Outcome-based Education Research Articles

Comparing the Role of Attitudes on the Enactment of Academic and Non-Academic Education Performance Indicators

Chile has followed the international trend of implementing a standards-based reform, with the particularity of encompassing both academic and non-academic outcomes. Drawing on interview data from four school cases in Santiago, Chile, this study examines the role of attitudes in reform enactment, analyzing whether and how school actors’ attitudes toward academic and non-academic performance indicators influence practice change. Alignment between attitudes toward academic standards and practice change is often disrupted by subjective norms, whereas attitudes toward non-academic indicators consistently drive behavior. This research sheds light on the complex interplay between attitudes and policy enactment, offering valuable insights.

Reform and Practice of University Physics Experimental Teaching Based on OBE Concept

Aiming at the problems of unclear teaching objectives, obsolete content, and single method in the experimental teaching of university physics at our university, we have implemented a series of reform initiatives. It mainly includes clarifying the student-centered teaching objectives, optimizing the experimental content, innovating the teaching methods, improving the assessment and evaluation system, and improving the experimental conditions [1,2]. After the implementation of the reform, the learning effectiveness of students has been significantly improved, the teaching level of teachers has been significantly enhanced, the curriculum system has been optimized, the efficiency of teaching management has been enhanced, and social recognition has been strengthened. Practice shows that the teaching reform based on the outcome-based education concept effectively improves the quality of university physics experimental teaching and lays the foundation for cultivating innovative talents.

Research on the Construction of a Comprehensive Teaching Case Library for Ergonomics under the OBE Concept

In recent years, case-based teaching has become a hot spot in higher education reform, and the construction of case libraries has received increasing attention. The development of teaching case libraries not only promotes changes in talent training models but also enhances teaching effectiveness. Taking the ergonomics course as an example, this paper explores the construction of a comprehensive teaching case library for ergonomics under the outcome-based education concept, providing a reference for future ergonomics teaching case library development.

Universalizing the particulars: neoliberalizing English language teaching (ELT) through outcome-based education (OBE)

Abstract Universities, once regarded as places for producing organic intellectuals and critical thinkers, now are targets of neoliberalism, where managerialist discourses and lexis are dominant in various forms. Students and teachers are transformed into entrepreneurs, consumers and customers through such discourse and lexis. As a neoliberal variant used in education today, outcome-based education (OBE) – focus of the present study – can be viewed as one such discursive attempt on the part of the universities with an aim to perpetuate neoliberal market rationality. Through in-depth semi-structured interviews with teachers at engineering universities in Pakistan, this study examines OBE-driven ELT pedagogy using Gramsci’s hegemony as a theoretical framework. We aimed to understand how OBE-based ELT tends to transform teachers’ subjectivities into neoliberal ‘selves’, the way it impacts pedagogy and learning of the English language, and how these subjectivities are resisted. It appears that OBE-based ELT circulates market logics in the ELT pedagogy and learning by viewing English language as a skill/commodity. Student learning and teachers’ pedagogical performance indicators are based on achievement of specific outcomes. Some teachers, however, argue that OBE-led ELT deprives them of their pedagogical experiences, freedom, and conceptualizations appropriate for their pedagogical approach. We therefore advocate de-centering and deconstructing neoliberal logics in pedagogy and suggest pedagogy of becoming, critical/dialogic language pedagogy and translanguaging as possible alternatives.

Implementation of Outcome-Based Education (OBE) among Chinese-Medium Students at New Era University College

Implementation of Outcome-Based Education (OBE) among Chinese-Medium Students at New Era University College

Application of Outcome-Based Education Instructional Theory Based on Artificial Intelligence in the Design and Practice of Research Curriculum

Research curriculum design is to arrange instructional links in an orderly manner in the course of teaching according to the requirements of course standards and the characteristics of instructional objects,so as to determine the plan of appropriate instructional scheme.The establishment of a reasonable assessment system of teachers' instructional level aims at correctly and reasonably distinguishing the differences of instructional level among teachers,enabling excellent teachers to discover their own advantages in time so as to improve their own shortcomings.Based on the concept of Outcome-based education,this article puts forward a instructional assessment model based on big data from the perspective of the education of new media.In the application effect,it can be seen that with the support of OBE instructional theory,students' creative ability and practical ability are obviously improved.The application of ANN in instructional level assessment is completely feasibleand it can meet the accuracy requirements,providing assistance for the design and practice of research curriculums.

