Outcome-based Education Research Articles

Teaching Reform and Practice of Embedded System Design Based on Outcome-Based Education

Embedded system design is the core course of the telecommunication major in engineering universities, which combines software and hardware through embedded development boards. Aiming at the problems existing in traditional teaching, this paper proposes curriculum teaching reform based on the outcome-based education (OBE) concept, including determining course objectives, reforming teaching modes and methods, and improving the curriculum assessment and evaluation system. After two semesters of practice, this method not only enhances students’ learning initiative but also improves teaching quality.

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

Professional Development and Changes in Teachers’ Teaching Practices: A Pilot Study

Current efforts to improve physical education programs involve providing teachers with quality preparation professional development opportunities, especially for elementary classroom teachers (ECTs) who deliver physical education without adequate preparation (DeCorby et al., 2005).[5] However, little is known about the role of continuous professional development (CPD) in changes in ECTs’ practices regarding teaching physical education (Parker et al., 2022).[23] This study utilized visual methods to explore changes in ECTs’ practices regarding physical education teaching throughout their participation in a state-funded, five-month-long CPD initiative. The participants were four elementary classroom teachers in rural California. The CPD initiative consisted of a three-day summer institute and two follow-up sessions. Participant-generated visual diaries and focus group interviews were used to capture teacher practice changes. Findings revealed three themes: a) A focus on standards-based instruction facilitated teacher’s change; b) Involvement in a community of learners can be a powerful source of change; and c) Teacher change is a time-consuming process. This study highlights that ECTs who receive inadequate training in physical education teacher education are more likely to have a lack of competence and confidence in teaching physical education. The CPD activities can potentially enhance ECTs’ skills in planning and teaching practice, thereby boosting their confidence.

The Effect of Outcome Based Education on Behavior of Students

Outcome-Based Education (OBE) is a pedagogical approach that focuses on defining learning outcomes and aligning instructional practices to achieve those outcomes. Its implementation has garnered attention for its potential impact on various aspects of student behavior. Research exploring the effect of Outcome-Based Education on student behavior indicates several key findings. Firstly, students exposed to OBE demonstrate increased engagement and motivation due to clear learning objectives and assessments. Secondly, OBE fosters a sense of accountability and responsibility among students as they are actively involved in their learning process. Additionally, studies suggest that OBE contributes to the development of critical thinking and problem-solving skills, leading to more adaptive behaviors in academic settings. The findings underscore the significance of Outcome-Based Education in shaping positive behaviors among students. By promoting active participation and fostering essential skills, OBE holds promise for enhancing overall academic performance and fostering a conducive learning environment. These implications extend beyond the classroom, potentially influencing students' behavior in various life domains. Future research should delve deeper into the mechanisms through which Outcome-Based Education influences student behavior. Longitudinal studies could explore the sustainability of these effects over time and across diverse student populations. In conclusion, the research on the effect of Outcome-Based Education on student behavior suggests a positive association between OBE implementation and desirable behavioral outcomes. By promoting engagement, accountability, and critical thinking skills, OBE has the potential to cultivate adaptive behaviors conducive to academic success and lifelong learning. Further investigation into this relationship is warranted to inform educational practices and policies effectively.

Research on the Reform of Liberal Arts Education in Colleges and Universities Based on OBE Concept

This study is based on the Outcome-Based Education (OBE) concept and aims to explore effective ways to reform liberal arts education in colleges and universities. By analyzing the emphasis of the OBE concept on students' learning outcomes and practical ability cultivation, the researchers proposed a series of educational reform strategies guided by the OBE concept. These strategies include practice-oriented teaching methods, the establishment of a comprehensive assessment system, and encouraging interdisciplinary and interprofessional integration. The study conducted an in-depth analysis of how these strategies can promote the cultivation of students' comprehensive literacy, stimulate innovative thinking, improve practical application abilities, and conduct a comprehensive discussion on the training model of liberal arts professionals.

