Outcome-based Learning Research Articles

Reflection - an effective strategy for outcome-based learning in basic medical sciences.

To determine the role of guided reflection for improved learning outcomes in students of basic dental sciences. The quasi-experimental comparative educational study was conducted at the Islamic International Dental College, Islamabad, Pakistan, from May to September 2019, and comprised second-year undergraduate students in the Basic Medical Sciences curriculum for Microbiology. The subjects were arbitrarily divided into Group-1, which was exposed to guided reflection, and Group-2, which was not asked to reflect on the lectures. Post-intervention, a test of 30 multiple choice questions on the selected topics was conducted to compare the level of learning between the groups. After three weeks, the same activity was repeated with the same groups, but with different topics of lectures. Data was analysed using SPSS 21. Of the total 75 students, there were 28 female and 9 male students in Group-1 (Reflectors), 29 female and 9 male students in Group-2 (Non-Reflectors). Overall, there were 18 male and 57 female students. The overall 20.4±0.83 years. The difference between the groups after the first session was not significant (p>0.05). After session 2, Group-1 score was significantly better than that of Group-2 (p<0.05). Reflective practices on teaching sessions at the end of lectures proved to be an effective strategy to achieve outcome-based learning.

Developing Musical Sensitivity and Creativity through Various Forms of Play Activities

This paper presents the potential of various play activities in developing learner’s musical sensitivity and creativity. The K to12 music education curriculum guide of the Philippine Department of Education advocates the use of experiential learning and outcome-based learning in the classroom. One of the ways in which these methodologies can be promoted is by engaging learners in various play activities. However, there is a lack of literature showing the impact of such methodologies on Filipino learners. Using a priori deductive method, data from a series of interviews, observations, and video and picture analysis from this ethnographic case research were analysed to determine the implications of play activities in classroom music education. The interlocutors of the study are selected Ilonggo children, their parents, and some teachers. This study sought to answer the question of how can play activities be beneficial to classroom music education. Findings suggest that play activities can be a learning tool for the holistic development of the learners. Various forms of play activities provide an avenue for the learners to think or imagine situations divergently and have meaningful musical experiences as they portray various roles. Therefore, play activities provide the learners with a holistic learning experience and the agency to develop their musical sensitivity and creativity.

Machine Learning Techniques for Enhancing Student Learning Experiences

Outcome-based learning (OBL) is a tried-and-true learning technique based on a set of predetermined objectives. Program Educational Objectives (PEOs), Program Outcomes (POs), and Course Outcomes are the three components of OBL (COs). Faculty members may adopt many ML-based advised actions at the conclusion of each course to improve the quality of learning and, as a result, the overall education. Due to the huge number of courses and faculty members involved, harmful behaviors may be advocated, resulting in unwanted and incorrect choices. The education system is described in this study based on college course requirements, academic records, and course learning results evaluations is provided for anticipating appropriate actions utilizing various machine learning algorithms. Dataset translates to different problem conversion methods and adaptive methods such as one-versus-all, binary significance, naming power set, series classification and custom classification ML-KNN. The suggested recommender ML-based system is used as a case study at the Institute of Computer and Information Sciences to assist academic staff in boosting learning quality and instructional methodologies. The results suggest that the proposed recommendation system offers more measures to improve students' learning experiences.

INTEGRATING PROJECT-BASED LEARNING INTO ENGLISH FOR SPECIFIC PURPOSES CLASSES AT TERTIARY LEVEL: PERCEIVED CHALLENGES AND BENEFITS

In the last decade, EFL educators have attempted to experiment with various teaching methods to discover more effective ways of teaching and learning English, including English for Specific Purposes (ESP). Such methods as outcome-based learning (OBL), project-based learning (PBL), or cooperative learning (CBL) have received a lot of attention. Investigating the benefits and challenges of these methods in different contexts is really necessary. The current exploratory study, therefore, aimed to explore students’ perceived challenges and benefits of integrating PBL into ESP classes with the ‘English for marketing’ course designed for students majoring in Business English at Ho Chi Minh City University of Technology (HUTECH). With the participation of 64 fourth-year students and the employment of three main data collection instruments including the questionnaire, student interviews and journals, the findings of the study reveal that the integration of PBL into ESP classes has brought more benefits to the students than challenges. Specifically, they could enhance their language and content knowledge, workplace-related skills, self-responsibility and motivation. Meanwhile, they mainly encountered challenges related to classmates such as lack of skills, English proficiency, and negative attitudes. It is expected that the findings of the study would partly contribute to the existing knowledge of the study field and shed light on the role of PBL in ESP education at HUTECH in particular and at the Vietnamese tertiary level in general.

