Outcome-based Education Research Articles

Combining the Curriculum Ideology and Politics Practice with Teaching Mode of OBE and BOPPPS: Taking Principle of Chemical Engineering as an Example

The teaching modes, including OBE (i.e., outcome-based education) and BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary), which, respectively, emphasizes the results orientation and the teaching effect, efficiency and benefit, and highlights the importance of participatory learning. Curriculum ideology and politics requires that ideological and political education should be organically integrated into the teaching of all courses. In this paper, we take the principle of chemical engineering as an example, and create a teaching mode of curriculum ideology and politics combining with OBE and BOPPPS. The practice shows that the teaching model can improve classroom-teaching effect and enhance the innovation ability of students, which provides a workable case for the hybrid teaching in the new age.

The Impact of Digital Communication Technology on Education in the Post-Crisis Period of the Covid-19 Pandemic

This study investigates the impact of digital communication technology in the education sector of Indonesia following the Covid-19 crisis. The rapid spread of the pandemic necessitated a shift towards digital communication tools in educational institutions. However, challenges such as limited access due to concurrent usage were encountered. This qualitative research employs a post-positivist paradigm and utilizes in-depth interviews with purposefully selected informants to collect data. The findings reveal that the adoption of online media technologies, including eLearning platforms, Zoom, Google Meet, WhatsApp, Classroom, and YouTube, has significantly enhanced technological literacy among students and lecturers. Moreover, it has facilitated effective communication both offline and online, demonstrating potential for future outcome-based education. This study emphasizes the importance of appropriate technology in post-crisis education, underscoring its value as an asset in the learning process. The findings contribute to the existing body of knowledge on digital communication technology in the educational context, specifically in the Indonesian setting.

Evaluation of digital competency of professional teachers

Education is a critical tool for social transformation. Schools reflect society, shaping the future of a country. Teachers are the architects who build, direct, and shape society through their students, who are the future citizens. Therefore, the role of teachers is pivotal. Digitalization has revolutionized economies, governments, communities, and businesses to a great extent. The National Policy on Education 2020 is a major reform in India's education sector, emphasizing Outcome-Based Education (OBE). This article explores the implications of digital competency on pedagogical practices, curriculum design, and student engagement. It highlights the importance of seamlessly integrating technology into the educational process, promoting active learning, and nurturing critical thinking skills. Additionally, it discusses the impact of digital competency on teacher-student relationships, emphasizing the need for teachers to serve as digital role models and mentors. The current study investigates the degree of awareness and identifies the factors affecting the digital competency of professional teachers in Maharashtra's Palghar district. Primary data from 103 professional teachers was collected through structured questionnaires and online surveys. This study is significant as it addresses digitalization, e-learning, competency mapping, and capacity building of professional teachers.

Outcome-Based Teaching and Learning (OBTL) Practices of the Coast Guard Special Operations Force (CGSOF) Specialization Courses

The goal of outcome-based teaching and learning, or OBTL, is to provide students with explicit instructions on what they are expected to learn and how to demonstrate that learning before any instruction even begins. While the idea behind OBTL has been around for a while, the Philippine Coast Guard (PCG) has just lately included it in its training curriculum. The Coast Guard Special Operations Force (CGSOF), one of the PCG's operating units, is dedicated to integrating OBTL into its system through its training institute in order to address the current trend in education. Determining the degree of OBTL practice implementation in the CGSOF-led specialized courses is the primary goal of the research. This study used a mixed-methods research approach that used quantitative and qualitative techniques. mixed-methods research design where survey questionnaires and informal interviews were used in data gathering. There were 42 instructors and 130 trainees from the CGSOF included in the study. The findings revealed that both the instructors’ self-assessment and the trainees’ observation showed a significant extent in the implementation of OBTL practices. There is a substantial alignment between the measurable competencies that trainees should exhibit at the end of the course with respect to its three main components: the intended learning outcomes (ILOs), teaching and learning activities (TLAs), and assessment tasks (ATs). Despite several identified factors affecting the OBTL implementation, including the lack of equipment and training facilities that most affect the alignment of the ILOs, TLAs, and ATs, it was still indicated that the implementation of OBTL in the CGSOF specialization courses has been applied with a consistently high degree of satisfaction and efficacy, offering instructors and trainees a well-rounded education experience.