A tailored innovative model of “research internship” aimed at strengthening research competencies in STEM undergraduates

PurposeResearch internships are integral components of undergraduate programs that nurture students' skill sets. However, the current trend of these internships adopting a direct apprenticeship model, often termed “cookbook” laboratory sessions, falls short of cultivating 21st-century skills. Therefore, this study proposes an innovative Outcomes-directed Research Internship Model (ODRIM) designed to enhance research competencies.Design/methodology/approachThis study introduces a pioneering research internship model by integrating the course-based undergraduate research experience (CURE) framework with principles rooted in outcomes-based education (OBE). To evaluate its effectiveness and compare it with traditional research internship models (TRIMs), a two-group pretest-posttest design was utilized. Statistical analysis was performed on data collected from 66 participants to assess their research competencies.FindingsThe results revealed a significant positive difference in utilizing the tailored innovative ODRIM track (pre-mean = 17.525, post-mean = 19.875; p = 0.009) compared to the TRIM track (pre-mean = 19.769, post-mean = 19.615; p = 1.000) in enhancing overall student research competency. Specifically, this innovative internship model notably enhanced students’ abilities in conducting research, showcasing technical skills, collaborating within teams, and disseminating research outcomes, encompassing the composition of research articles and reports.Originality/valueThis tailored approach to the “Research Internship” encourages a harmonious blend of hands-on, inquiry-based learning and clear, measurable learning goals. It not only cultivates an immersive and thorough research experience to improve students’ research competencies, but also guarantees a concentrated alignment with predetermined research learning objectives.

Outcome-Based Education

The literature laments college students’ lack of financial literacy and their lackadaisical interest in learning. However, our research demonstrates that students can be enticed such that they get interested in acquiring financial skills. Generally, college students live hand-to-mouth and are happy to learn about money-making opportunities (not necessarily financial management). Students were informed that qualified faculty will conduct a series of workshops whereby they will learn financial tools and skills and will also get an opportunity to trade stocks and options first-hand. Literature on pedagogy confirms that experiential learning is the best way to learn. Students also prefer practical, hands-on learning more than listening to a lecture or reading a book. Moreover, if workshops (for which professionals charge exorbitant sums) are offered for free, students’ interest soars, and they enrol in hordes. This is confirmed by our workshops which proved successful in enhancing student interest and imparting financial skills. The workshops were innovative and unique as they were online, interactive, tutored, and free. They were open to students from all majors, faculty, and staff. Students are excited about stock trading but are generally apprehensive of and intimidated by financial options. This was true of our sample of students as well, but the faculty-led, friendly, and riskless environment of hands-on learning provided a great opportunity, and over 100 individuals enrolled in our workshops. A comparison of pre- and post-survey quizzes shows that participants’ interest in, and knowledge of options trading increased significantly due to the workshops.

Thresholds for dis/trust: exploring the impact of standards-based reforms on the process of being and becoming a VET teacher in England and Austria

PurposeThis paper seeks to illustrate how interventionist education reforms shape dis/trust-building processes and their impact on teacher professionalism in vocational education and training (VET) across national contexts. Using trust as the object of analysis, we discuss the affective mechanisms of becoming a professional in a standards-based neoliberal environment.Design/methodology/approachThrough an analysis of VET teacher narratives in England and Austria, the paper draws attention to the ways in which policy instrumentalism has created a culture of distrust in VET. Drawing upon foundational work on system trust developed by Niklas Luhmann, we illustrate how conditions for trust sit at symbolic thresholds, which set the conditions for professional recognition within VET.FindingsOur analysis revealed that attempts to standardise VET strategy are fuelled by the need for existential security and predictability, leading to tensions in the cultivation of system trust. Conditions for professional recognition across both contexts were based on practices of documentation and subordination, narrowly defining modes of legitimate self-expression in organisations. This constitutes a crisis of trust in VET teacher professionalism, which undermines pedagogical autonomy and integrity.Practical implicationsWe seek to highlight the impact that reduced trust in the governance of VET can have on issues associated with teacher motivation, well-being and retention. The consideration of trust is therefore essential both for policy design and implementation in VET organisations.Originality/valueThe application of trust theory offers a distinctive lens through which to understand the impact of accountability, performativity and governance processes upon teacher subjectivity within VET across national contexts.

Competency-based postgraduate training: Mentoring and monitoring using entrustable professional activities with descriptive rubrics for objectivity- A step beyond Dreyfus.

