunities and unknown challenges to the accounting industry, and the cultivation of management and analytical accounting talents has become the most fundamental strategy to promote the development of intelligent accounting, and colleges need to innovate the teaching mode of "Financial Management" course of the accounting profession. This paper takes Financial Management as an example, and integrates "OBE theory and big data technology" into the teaching reform, in order to make a model for the rest of the teaching reform of accounting courses in higher vocational colleges.

EXPLORATION OF AI TECHNOLOGY APPLICATION IN REHABILITATION PROFESSIONAL COURSE DESIGN BASED ON OBE

Based on the concept of Outcome-Based Education (OBE), this study explores the application of AI technology in the instructional design and implementation of rehabilitation professional courses. The research adopts a combination of literature analysis, case studies, and teaching experiments. It designs an outcome-oriented teaching plan for rehabilitation courses that integrates AI technology and conducts a small-scale practice to verify the feasibility of the plan. The study finds that the OBE concept is highly compatible with AI technology. AI technology can effectively support precise curriculum system design based on outcome requirements, immersive digital teaching implementation, targeted evaluation and feedback, and comprehensively promote the achievement of learning outcomes. Therefore, AI technology should be widely applied in curriculum instructional design to better realize the OBE concept. The effective integration of the OBE concept and AI technology is an important direction for upgrading the teaching model, which is worth further exploration and practice. Subsequent research can continue to expand the application areas of this model, enrich specific implementation strategies, and conduct large-sample application effect verification to provide support for scale-up and promotion. KEYWORD： AI technology Rehabilitation course OBE

A Comprehensive Exploration of Outcome-Based Education Principles and Practices

The concept of Outcome-Based Education (OBE) has become a paradigm shift in the field of education by placing a strong emphasis on student accomplishment and measurable learning outcomes. This study undertakes a thorough investigation of OBE practices and concepts, exploring its impact on pedagogical techniques, implementation strategies, and theoretical underpinnings. The paper tackles the essential elements of OBE, such as curriculum design, evaluation techniques, and the alignment of educational objectives with societal demands, by synthesizing recent literature and case experiences. In addition, the research critically analyzes obstacles and possible remedies related to OBE adoption, taking into account various educational environments. This thorough analysis fosters a deeper knowledge of OBE's implications for reshaping education by providing educators, policymakers, and academics with important insights into the complex environment of OBE.

An Experimental Comparison between Online and Offline Seminar for Junior Students in University—OBE-Based Perspective

Seminar is a student-led teaching mode with student-teacher interaction. The seminars for juniors are more fully infiltrated by the concept of OBE (Outcome-Based Education). After the outbreak of the COVID-19 epidemic, online teaching became widely used and entered a new stage of its own development, which both challenged and facilitated the development of traditional offline seminar courses. Our team encountered the real dilemma of Wuhan’s closure of the city in the process of offering the seminar “Social Security System Reformation in China” for juniors, and experienced an unusual process from online teaching to offline teaching. This paper hopes to explore the path of effective integration of OTO (Online to Offline) seminars by reflecting on the two rounds of OTO course experience.

PBL Teaching Method of “Biology Experiment” Based on the OBE Concept

The biology experiment course is an essential introductory and compulsory course for biology majors in higher education. With the rapid development of biology research, improving the quality of classroom teaching and stimulating students’ innovative and practical abilities is a critical issue that needs to be solved in biology experiment course. This article analyzes the problems in biology experiment course, summarizes experimental teaching experience, and designs teaching based on student learning outcomes, exploring innovative reform plans for course teaching. Adopting problem-based and project-based learning with the concept of Outcome-Based Education, we will attempt to reform the “Biology” curriculum and construct a student-centered and result-oriented teaching model. It is conducive to stimulating students’ interest in learning, mobilizing their active participation in classroom learning, effectively improving their learning ability and sense of achievement, promoting the overall quality of students, and thus achieving the goal of improving the quality of biology teaching, laying a solid foundation for talent cultivation.