Towards more effective summative assessment in OBE: a new framework integrating direct measurements and technology

This paper contributes to the ongoing efforts aimed at enhancing Outcome-Based Education (OBE) assessment methodologies by addressing some critical gaps and exploring new solutions. Our work focuses on two main areas: firstly, this study proposes an improved assessment method for OBE. It refines traditional approaches by classifying course materials according to their relevance to learning outcomes, weighting them by importance, connecting these outcomes to student goals and assigning difficulty levels to modules. All modules are directly assessed through a final exam with a consistent rubric, and student success is measured by a holistic score that considers the weighted attainment levels across all learning outcomes and modules. Secondly, this paper provides theoretical guidance for integrating Generative Artificial Intelligence (AI) and blockchain technologies into OBE assessment. It examines the potential impact of these technologies at various assessment stages, laying the groundwork for practical implementation.

Multi-method integrated experimental teaching reform of a programming course based on the OBE-CDIO model under the background of engineering education

Under the background of engineering education professional certification, the Outcome-Based Education (OBE) education concept of “output-oriented” has been paid more and more attention. The traditional experimental teaching of programming course often focuses on the teaching of theoretical knowledge, and lacks the cultivation of students’ practical ability and innovative spirit. Engineering education puts forward new requirements for the teaching mode of program design course. The experimental teaching of programming courses requires further reform and innovation to cultivate high-quality technical engineering talents with good social responsibility, teamwork ability, and innovative thinking ability. Guided by the theory of engineering education combined with the educational philosophy of Conceive–Design–Implement–Operate (CDIO) and OBE, this paper carried out the reform of experimental teaching of programming course among students majoring in computer science and technology and information security. This teaching reform aimed to better cultivate students’ practical ability, innovation ability, and knowledge-integrated application ability, considering the course concept, course design, course implementation, and course operation, and exploring the practice of teaching process reconfiguration, teaching content organization, and teaching method integration. This multi-integration experimental teaching reform was found to fully mobilize students’ learning enthusiasm, tap into students’ potential, greatly improve students’ comprehensive practical ability, effectively achieve course goals, and lay a solid foundation for subsequent professional course learning. This teaching mode has been practically applied in current experimental teaching and is widely recognized by students, providing a reference for improving teaching quality.

Factors influencing Outcome Based Education (OBE) Engagement among Lecturers in Universiti Teknologi MARA (UiTM)

This study was conducted to determine the significant factors influencing OBE engagement among lecturers in the Faculty of Plantation and Agrotechnology. A closed-ended questionnaire was distributed to 51 respondents. The results revealed that knowledge is the most crucial factor influencing OBE engagement among lecturers, with a beta value of 0.780. Correlation analysis showed that the lecturer's knowledge, lecturer's implementation and the faculty's involvement have a linear positive relationship with the OBE engagement (p=0.001). Consistent faculty involvement in training also significantly influences the knowledge and implementation of OBE in the teaching and learning process since the value is less than 0.05.

The Relationship between Learning Outcomes and Graduate Competences: The Chain-Mediating Roles of Project-Based Learning and Assessment Strategies

Addressing the skill gap between labor market requirements and graduate readiness is crucial for the sustainable development of China’s vocational education system. This study investigated how outcome-based education (OBE) influences the attainment of graduate competence in China’s higher vocational education system, using the theory of Constructive Alignment (CA) as its foundation. The OBE model incorporates intended learning outcomes, project-based learning, and assessment strategies to ensure graduate competence aligns with professional sustainability practices. This study assessed the impact of intended learning outcomes, project-based learning, and assessment strategies on graduate competence attainment through surveys administered to 320 Cross-border E-commerce learners in April 2024, resulting in 301 usable responses. Data were analyzed using structural equation modeling (SEM) with SPSS 23.0 and AMOS 24.0. The results indicated that project-based learning and assessment strategies were directly and positively related to graduate competency attainment, while intended learning outcomes were indirectly associated with graduate competence through the mediating roles of project-based learning and assessment strategies. Assessment strategies had the most significant mediating effect, followed by project-based learning and the combined mediating effect. These findings advance the theoretical understanding of OBE and provide methods for promoting sustainability in vocational education. Beneficiaries include educators, policymakers, and accreditation bodies, who can use these insights to implement sustainable educational practices and ensure graduates contribute to sustainable development.