Continuing professional development for veterinarians in a changing world.

The veterinary profession has time and again successfully adapted to new challenges and developments, with considerable evolution of the skills needed. Different contexts, production systems and societal requirements continue to shape the profession, resulting in an increasing demand for specialisation, interdisciplinary collaboration along value chains, and preparedness for the omnipresent risk of emerging diseases. To keep up with changes, new insights, advances in research and novel ways to address challenges, continuing professional development (CPD) and the adaptation and updating of the veterinary curriculum have been essential to maintain and enhance the quality and performance of Veterinary Services. This paper reviews actors involved in the provision of Veterinary Services and discusses how vital CPD is in addressing current and future challenges, by focusing on veterinarians and allied veterinary professionals. The authors examine how providers of CPD contribute to the system and how the internal and external factors of a cohort or individual affect the quality and impact of capacity development. The paper further examines the landscape of veterinary CPD in terms of organisational structures, pedagogical approaches, the transition from input- to outcome-based learning, modern delivery tools, and the demands on the different actors involved in the delivery of animal health services. The authors conclude that CPD is essential if the quality of Veterinary Services is to keep pace with the ever-increasing and evolving demands of the 21st century. A CPD programme should therefore be constructed in a way that is tailored to the needs of veterinary professionals and to the requirements of their workplace, whether they work with animal keepers, livestock value chains, national governments or international regulatory bodies. An optimised and successful veterinary sector requires an evidencebased CPD programme that keeps those professionals who are involved in the delivery of animal health services both competent and relevant in a changing world.

Outcome-Based Learning through Apprenticeship Embedded Degree Programme to Meets the Gap of Employability

Outcome-Based Learning through Apprenticeship Embedded Degree Programme to Meets the Gap of Employability

On assessment and evaluation of teaching computer networks to electrical engineering students by the aid of a lab course

In the era of Internet-of-everything, learning the principles of data communications and networking is inevitable for many electrical engineering disciplines. The paper addresses the effectiveness of teaching the fundamentals of data communications and networking using a dedicated lab course as a co-requisite to a classic lecture-based course. In the introduced lab course, the students are asked to do a variety of tasks using real hardware and a network simulator. The paper introduces quantitative measures of an outcome-based learning approach applied to both courses. Based on students’ achievements, the role of the lab course in the attainment of both the course learning outcomes and the electrical engineering program learning outcomes is measured in comparison with the case where the lab course is not taken. Our findings reveal a general enhancement trend in the attainment of the course and program learning outcomes with a significant increase in the program outcome related to solving engineering problems. Also, a slight increase is noticed in meeting the lab course outcomes for the students who attended the lab with the course in the same semester, which indicates an improvement in gaining practical knowledge.

Developing English Language Training Program for Students Depending on Outcome-Based Education: Case Study Ho Chi Minh City Industrial University, Vietnam

Outcome-Based learning is becoming more and more popular worldwide since the 1980s, and now it is a very vital approach in education. This study aims to examine the satisfaction of undergraduates with their learning outcomes of EFL attainment based on the four English skills which include: listening, speaking, writing, and reading, and also their learning activities perceptions and assessment tasks applied in the class. The study participants involved 300 third or fourth-year students who had completed the four courses of General English (GE) and did different disciplines at Industrial University of Ho Chi Minh City in Vietnam. The study employed both open-ended and closed-ended questionnaires as data collection instruments. Data were analyzed by content analysis and descriptive statistics. From the findings of the study, it was evident that a larger percentage of students were not very satisfied with their learning outcomes, and those students had a negative perception about assessment tasks and learning activities applied in the class. However, a larger percentage of the students were very satisfied with the writing sub-skill. The study recommended that the quality of implementation of the EFL curriculum should be improved particularly at the university and generally at the Vietnamese tertiary level.

A Bibliometric Review on Outcome-Based Learning for Graduate Employability: Mapping the Research Front

The outcome-based learning for graduate employability in higher education has been an important research topic among the policymakers, academicians, and researchers over the years. Yet, no bibliometric review on this topic has been published. This study, for the first time, examines bibliometric analysis on this topic examining current research trend and future research agenda. The bibliometrix package in R software and VOSviewer software are used for visualization and interpretation of results. A content analysis is performed to manually examine the bibliometric results.