An Evidence-based Meta-analysis on the Outcomes of Teacher Education under the Concept of Outcome-Based Education

Currently, there is limited empirical research on the educational outcomes of Outcome-based Education (OBE) theory, making it challenging to draw clear inferences based on logical deductions in real-world contexts. Taking a certain university in Wuhan city as an example, this study conducted 50 regression analyses on the curriculum as the research subject, employing both Meta-analysis and Meta-regression analysis as natural experiments. The findings reveal that the implementation of OBE reforms significantly enhances the educational outcomes of teachers, although the impact shows substantial heterogeneity. Firstly, the classroom learning environment has a significant positive impact on educational outcomes. Secondly, the study found that implementing OBE reforms has significantly positive effects on professional courses and platform courses, while showing insignificant effects on general education and elective courses. Thirdly, the effects of OBE reforms are more pronounced for students in science and engineering as well as business and management disciplines, whereas insignificant for students in humanities and arts disciplines. Based on these findings, the following policy recommendations are proposed: there should be a firm commitment to the implementation of OBE reforms, and it is advisable to expand the scope of OBE reforms to a larger scale. Furthermore, OBE reforms can be selectively implemented across all courses, and efforts should be made to ensure clarity of objectives when implementing OBE reforms in disciplines related to humanities and arts.

Teaching Reform of “Nursing of Traditional Chinese Medicine” Course Based on OBE Concept

Traditional Chinese medicine (TCM) nursing is one of the important disciplines in TCM. It is based on TCM theory and combined with modern nursing theory and technology, aiming to provide comprehensive and individualized nursing services. With the changes in the medical environment and the continuous improvement of people’s health needs, the teaching of TCM nursing is facing new challenges and opportunities. This paper aims to discuss the teaching reform of TCM nursing course based on the concept of outcome-based education (OBE) or student-centered teaching. The significance of this study is to provide theoretical basis and practical guidance for the teaching reform of TCM nursing course, and to promote the development and progress of TCM nursing education. Through the teaching reform based on OBE concept, we can better cultivate TCM nursing talents with innovative spirit and practical skills, and contribute to the development of TCM.

Research on the Reform of “Traditional Chinese Medicine Nursing” Teaching Based on the Concept of Outcome-Based Education

Continuously evolving teaching concepts and the adoption of diverse teaching methods have led to outcomeoriented education becoming a fundamental focus of teaching reform in colleges and universities. In this article, the “Traditional Chinese Medicine Nursing” course is used as an example to discuss the reform of education based on the concept of outcome-based education, with the purpose of improving students’ learning outcomes and practical skills.

Blended Teaching for Signal and System Course Based on Internet-Engineering Education

Aiming at the teaching difficulties of signal and system course, adapting to the new situation of the information age and the engineering education of outcome-based education (OBE), adhering to the traditional classroom teaching and making full use of the network teaching platform and internet technology, a blended teaching mode of internet-engineering education (BTM-IEE) is proposed. In this mode, we adhered to the educational concept of OBE, formulated teaching objectives, optimized teaching content, and built matching teaching resources. In three teaching stages: before class, in class and after class, online-offline blended teaching was effectively organized and implemented by using internet technology, network teaching platform, independently developed a comprehensive experimental system, remote virtual experiment platform, QQ group, etc. In order to ensure a good cycle of teaching quality, a multi-dimensional evaluation system is constructed. A variety of application examples and questionnaire data showed that BTM-IEE can achieve a deep integration of in class-out of class and online-offline, improve students’ engineering application ability, autonomous learning ability, cooperation, communication ability, and cultivate innovative thinking. The horizontal and vertical comparison between the traditional and the improved teaching mode shows that the BTM-IEE can improve the teaching effect, the excellent rate is significantly increased, and the failure rate is significantly reduced. This mode provides a reference for the improvement of the teaching quality of professional courses and has important practical significance.

The Construction of a Combined OBE-based Teaching Model

This paper proposes a teaching model based on the concept of outcome-based education (OBE). OBE is meant to be a student-centered learning model. Based on OBE, the characteristics of project-based learning (PBL) and lecture-based teaching approach are analyzed. Then, a combined teaching model is constructed based on Acharya’s research findings and PBL. This proposed model integrates PBL and lecture-based teaching approach to help achieve ideal learning outcomes. It enhances learners’ learning initiative and creativity while ensuring holistic and systematic learning outcomes.