An Empirical Analysis of Outcome- Based Education Research

Outcome-based education (OBE) is an educational approach that focuses on what students should know and be able to do at the end of a learning process, rather than focusing solely on what content is taught or how it is delivered. OBE emphasizes clearly defined learning outcomes or competencies that students are expected to demonstrate. These outcomes are often referred to as "Competency Outcomes, Performance Outcomes" (COPO). COPO attainment refers to the achievement of these competency outcomes by students. In an outcome-based education framework, educators design curriculum, instruction, and assessment around these desired outcomes. This means that the curriculum is structured to ensure that students acquire the necessary knowledge, skills, and attitudes to achieve the specified outcomes. This paper describes improvement in CO-PO attainment and is successfully implemented for one of the core subject “BBA105- Financial Accounting and Analysis ” for BBA students at Maharaja Agrasen Institute of Mangement Studies, Rohini, Delhi. One of the best ways to present any course in easy manner for students is achieved by Outcome –Based Education (OBE).OBE definitely builds complete knowledge by simplifying complex topics into small steps by applying OBE Methodologies. The attainment of the skills by the students are measured based on the Program Outcomes (PO’s) specified by the accreditation bodies. Defining the Course Outcomes (CO’s), CO-PO attainment, will modify the traditional teaching methodology to a well planned self- learning and scored good results too that is explained in this paper.

The rise and stall of standards-based reform

The rise and stall of standards-based reform

Bridging Theory and Practice: Application of Outcome-Based Education in Product Structure Design Courses

Bridging Theory and Practice: Application of Outcome-Based Education in Product Structure Design Courses

Web-Based Assessment System for Graduate Learning Achievements in Outcome-Based Education

This research utilizes the Rapid Application Development (RAD) approach, with the analysis stage involving a review of relevant literature and interviews with prospective system users. The next stage is the requirement planning, which entails defining the features or services within the software accessible to prospective system users. The design phase employs use case diagrams, activity diagrams, and Entity Relationship Diagrams (ERD). Subsequently, it is translated into the Laravel framework and undergoes testing to produce a software system for assessing Graduate Learning Outcomes (CPL). This system offers facilities for academic programs to create outcome-based education (OBE) mappings and enables instructors to assess students based on the established mapping data. It also provides students with the ability to view their outcome results. CPL refer to the essential skills that students must acquire following their academic studies. These skills encompass the internalization of grades, attitudes, general knowledge, and specific skills, which students are required to fulfill throughout their academic journey. Outcome grades, as mapped, are attained by students through participation, written tests (quizzes), observations (practical exercises), performance (presentations), mid-term exams, final exams, and oral tests (group assignments). This Graduate Learning Outcomes assessment software is expected to assist program administrators and instructors in managing CPL and also enable students to access detailed records of their outcome grades.

A Study on the Implementation Path of the Blended Teaching Model in Geological Hazards Investigation and Evaluation

Geological Hazards Investigation and Evaluation is the core course of Environmental Geological Engineering, aiming to cultivate skilled talents with solid theoretical knowledge and excellent practical skills. At present, the course faces several issues, including a teaching environment disconnected from real-world work scenarios, course content that deviates from job-related tasks, a lack of digital teaching resources, and reliance on a single teaching method, leading to students’ poor feedback from employers. Based on the concept of outcome-based education, the course team of Geological Hazards Investigation and Evaluation establishes a “five-step double-rotation” blended teaching model with the help of a Small Private Online Course platform. The program is designed to improve the teaching environment and expand the digitalized teaching resources in order to improve students’ learning motivation, enhance learning effectiveness, and cultivate skillful talents who meet employers’ satisfaction.

“OBE + PBL” Educational Concept for Cultivating “Live Streaming Sales” Talents in Business English

With the rapid development of e-commerce, “live streaming sales” has become an emerging sales model. This paper aims to explore how to build a training model for “live streaming sales” in Business English under the guidance of Outcome-Based Education (OBE) and Problem-Based Learning (PBL) educational concept, which is a new teaching model aimed at cultivating students’ practical abilities and innovative thinking. The research shows that the “OBE + PBL” educational concept can effectively improve students’ professional skills and comprehensive quality, providing new ideas and methods for the training of “live streaming sales” in the Business English major.