Background At Sri Balaji Vidyapeeth, a competency-based learning and training (CoBaLT©) model for postgraduate (PG) curriculum, within the regulatory norms, was implemented in 2016 after adequate faculty development programmes. This focused on well-defined outcomes. Methods A review of the outcomes was undertaken in 2018 as part of internal quality assurance receiving feedback from all stakeholders, viz. students, alumni and faculty. Recent publications were also reviewed. A major problem identified was lack of clarity in definition of levels leading to subjectivity in assessment while grading. It was also noted that the process needed to be aligned with the programme outcomes. Further refinements were, therefore, made to align and objectivize formative assessment using entrustable professional activities (EPA) with the aid of descriptive rubrics of sub-competencies and milestones. Addition of detailed rubrics for objectivity takes assessment a step beyond the Dreyfus model, aligning overall to the programme outcomes. Results Achievement of appropriate grades in EPAs by individual candidates ensures entrustability in professional activities by the time of completion of the PG programme. The modification was found more transparent and objective with reference to grading by the teachers and more conducive to reflections by the residents on their performance and how to improve it. Conclusions The use of descriptive rubrics along with EPAs brings transparency and plays a key role as an objective assessment tool, which can lend direction to individual resident learning and entrustability. This is an important component of outcome-based education.

Design and development of an arena blended connected learning model for faculty development in health professions education: A step forward.

Current medical education and clinical practice has led to a need for advanced faculty development for medical teachers to effectively play the role of educators, researchers and administrators. There is large variability in the teaching programmes across countries, which range from a one-time activity to regularly scheduled workshops and seminars, to a highly advanced course spanning a few months to a year. Several healthcare institutes around the world offer faculty training programmes in health professions education, where the curriculum varies in design as they are developed and implemented by their own institutional body or education unit. Following a discussion of arena blended connected (ABC) learning design during a faculty training programme (Postgraduate Diploma in Health Professions Education) and the subsequent move towards an online approach to education due to the pandemic in 2019, the advisory faculty and students started to envision designing the already existing Postgraduate Diploma in Health Professions Education curriculum along the ABC model favouring blended and outcome-based education. Criteria were set for each topic with clearly defined learning levels to be implemented and the frequency of implementation. We describe the design and development of a curriculum for faculty development of health professions education using the ABC model.

Exploration and Practice of Project-based Classroom Teaching Reform with the Support of Knowledge Graph: A Case Study of the “Logic Algebra and Digital Circuits” Course

In response to the prominent issues in teaching the Logic Algebra and Digital Circuits course for undergraduate computer science students, such as insufficient student motivation, inadequate support for instructional design and organization, and ineffective project-based teaching, this study explores and implements innovative reforms in project-based classroom teaching supported by a knowledge graph. The reform is carried out by adopting the Outcome-Based Education (OBE) concept to design the course objectives, integrating and optimizing course resources, constructing a comprehensive and rich knowledge graph centered around key concepts, and developing a problem system that covers these key concepts. It establishes an individualized learning path to provide tailored and personalized services for students, creates a holistic learning environment that promotes intrinsic motivation with external support, and implements a 6-3-3 teaching organization strategy based on BOPPPS (Bridge-In, Outcomes, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary). This approach stimulates a student-centered, eco-friendly teaching model through various methods. Through four rounds of teaching reform practice in the Logic Algebra and Digital Circuits course, significant improvements have been observed in student learning enthusiasm and engineering application abilities, and the outcomes have received broad recognition.

Open-ended laboratory: comprehensive course evaluation framework for structural engineering laboratory

Comprehensive course evaluation is important to provide better performance of teaching and learning assessment. In higher learning education for engineering laboratory subjects, the requirement of evaluation provides complicated criteria where it needs to fulfill Outcome-based Education, Openended Laboratory and Complex Engineering Problems. Previously, the laboratory course was conducted through fully guided assignments by using too many separate evaluation guidelines and rubrics; thus, it became difficult to keep track each assessment tool and openness level which led to complication and confusion to the students. A misunderstanding process on the mapping of the criteria always occurs which contributes to the misleading of domain evaluation for each course. Therefore, this study was developed to design a comprehensive course evaluation framework for open-ended laboratory subjects by using educational and accreditation guidelines. EAC, UHEK and OEL guidelines were referred to as a comprehensive reference in developing the teaching and learning mechanism for each course developed in UiTM. Six main stages from the gathering of course information to the development of comprehensive rubrics should be carefully defined to ensure holistic framework is provided in this study. It was found that the framework provides clear mapping of the three main criteria developed as guidelines for the evaluation process in engineering laboratory subject. Besides that, it gives an objective evaluation criterion that meets the difficulty level of the subject with respect to OBE, OEL and CEP. The framework is able to be implemented in all subjects either engineering or non-engineering by mapping each evaluation criteria based on the nature of the subjects.