Teaching Reform and Practice Using the Concept of Outcome-Based Education

Foundation and Application of Microcontroller (FAoM), a theoretically and practically important specialized course for automation majors, is interdisciplinary and has a wide range of instructional content. Conventional teaching methods center on the needs of teachers but do not prioritize fostering practical skills and innovation capacity. This split focus tends to neglect the achievement of learning outcomes and causes deficiency in practice ability. Therefore, instructional reform oriented toward outcome-based education (OBE) was proposed in this study to promote endogenous motivation to learn and enhance effectiveness and flexibility in practical teaching by subdividing instructional objectives, rearranging instructional contents, conducting modularized teaching, and formulating typical tasks. To evaluate the performance of the instructional reform based on OBE, students were engaged to develop a temperature measurement system with knowledge they learned by using software Keil, Proteus, and Altium. Statistics show that the proposed methodology exceeds the traditional method of teaching in all six evaluation indexes, achieving the student-centered curriculum objective. The implementation of the reform on FAoM is of considerable importance for students. They benefit from immersive teaching, broadening their minds and cultivating their capacity to address practical engineering problems.

Curriculum Reform of Employment-Oriented “Design of Machinery” Based on OBE Education Concept

With the continuous development of the social economy, the market’s demand for talents is also constantly changing. “Design of Machinery” is an important curriculum for mechanical majors. Students majoring in machinery use not only a theory but also practical technology after employment. Therefore, in the teaching process, teachers should make reasonable plans, introduce more employment-oriented practical content, and promote the employment of students. It is necessary to integrate the teaching concept of OBE (outcome-based education) into the teaching process, to improve the effectiveness of the “Design of Machinery” curriculum, and to promote the reform of teaching methods.

OUTCOME-BASED EDUCATION FOR ENGLISH TEACHING REFORM IN THE ERA OF THE “POST-METHOD”

“Post-method” language education is a new trend in foreign language teaching after the “method era”. “Outcome-based Education (OBE)” is an important theory for students’ learning development because it is students-centered and focuses on students’ performance. Combining the Post-method teaching system, and based on the OBE concept, we aim to explore the reforms of college English in the Post-method teaching era. We discussed the characteristics of teachers and students under the concept of OBE and analyzed the ways to carry out OBE in college English teaching. We hope that it will go beyond the limitations of traditional Chinese college English teaching theory and practice and bring new insights into college English teaching reforms.
 
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Experiences from a New Project-Driven and Outcome- Based Educational Concept in a Blasting Engineering Study Program

Blasting engineering is a very comprehensive and practical curriculum. However, the traditional method of teaching this curriculum is relatively simple and emphasizes theory teaching over practice teaching, the introduction of classical methods over the expansion of new methods, and the training of individual abilities over the cultivation of team spirit. To address these problems, a new project-driven teaching method based on the concept of outcomes-based education (OBE) certified by the engineering education specialty was explored in this study. The teaching goals were determined based on the index points of the graduation requirements for mining engineering majors. The teaching process was divided into four stages, namely, project investigation and analysis, project parameter design, project report evaluation, and project display and feedback. The special subject on the deep-hole bench blasting scheme of an open-pit mine was taken as an example to explore the related work that needs to be completed by students in different phases and the related abilities and qualities that need cultivation. Lastly, the limitations in the ability training of students in the teaching process were continuously improved through an evaluation and feedback of teaching quality. Results of a four-year teaching practice show that the OBE-based project-driven teaching method not only effectively overcomes the drawbacks of the traditional teaching method but also effectively improves the comprehensive abilities and qualities of students.

Teaching Reform of Database Course based on the Concept of Outcome-based Education

Abstract: Outcome-based Education is a kind of ability-oriented education mode, which is oriented by social needs and focuses on cultivating students' ability to solve practical problems. All aspects of this education mode are designed and implemented closely around students. Taking the teaching of database principle and application course as an example, aiming at a series of problems existing in the current course teaching, taking OBE education concept as the main teaching reform guiding strategy, this paper puts forward a series of reform measures and solutions from the aspects of teaching goal formulation, teaching content optimization, teaching methods innovation, experimental design optimization, evaluation system innovation, etc.