Needs Assessment for the Development of a Leadership Course for Midwives: a Qualitative Study.

Midwives play a vital role in the attainment of Sustainable Development Goals related to the health and well-being of mothers and newborns. Strengthening the leadership and management capacities of midwives is pivotal to the fulfillment of their mandate beyond assisting in birth and delivery. The study explores the perspectives of midwives about professional education and practice, which are aimed to serve as bases for developing a leadership course for midwives to enhance their roles in public health. The study employed a descriptive-qualitative design. Using a semi-structured questionnaire, online focus group discussions (FGDs) with midwives from the academe, professional organization, and clinical practice were conducted. Through directed content analysis, the gathered information was analyzed to include the participants' insights on midwifery competencies, teaching methods and assessment strategies, supplementary courses and training, and factors affecting midwifery practice. A total of eleven (11) participants contributed to the FGDs, which included midwives from the academe (dean, faculty), professional organization (board member of the Professional Regulation Commission), and clinical practice (public and private institutions). Notably, participants shared their perspectives regarding the similarities/differences in the terminal competencies of midwifery programs. The demands of outcomes-based education, coupled by the shift to online learning due to the pandemic, pushed the need for modifications in program delivery for the students. Results highlighted the need for supplementary courses and capacity building on leadership and management, research, and interprofessional collaboration. Midwives shared factors that affect their professional practice, which include insufficient training, inadequate manpower, and differences in expectations/standards in task performance. The findings indicate the need to develop capacity-building courses for midwives to enhance their contribution towards universal health care. The results of this study also highlight the importance of understanding and improving the competencies of midwives across the building blocks of the health system, which include health service delivery, human resources for health, health information systems, health financing, health governance, and health regulation. Notably, key concepts recommended for the Leadership Development Course for Midwives include: leadership and management, research, and interprofessional collaboration.

Research on the Teaching Design of Advanced Mathematics Courses Based on Outcome-Based Education Concept

This paper first analyzes the characteristics and current situation of the Advanced Mathematics course; secondly, it proposes a teaching model that integrates the outcome-based education (OBE) philosophy and blended teaching method, reorganizing the teaching objectives, teaching content, and assessment evaluation process of the Advanced Mathematics course; lastly, through practice, it is proved that this approach can effectively improve students’ mastery of course content, enhance students’ ability to apply mathematical knowledge, and strengthen teaching effectiveness.

Experimental Design of Wireless Sensor Network Simulation Teaching Based on OBE Concept

In response to the problem that students cannot effectively master the theoretical knowledge of wireless sensor networks, this study proposes an outcome-based education (OBE) guided teaching method and designs a simulation experiment on wireless sensor networks using the NS3 simulation platform. In the experiment, access point (AP) and station (STA) nodes are set up to present different network environments, and the transmission layer protocols (TCP and UDP) are changed to analyze different network performance. Through the analysis of experimental results, students can gain a vivid understanding of the basic knowledge of wireless sensor networks and achieve the expected teaching goals. This teaching method helps improve students' understanding and application ability of wireless sensor network theory, and promotes their learning and research in related fields.

Implementing Outcome-Based Education in Higher Education Programs: A Multiple Case Study in Vietnam and Laos

Implementing Outcome-Based Education in Higher Education Programs: A Multiple Case Study in Vietnam and Laos

The Tracing Investigation on Training Quality of Government-sponsored Primary English Education Graduates under the Perspective of Outcome-Based Education (OBE) ——Taking the Graduates of 2011 of Heyuan Polytechnic as an Example

In order to gain a deeper understanding of their career development since graduation, this study conducted interviews with the government-sponsored graduates of 2011,which mainly centred around their fundamental motivations for teaching in rural areas, their self-growth and professional development trajectories, future career development directions and planning, teaching effect and influential social contributions, etc. The results show that talents training objectives for primary English education major is highly achieved ;government-sponsored graduates are firmly dedicated to teaching in rural areas;they have a strong drive for professional development, and the talents training mode of government-sponsored graduates has obtained good results; Accordingly, suggestions were proposed to optimize the talents training of primary English education based on outcome-based education.

B-ACE Mobile Learning with Outcome-Based Education Approach: Developing ESP Learning Media for Airport Civil Engineering Students

B-ACE Mobile Learning with Outcome-Based Education Approach: Developing ESP Learning Media for Airport Civil Engineering Students

The effect of outcome-based education on clinical performance and perception of pediatric care of the third-year nursing students in Mongolia.