CONTINUOUS QUALITY IMPROVEMENT (CQI) PRACTICE IN VOCATIONAL COLLEGES

Continuous quality improvement (CQI) is an important element in quality management. This is because CQI is a key factor in improving the quality of education and ensuring that improvements in teaching and learning activities are continuously implemented. The implementation of CQI in Vocational Colleges (VCs) is increasingly being carried out in line with the application of the outcome-based learning (OBE) approach. However, reports from the board of accreditation showed differences in CQI practices for several programs under the same institution. Thus, this study can give a clear picture of CQI practice in VCs. This study was conducted to identify CQI practices in VCs and make comparisons of practice based on demographic factors namely gender, age, and teaching field. This survey-based study used questionnaires as a research instrument. The respondents of the study consisted of 87 VCs lecturers in the states of Selangor and Kuala Lumpur. Descriptive and inferential statistical analysis was used to attain the practice level and make comparisons on demographic factors. The findings of the study found that the practice of CQI in VCs was at a high level. However, there were significant differences based on demographic factors for the age group in the dimensions of customer focus and teamwork. This study could provide input to the Vocational Educational and Training Department (BPLTV) on the practice of CQI in VCs. With this input, actions and improvement measures can be planned and implemented to improve VCs. Therefore, it is hoped that this study could be a platform for improvement in VCs quality management.

Value-Added Courses with industry endorsement for Bridging Curriculum Gap in the Outcome-Based Learning: An Effective Strategy to Post-graduate Studies

In outcome based education (OBE), curriculum design with industry involvement is most recommended approach which enables relevant execution of teaching learning process. Globally, acceptance of OBE is increasing since four decades. This article investigates the OBE curriculum design by adding Value-Added Courses (VACs) which are endorsed and participated by industry experts jointly with academicians. It is found that VACs are instrumental in reducing the curriculum gaps to attain program outcomes (POs) of any given curriculum along with targeted skills. Analysis presented in this article focuses on the program outcomes gap in the curriculum which enables identification, design and implementation of different VACs. Further, it determines that attainment achieved through VACs significantly reduces the curriculum gap. Hence it is one of the best tool which improves over all PO attainments and shows better path towards the expectation of industries. Proposed framework of analysis showed that VACs contribute to POs by nearly 20%. This article contributes a comprehensive idea for offering several VACs that boost the achievement of POs.

Soil skills challenge: A problem-based field competition towards active learning for BSc. Geoscience students

In this study, we present an interactive problem-based learning environment, namely, the “Soil Skills” contest for final year students majoring in Soil Sciences, a BSc program at Sultan Qaboos University, Oman. This five-day component of a compulsory field-course exemplifies an active learning approach, which has been promoted by higher educators based on its efficacy and outcomes on the student’s learning processes. Our pedagogical strategy integrates the concepts and notions of: (i) Inquiry-Based Learning (IBL), (ii) scaffolding, (iii) teams competition and gaming, and (iv) Data–information–knowledge–wisdom. We evaluated outcome-based learning objectives of two cohorts (2018 and 2020) of Soil Sciences students during the contest via a field evaluation by juries, composed of Soil Science faculty, using an objective evaluation scheme. The evaluation of the contest was also done through a combination of an online questionnaire sent to registered students and peer-assessment among students conducted by the group leaders. The results of teaching evaluation of the course, in the semester when the contest was implemented, showed a higher rating score (3.93/4.0) than the college average (3.16/4.0) for all other courses (about 150/semester) and also than the average score (3.30/4.0) of the course in the previous year. The surveys of two cohorts showed that majority of the students indicated positive improvements in various transferable and interpersonal metacognitive skills (self-reported improvements in problem-solving abilities, thinking out of the box, observation, teamwork, capacity to perform under pressure, and communication). Further surveys of forthcoming cohorts are needed. The Soil Skills pedagogy approach is in line with the call towards enriching geoscience students with the skills and competencies necessary to address real-world problems of complex Earth systems.

Education for Sustainable Food and Nutrition – Towards Criteria for German Secondary Schools

Food is an integral part of everyone’s life, but the food sector also hugely contributes to harming the environment. Education is the best tool to bring the topic closer to the youngest generations by integrating sustainable food and nutrition into their educational institutions. The UN Sustainable Development Goals (SDGs) address this challenge through multiple SDGs, for example, through SDG 12 on sustainable consumption and production. This research was conducted for the KMGNE, a Berlin-based research educational institute. This research explores criteria that can be used to incorporate the topic of sustainable food and nutrition in German secondary schools. Through a mix of qualitative methods, the concept of shaping competences, outcome-based learning was explored, and based on the research results, a set of criteria were determined. The research shows that transformative learning changes behaviour, as it allows internal change about assumptions and beliefs in students. This is why transformative learning works best to bring a change in behaviour. It is essential that schools not only teach about sustainable food and nutrition but also teach by example through the food they offer. Practitioners need to receive training to integrate sustainable food and nutrition-related topics into their lessons. External partners and learning environments should be included in education for sustainable food and nutrition to add authenticity as they can tell personal stories or show food production. The research was conducted in Germany; however, it is possible to use the determined criteria in different educational settings and countries.