Research on College English Education under the Guidance of OBE Theory

The concept of Outcome-based Education runs through the certification of engineering education. It is of great practical significance to adopt the concept of Outcome-based Education in the reform of college English teaching in engineering colleges. This article focuses on the three teaching links of college English teaching goals, college English teaching methods, and college English teaching outcome evaluation, studies its realization form under the concept of Outcome-based Education, and constructs college English teaching goals that meet job needs and professional characteristics, new college English teaching methods combining the Internet technology and diversified learning outcome evaluation methods oriented in results, and explores new feasible college English teaching schemes led by the Outcome-based Education concept, to help college English curriculum reform.

The Trend of the Reform and Development of the Training of Professional Teachers under the Concept of OBE

<p>With the continuous renewal and progress of China's educational concept, the demand for professional talents in various industries is increasing gradually. As colleges and universities undertake the task of talent training, they hope to cultivate various professional talents through professional teaching. Nowadays, with the gradual improvement of education level, the personnel training mechanism of normal universities is more strict. The professional talents of normal colleges and universities are the important resources of schools and training institutions. Therefore, researchers put forward the OBE (Outcomes-based Education) talent training concept. This paper will discuss and study the reform and development of teacher training based on OBE concept, and finally come to a conclusion.</p>

Humanities education reform exploration and practice under outcomes-based education (OBE)

Introduction. The concept of outcomes-based education (OBE) was first put forward in 1981 by the educator W. Spady, and has been widely valued and applied in a rapid speed. During the next 10 years, OBE has formed a relatively complete theoretical system and became the mainstream ideas of national education reform in the United States, Britain, Canada and other counties. At present, the technology and tools of OBE, despite the criticism, remain relevant for the development and optimisation of the humanities education system.The aim of the present research is to study and analyse the theory of OBE and the practice on the application of pedagogical principles for modernisation of the humanities education in China.Results and scientific novelty. Chinese education certification system has made notable progress in recent years. More universities and colleges are pursuing a quality improvement strategy focused on three main components – learning outcomes, student personality and continuous improvement. OBE establishes the same priorities; OBE is considered as a special type of effective pedagogical design. The features of this model implementation are briefly described – the structure of the training process, its stages and characteristics. The opportunities for improving humanities education based on OBE framework were considered. The OBE operates within the framework of the following core issues: the things students learn and the extent of student success, not the manner of learning; the place, the time of learning and the duration of training.OBE process implies ultimate involvement of students’ individual cognitive abilities to master competencies, which help adapt to future life. The knowledge of actual material (content of the programme) is not the key element of the education process, but the skills of knowledge application are important when solving specific tasks. The curricula, educational process, its methods, tools are adjusted, rebuilt and replaced if they do not contribute to the development of such skills, e. g. the results of the training determine its system and act not as a goal, but as a means of achieving it. The structure of results manages all educational activities, and their evaluation is carried out according to clear initially defined criteria, combined with flexible personalised requirements in order to get students to fully self-realise personal potential during a training course. To improve the initial design of curriculum, it is necessary to provide constant feedback “student-teacher”. The teacher has to organise and focus the learning process to give each student confidence in the acquired experience and to guarantee his or her success in further professional activities and life in general.Practical significance. The OBE concept fully complies with the needs and demands of modern society and modern people – it is no coincidence that such training has become one of the most popular forms of education in many countries, including the field of the humanities education in China. The present research leads to the conclusion that in the humanities field, notably in the teaching of foreign languages, a significant improvement in the quality of training of students can be achieved through the use of OBE teaching tools. In this model of training, practice is more important than theory. Moreover, this model assumes understanding to be more valuable than memory; the traditional “cramming” of educational information by students can be completely excluded; also, such model provides an opportunity to establish a continuous productive dialogue between the participants of educational process and to transform a classroom into a laboratory. The student becomes an active, self-motivated and responsible actor of his or her own individual educational trajectory, not a passive consumer of information, and the teacher – active assistant and coordinator of education.