Mongolian government has set improvement of clinical proficiency of nursing students as one of its priorities. Nursing professionals have the sentinel role in providing healthcare services in rural areas. Outcome-based education (OBE) offers a promising pedagogical approach to actively mentally engage students to strengthen their clinical proficiencies. We implemented a pilot project with the objective of comparing students' clinical performance under OBE with our traditional didactic techniques. The researchers implemented a non-equivalent two-armed quasi-experimental post-test-only' design approach study. The intervention arm (n = 34) received OBE pediatric training, while the control arm (n = 32) received the traditional pedagogical pediatric nursing training. Each arm of the study completed 16 hours of theory, 32 hours of clinical skills practice and 32 hours of seminars in pediatric nursing care. Data were collected using a five-section instrument, Demographic, Competency Inventory, Nursing Students' Satisfaction, Course Experience, and Objective Structured Clinical Examination. Performance and knowledge proficiencies were evaluated by applying the two-sided independent T-test. The distributions of categorical variables were assessed by Fisher's exact test or chi-squared test of significance. The intervention arm had higher mean score value in the competency inventory ([Formula: see text] = 238.70, SD = ± 23.07) compared to the control arm ([Formula: see text] = 222.11, SD = ± 39.94) (P = 0.04); similarly, the mean value for nursing students' satisfaction was higher for the intervention arm ([Formula: see text] = 117.87, SD = ± 15.94) compared to the control group ([Formula: see text] = 109.76, SD = ± 16.94) (P = 0.049). Additionally, the difference in the mean value for course experience questionnaire between the intervention arm ([Formula: see text] = 125.33, SD = ± 19.30) and the control arm ([Formula: see text] = 110.41, SD = ± 11.28) was statistically significant (P = 0.0001). Finally, the intervention arm had a higher mean value ([Formula: see text] = 85.40, SD = ± 6.11) for objective structural clinical examination compared to the control arm ([Formula: see text] = 81.56, SD = ± 7.01) (P = 0.023). OBE pedagogical approach offers promising benefits to improving nursing students' clinical competencies; additionally, the OBE approach seems to increase students' satisfactions with their clinical curriculum.

Exploration of Practice Teaching Reform Based on Outcome-Based Education Concept: Taking Environmental Design Major as an Example

The concept of OBE (outcome-based education) is more focused on designing and implementing teaching activities around expected learning outcomes than the traditional teaching model and enhancing the quality of education through clear and measurable learning outcomes, which has led to profound changes in the field of education. However, environmental design practice teaching faces a series of challenges in the implementation of the OBE concept, including the complexity of the assessment system, personalized learning and creative learning, and over-reliance on quantitative assessment. Therefore, in order to further deepen the professionalization of the OBE concept, we have conducted research on the design education practice models at home and abroad, explored the practice teaching models and their applications such as project system, studio model, practical internships, and technology-driven interdisciplinary integration, and took the practice innovative teaching models of Stanford d.school and Rhode Island School of Design (RISD) as examples to explore the characteristics of the curricula, cultivation modes, and the development of the environmental design professional practice teaching model. The characteristics of OBE and RISD are discussed to provide a global vision and local contextual reference for the practice teaching reform of environmental design majors.

Designing and Evaluating an Outcome-Based Education Model: A Case Study at Angeli Gilbert Christian Academy

This research paper explores the implementation of OBE (Outcome-Based Education) in the context of disparate educational institutions, including the case of AGCA (Angeli Gilbert Christian Academy). This study uses a qualitative research method (in-depth interviews and thematic analysis), which examines how OBE complies with Spady’s five pillars (Paradigm, purposes, philosophy, principle, and outcome of significance) and its effect on the student learning outcomes. The study’s responses were gathered from teachers (15) and parents (15) through Zoom meetings, allowing for a deeper understanding of the OBE and its implementation in AGCA. This analysis highlights the crucial importance of OBE in the creation of student-centered learning approaches that are targeted to meet educational objectives, and that contribute to the formation of a favorable learning environment. The implementation of the OBE manual is proposed, and it will be tailored to fit the purpose and objectives of AGCA, which will guide the curriculum, instruction, and assessment alignment. In general, the study underscores that understanding and integrating OBE principles can help enhance education’s quality and relevance. OBE implementation of AGCA has been successful, gathering positive feedback from parents and educators. This research also indicates some adjustments to the AGCA structure, involving changes to the vision and mission statements as well as to the program with a focus on the OBE manual. Future research could consider integration effectiveness, longitudinal surveys of alumni, and comparative analogy of informing other educational reform strategies for students.