Pedagogical knowledge as a distinct object in the history of education: the example of Ontario, Canada

ABSTRACT Using the example of the 1937 Ontario elementary school reforms, this article will make the case for considering pedagogical knowledge as a distinct object in the history of education. In this context, pedagogical knowledge refers to the conceptual and normative aspects of teaching and learning that seek to inform the decision-making of the teacher in relation to children (childhood), teaching, and learning. It refers to the knowledge that defines children and what teachers need to know about children in order to teach effectively. This is in distinction to pedagogical content knowledge which refers to knowledge of subject matter and strategies of delivering or teaching the content of that subject. The argument will be developed by examining a long series of pedagogical documents issued by the Department of Education that elementary school teachers used to guide their practices. It will identify a science of education and child development and psychology that, despite political and cultural change, defined pedagogical knowledge in the elementary schools of Ontario for a period of 60 years. This article will make the case that the Pedagogical knowledge defined in the 1937 Ontario education reforms in the document Programme of Studies for Grades 1–6 of the Public and Separate Schools comprises a history that is distinct and represents a subset of the main patterns of change in the historiography of Ontario education. During the twentieth century elementary schooling in Ontario can be viewed as the result of two discontinuities or epistemic shifts. The first occurred in 1937 with the adoption of a science of education, child development, and psychology as the dominant form of pedagogical knowledge. The second happened in the mid 1990s when most provinces in Canada including Ontario undertook a centrally driven reform of schooling and curriculum and a shift to outcomes-based learning and a pedagogy of measurement. As such, the latter represented a paradigm shift in the aim and intent of elementary schooling, teaching and learning.

Method of Designing and Implementing Outcome-Based Learning in Value Added Courses for Contemporary Skills which Enhances the Program Outcomes

The acceptance of outcome-based education (OBE) is increasing since the 1980s across different countries in the world. Implementation of OBE is essential right from primary education to postgraduate courses and even in research programs since the primary focus is on outcomes that are learner centric.This paper analyses the OBE curriculum design, it reflects on the method of designing value-added courses (VAC) and its effectiveness. It is found that VACs are instrumental in reducing the curriculum gaps to attain program outcomes (POs) of any given curriculum along with targeted skills. This work demonstrates the curriculum gap analysis, determines sample of learners acquiring cognitive skills in randomly selected courses, presents a framework for Industry-endorsed open short-term courses, and introduces new formats for documenting VACs for project-based and case study-based learning. The VACs contribute to POs by nearly 20%. It may be noted that VACs implementation enabled all POs attainment and gives no room for the curriculum gap. This paper contributes a comprehensive idea for offering several VACs that boost the achievement of POs at the expected level along with contemporary skills by considering a postgraduate degree.

AN ANALYSIS OF IMPACT OF EVIDENCE BASED LEARNING ON ACADEMIC ACHIEVEMENT OF STUDENTS

The outcome-based learning is leading and has set a new trend in innovative class-room instructions. In Chemistry, the solid-state structures and composite materials are covered in classroom due to its use in day to day life. In this paper attempt is made to present novel handmade model as a tool that provides a desired link between the unit cell representation and extended structure. This model offers visualization stacking pattern that provides simple- unit cell, body- centered and face -centered cubic and hexagonal closed packed cell. Preparing and using molecular handmade model in Teaching-Learning is significant and has a positive impact on academic achievement. The students handmade models acts as a tool for teaching and it has considerable importance in Science education. Totally 40 students of Grade 12 are selected as the sample for the present study. Students are divided into two sets - experimental group and control group. Each group consists of 20 students. Students of the experimental group are asked to make handmade model of unit cells. This handmade model of cells and pieces combines into three corresponding crystal shapes and through this students are taught about the primitive cell of solid state. The control group is taught by using traditional chalk and talk method. The present study is experimental in nature. The pre-test and post-test equivalent group design is used for collecting data. The mean deviation and difference of mean are computed for both groups. The significant differences of both the experimental and the control group based on the variables of pre-test and post-test are tested at 0.05 level by applying t-test. On the completion of statistical analysis of data and research it is concluded that the handmade model of the primitive cells of solid state unit of Chemistry has significant positive effect on the academic achievement of the students in Chemistry at Senior Secondary School level. Based on the findings it is recommended that teachers should use outcome based Teaching-Learning approach to move up student’s achievement in core subjects.