Outcome-based education enhances the innovative capabilities of biological science undergraduates in the context of new engineering

In the context of new engineering, it is of great importance to enhance the innovative capabilities of biological science undergraduates receiving higher education. We conducted a questionnaire survey at the School of Life and Environmental Science, Hangzhou Normal University to examine the current situation of undergraduates' innovative capabilities. We explored the teaching reform in biological majors based on outcome-based education (OBE) from teaching innovation, tutorial system establishment, and dual integration of research-education and production-education. Furthermore, an empirical study adopting the Williams's Creativity Assessment Packet highlighted that the OBE-oriented teaching reform effectively fostered students' creativity and laid a foundation for enhancing their innovative capabilities. This study provides valuable insights for cultivating innovative talents majoring in biological sciences in universities.

Information and Communication Technology (ICT) Pedagogical Competency of Technology and Livelihood Education (TLE) Teachers in a Non-Urban Public School

Outcomes-based education is practiced in Philippine schools to turn out skilled manpower for the global market. Accordingly, technology teachers are expected to be technically competent in the area assigned to deliver and carry out teaching tasks as, highly qualified teachers produce skilled learners. How well have educational agencies prepared these teachers in rural areas is worth looking into. Thus, this study tried to establish the information and communication technology (ICT) pedagogical competency of Technology and Livelihood Education (TLE) teachers in a non-urban school in the Division of Aklan. Thirty-two TLE teachers were involved as participants, and their ICT pedagogical competency was measured through the standardized questionnaire adopted from the National ICT Competency Standard Framework (NICS) for teachers. From the pretest results, five teachers who obtained basic competency levels were selected as teacher-beneficiaries of the ICT enhancement intervention program. After the intervention, the ICT pedagogical competencies from which teachers were initially found to have basic and intermediate competency levels have improved. Moreover, it was found that there was a significant difference between TLE teachers’ ICT pedagogical competence with teachers’ length of service, number of ICT training attended, and specialization. Given these results, TLE teachers in non-urban public schools in Aklan should be provided with professional development programs to sustain and improve their skills and competencies by effectively using technology in the teaching and learning processes.

Reform and Exploration of Multi-course Integration of Electronic Practice based on Outcomes-based Education

The concept of outcomes-based education makes use of the internal connection between electronic practical courses to further define the educational objectives. It enriches teaching methods and teaching resources, and carries out the "goal-oriented", "capacity-oriented" and "demand-oriented" combination, to integrate with "student-centered" curriculum reform. Based on the result-oriented multi-course integration teaching reform of electronic practice, aiming at the internal connection of electronic practice courses, closely following the orientation of electronic information specialty, this paper constructs the integration reform program, designs multi-course fusion experiment with teaching case, demonstrating the whole course. We take "experiment peripheral board" as carrier, regard experiment teaching as grasping hand, link up four specialized courses in series, break the course barrier to cultivate students' practical ability and to provide theoretical guidance for the construction of talents' ability with new engineering achievement-oriented concept.

Research and Practice on the Construction of General Chemistry Curriculum in Applied Universities under the Background of "New Agricultural Sciences"

This paper, guided by the OBE (Outcomes-Based Education) philosophy of "New Agricultural Sciences," oriented by talent cultivation goals, and based on the construction of general chemistry courses in applied universities, elaborates on the construction ideas of general chemistry courses in applied universities. It discusses the diversified construction of general chemistry courses from aspects such as teaching syllabus, teaching model, and assessment methods. Data on students' overall achievement and course goal achievement under different teaching models are analyzed. The results show that the construction of general chemistry courses under the background of "New Agricultural Sciences" has achieved good practical effects.

Developing a Chinese Language Course Integrating Deep Learning Theory and OBE: Promote Critical Thinking Skill for Undergraduate Students in Guangzhou, China

This study aims to develop and evaluate a Chinese language course designed to enhance college students' critical thinking skills through the integration of deep learning theory and Outcome-Based Education (OBE). The research specifically addresses two questions: (1) What are the characteristics of a Chinese language course that integrates Deep Learning Theory and OBE? (2) What are the effects of this course on promoting critical thinking skills among undergraduate students? The study employs a quasi-experimental design, involving 120 undergraduate students divided into a control group and a test group from Nan fang College, Guangzhou, China. The control group received conventional teaching methods, while the test group participated in the newly developed course. Data were collected through pre-tests and post-tests using California critical thinking skills test (Chinese version), as well as semi-structured interviews. Results indicate a significant improvement in the critical thinking skills of students in the test group compared to the control group. The test group showed higher mean scores and lower standard deviations in post-test results, demonstrating the effectiveness of the course in enhancing critical thinking abilities. Qualitative data from interviews supported these findings, highlighting increased student engagement and deeper understanding of course materials. The findings suggest that this integrated approach can be effectively implemented in other educational contexts to achieve similar outcomes.