Analysis of Quantum Physics Lectures from the Perspective of the MBKM and OBE Based Higher Education Curriculum

Lecture analysis in the core courses of the study program contributes to the evaluation of the curriculum used. This field study was carried out to analyze Quantum Physics lectures from the perspective of a university curriculum based on Independent Learning Campus (MBKM) and Outcome-Based Education (OBE). Data collection techniques were carried out through observing the implementation of learning in the Quantum Physics course, interviews with lecturers teaching quantum physics courses, and reviewing curriculum tools in the form of curriculum books, semester lecture plans (RPS), and assessment documents. The instruments used refer to content standards, process standards and learning assessment standards listed in Permendikbud Number 3 of 2020, Permendikbudristek Number 56 of 2022, and Permendikbudristek Number 53 of 2023. The participants involved in this research were a lecturer and 29 students of the undergraduate physics education study program at one of the universities in Garut Regency. The lecturer in question is a lecturer who teaches quantum physics courses, while the students in question are final year students who are taking quantum physics courses in the odd semester of the 2023/2024 academic year. Data collection was carried out over the period October – November 2024. Data analysis was carried out qualitatively using a data triangulation approach. The results of data analysis show that in the Bachelor of Physics Education curriculum, the Quantum Physics course is in the group of upper-level compulsory courses with physics concept study material. From an MBKM perspective, this course can be converted to Program Pertukaran Mahasiswa (PMM) and Program Magang dan Studi Independen Bersertifikat (MSIB), but cannot be converted to the Teaching Campus Program. Conversion to the PMM program is carried out by taking courses in other study programs that have course learning outcomes that are related to quantum physics. Conversions to the MSIB program are carried out at companies or agencies related to the application of quantum physics concepts. From an OBE perspective, this course contributes to graduate learning outcomes in Specific Skills and supports the graduate's profile as a Physics Teacher. The special skill in question is being able to apply mathematical models in explaining physical phenomena in learning.

‘Such a Space to Cross’: Lessons Learned(?) from Teaching During a Pandemic

ABSTRACT The COVID-19 Pandemic dramatically impacted the classroom experiences of teachers and students across the globe. This reflexive autobiographical article critically examines the ramifications of this extraordinary event on the experiences of teaching and learning for the teacher-writer and her secondary English and literature students. Through a process of narrative inquiry , the text weaves together stories of praxis during and after the extended lockdowns experienced in Victoria, Australia, with exploration of spatial and geographical metaphors through which the teacher seeks to derive meaning from her experiences of teaching while physically distanced from her students and colleagues. These reflections are theorised using Doreen Massey’s conceptualisation of space as both social and political and Michel de Certeau’s metaphor of the city map in order to illuminate the impacts of the altered learning landscape on the teacher’s professional identity during and after the COVID-19 Pandemic. In this way, the essay also offers a critical reflection on the consequences of reification in school communities that are inevitably shaped by standards-based reforms and institutional power.

Flipped Classroom Based on Outcomes-Based Education Improves Student Engagement and Clinical Analysis Competence in Undergraduates Ophthalmology Clerkship.

To investigate the effectiveness of flipped classrooms (FC) based on outcomes-based education (OBE) on clinical ophthalmology clerkships. Ninety-nine undergraduates were non-randomly assigned to the FC based on the OBE (FC-OBE) group or traditional lecture (TL) group in the ophthalmology clerkship. Pre- and post-tests were performed to assess student learning outcomes. Anonymous questionnaires were collected to compare students' attitudes and classroom engagements between the two groups. More participants agreed FC-OBE was helpful in developing teamwork ability and knowing the work standard. Teaching staff in the FC-OBE classroom received higher evaluations. More participants in the FC-OBE group had higher classroom engagement in skills and emotions than in the TL group. The post-class test scores, mainly case analysis scores were higher in the FC-OBE group than in the TL group. FC-OBE classroom improves student engagement and clinical analysis competence in undergraduate ophthalmology clerkship.