Enhancing Course Evaluation with Achievement Pathways in Outcome-Based Education Frameworks

Enhancing Course Evaluation with Achievement Pathways in Outcome-Based Education Frameworks

Construction of “Drug Chromatographic Analysis” Course Based on OBE Concept

Drug chromatography analysis is an important course in pharmaceutical related majors.This article adheres to the outcome based education (OBE) concept, student-centered, and explores the construction of a course on drug chromatography analysis.Guided by output oriented teaching objectives, through learning situation analysis, adopting a blended online and offline teaching method, integrating multi-dimensional teaching methods, deepening teaching content reform, and establishing diversified evaluation methods to reform the curriculum. The results provide a new and effective approach for the construction of drug chromatography analysis courses.

Outcome-Based Education: An Educational Strategy

The move to OBE (outcome-based education) has been discussed as one of the most important trends in higher education in the present era. This paper defines outcomes and outcome-based education, describes the development of outcome-based education, identifies several different ways that outcomes have been presented, and discusses the advantages and disadvantages of the outcome-based educational approach. The implementation of outcome-based education in higher educational institutions is described as a case study for curriculum planners in the higher educational institutions. The lessons learned from many of the experiences and steps practised as a part of an automation project at higher educational institutions.

Reform of Hospitality English Teaching Based on the Educational Concept of Outcome-Based Education (OBE)

The Outcome-Based Education (OBE) educational concept, proposed by renowned American educator Spady, aims to guide students in mastering learning laws and ultimately achieving expected learning outcomes. The application of OBE educational concept in Hospitality English curriculum not only can effectively enhance the learning effect but also promote the reform of the Hospitality English curriculum, thus improving students’ learning enthusiasm. Therefore, taking the Hospitality English curriculum as an example, this paper points out the existing problems in the teaching of this course and suggests the reform measures based on the OBE teaching concept, hoping to provide uidelines for related educational work.

Impact of Artificial Intelligence on Outcome-Based Education

This research paper delves into the transformative role of Outcome-Based Education (OBE) in the realm of higher education, as advocated by India's National Education Policy (NEP) 2020. The primary focus is on the enhancement of program outcomes, program-specific outcomes, course outcomes, and unit outcomes, along with the integration of Bloom's Taxonomy for effective assessment and accreditation processes. The study explores the shift from traditional content-centric education to a more dynamic, outcome-focused approach, emphasizing competency and skill development in line with global educational standards. It investigates how OBE can be strategically used to refine curricula, pedagogy, and assessment methods, thereby enhancing the overall educational experience and outcomes for students. Additionally, the paper examines the pivotal role of Bloom's Taxonomy in categorizing and assessing educational objectives within OBE, facilitating diverse and rigorous evaluation criteria.

Assessment of Students’ Ability to Prepare Outcome-Based Education Lecture Presentation Materials

Assessment of Students’ Ability to Prepare Outcome-Based Education Lecture Presentation Materials

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.

UI/UX Design of Web-Based for Outcome-based Education (OBE) Assessment Information System in Universitas Maritim Raja Ali Haji (UMRAH) Using Prototype Method

Outcome-based Education (OBE) is one of the teaching approaches that influences the learning process starting from curriculum design, learning outcomes, learning methods, and forms of evaluation of learning. Implementation of the OBE curriculum will not run without a student learning outcome assessment system. Universitas Maritim Raja Ali Haji has implemented the OBE education system in 2024 in the Informatics Engineering study program. However, it does not yet have an information system for assessing Graduate Learning Outcomes and Course Learning Outcomes, so the assessment system is still carried out manually. This study aims to build an OBE curriculum Assessment Information System that can be accessed via the website based on performance indicators and assessment rubrics. Thus, it makes it easier for system users to assess student learning outcomes in the OBE curriculum. The UI/UX design of the OBE curriculum assessment information system refers to the OBE manual guidebook. The results of this study are in the form of a website-based information system design developed using the Prototype method. The framework used is MVC from Laravel which can make the process of creating a website more structured and organized so that it is easier to complete work faster. Then, this system uses API authentication tokens for website security. The testing method used in the prototype design uses the User Acceptance Test (UAT) by involving the UMRAH Informatics Engineering Lecturer Discussion Forum Group as users of the information system. The results of UAT test stated that the system design created can help solve problems in designing an OBE assessment information system because all users contributed to the development of the OBE assessment system so that the design of this system can be well received by users of the information system.