Learner Assessment System in e-Learning with OBE Approach: Activity Performance, Ability Level and Recommendation

E-learning can lead learners to achieve learning outcomes if it is designed based on several principles. One is applying assessments that motivate and inform ability levels. In Outcome-based Education (OBE), assessment is integral to the system. However, e-learning has limitations in providing assessment instruments according to needs, such as assessing complex and detailed aspects and accommodating a variety of numerical and linguistic assessment data. Moreover, the presence and involvement of learners affect their performance and learning outcomes. This study proposes a learner assessment system in e-learning with the OBE approach, including learning design, activity performance analysis, ability level determination, and recommendations. This system adds the e-rubric to e-learning to overcome instrument limitations and accommodate comprehensive assessments. Various numerical and linguistic assessment data are unified using 2-tuple fuzzy linguistics, producing ability levels as two tuples. Performance analysis was based on event log data using descriptive statistical technique and alignment-based conformance checking, from frequency, time, and sequence of activity objects, resulting in five activity performance variables. The performance value of each variable is converted into High, Medium, or Low levels. The ability and performance levels are processed using rule-based methods to produce recommendations for learning stages and activity performance directions. The results of this research can be used as input for academic stakeholders and online learning providers and potentially be applied to the advancement of e-learning in higher education. Doi: 10.28991/HIJ-2024-05-03-03 Full Text: PDF

Pelatihan Pembuatan RPS Berbasis OBE bagi Dosen Fakultas Pertanian dan Kehutanan Universitas Muhammadiyah Palangkaraya

Semester Lecture Plan based on outcome-based education (RPS OBE) as a lecture plan that is in line with the Independent Curriculum by emphasizing student-centered learning processes so that learning occurs interactively and innovatively so that graduating students have high competence and are flexible to follow current developments in line with the expectations of the industrial revolution 4.0. This service activity aims to increase the competence of lecturers in preparing the OBE RPS. The methods used are lecture, question and answer, discussion and practice. This activity had a positive impact on Fapertahut lecturers, which is marked by an increase in compiling CPMK before activities are carried out with CPMK which is produced at the end of the activity. Presentation and mentoring activities are able to correct errors in understanding in the theory session regarding RPS OBE. By practicing and presenting, the target audience will more quickly recognize mistakes made. Apart from that, presentations and discussions can become material for reflection and reference for other participants.

Assessing the deliverables of beyond-the-classroom engagement of management students: an outcome-oriented model approach

PurposeStudent engagement is a multifaceted concept that encompasses various dimensions that significantly influence students and their learning journey. This study aims to explore the extent of engagement among management students outside the confines of the classroom, specifically focusing on their engagement with the campus and community and assessing the outcomes resulting from this engagement.Design/methodology/approachThe literature review provided the basis for developing a student engagement framework, focusing on campus and community engagement and their outcomes. Established scales measured these variables through surveys administered to 386 UG and PG management students. In-depth analysis using PLS-SEM technique revealed the interplay of variables, beyond demographic and descriptive examinations.FindingsThe study found that campus and community engagement fosters a sense of responsibility. Campus engagement also cultivates long-term loyalty to the institution, while community engagement enhances social consciousness. Additionally, no significant differences in engagement levels were observed based on gender or educational level among management students.Research limitations/implicationsThe study faces limitations that need addressing for balanced understanding and future research guidance. Firstly, varying definitions across studies lead to inconsistent outcomes and comparability challenges. Secondly, accurate measurement is difficult due to reliance on self-reporting tools, which are prone to biases. Cultural and contextual differences also limit generalizability, and quantitative data alone may not capture the full picture. In India, identifying specific skills and competencies as engagement outcomes in outcome-based education is challenging, requiring precise variable identification.Practical implicationsThe study would contribute to improving the efficacy of efforts beyond the classroom engagement activities as it tests, validates, and projects them as outcome-driven by showcasing learning both as generic competencies in a broad sense and higher-order competencies in particular.Originality/valueThe literature indicates higher education institutes' activities beyond classroom teaching enhance students' campus and community relationships. This study measures these engagements' outcomes and suggests new research dimensions in student engagement.