Evaluasi Pembelajaran Berbasis Outcomes di Pendidikan Tinggi Islam: Suatu Kajian Konseptual

This article attempts to explore the concept of outcomes-based evaluation and then offers it as one of the evaluation models in Islamic higher education. By using the literature review method, this study successfully traced the outcomes-based evaluation concept, which is thought to be more suitable for use in Islamic higher education institutions. One of the characteristics of learning outcomes in Islamic higher education institutions is the use of abstract terms such as understanding, understanding, living, believing, realizing, and believing. These terms are often used when lecturers conduct assessments and evaluations on several variables that are not easily measured, such as religiosity, faith, morals, character, personality, and integrity. Statistically, these variables can still be measured, but the measurement instruments used must meet two conditions, namely valid and reliable. However, the current higher education system demands a measurable evaluation system, so that even though outcomes-based learning evaluation models become quite troublesome, Islamic higher education is still required to introduce and use them.

PROSPERING MEANINGFUL LEARNING EXPERIENCE ECOSYSTEM VIA PROJECT OUTCOME-BASED LEARNING (PO-BL): A CASE STUDY OF MALAYSIAN PUBLIC UNIVERSITY UNDERGRADUATE STUDENTS

If there is one thing that students might loath today is the monotonous and stagnant learning process which hinder the harmonious teaching and learning ecosystem. Students have good reasons to reprimand the school at all time, that the exam-oriented has and always become caustic effects of prospering their potential. Because every student comes with their unique traits and characteristics, focusing mainly on objective-based evaluation is not always the best practice. The school lackluster performance has been heavily emphasized on the whole students’ performance; trigger a question of whether the exam-based orientation is the only method of students’ evaluation. Pertaining to the aforementioned issue, this article promotes Project Outcome-Based Learning (PO-BL) as an alternative assessment method in evaluating student learning outcomes and derive reflections from students’ perspectives after participating in PO-BL activities. Forty undergraduate students who enrolled in STE3603 (Manipulative Skills III) course were selected as research subjects. This group of students was chosen after taking part in RoboWars competition in the Faculty of Educational Studies Innovation Showcase organized by the Putra Future Classroom (PFC), Universiti Putra Malaysia. In this competition, students were asked to demonstrate the robot and compete in the battle competition. Analysis, Design, Development, Implementation, and Evaluation (ADDIE model) was adapted to monitor the progress on the robotic project from the first week of classroom practical session to 13th week. The students were then selected to be part of the research project by implying the purposive sampling technique. The subjects were requested to share their personal experiences from the project they did and what the project meant to them via open-ended qualitative questions. The questions were distributed online using ‘JotForm’. We hired expert reviewers to inform the qualitative questions and obtain findings from developed research questions. The responses in narrative forms were downloaded in Excel Spreadsheet and analyzed thematically. The theme that emerged from the study then being matched based on the meaningful learning attributes from previous studies to justify the characteristics. The characteristics from the emergence themes were derived from constant comparative analysis using the color-coded technique. We also triangulated the themes with other data collected prior, during, and after the project completion. The process of triangulation involving data from observation, student report, and lesson plan for one semester. The findings from the study produced imperative contributions of PO-BL from myriad aspects. It is noteworthy to highlight that to reduce the traditional teaching and learning drawbacks, PO-BL might be one of the solutions to enhance the retention of students in the classroom and embrace meaningful learning experience for learners. For the purpose of achieving meaningful learning, PO-BL approach has been useful to engage students in an active, constructive, intentional, authentic and co-operative learning environment which emphasizes on the holistic teaching and learning ecosystem.

Effects of a Simulation With Team-Based Learning on Knowledge, Team Performance, and Teamwork for Nursing Students

Simulation and team-based learning are reported as useful strategies in nursing education. However, empirical evidence on the effects of participating in an integrated course of team-based learning and simulation is limited. The aim of this study was to identify the effects of a nursing simulation program with team-based learning on knowledge, team performance, and teamwork among Korean nursing students. A one-group pretest-posttest design was used. Fourth-year students (N = 229) participated in a 32-hour nursing simulation program with team-based learning. Each of the three sessions of the program involved a 3-hour task training with video-assisted learning and skills performance assessment, 1-hour team-based learning, and 4-hour simulation session with a high-fidelity simulator. In addition to the knowledge test and performance assessment, participants completed a self-administered questionnaire on teamwork. Participants achieved higher scores in the Group Readiness Assurance Test than they did in the Individual Readiness Assurance Test. The posttest scores on team performance and teamwork were significantly higher than their pretest scores. The simulation with team-based learning induced favorable effects on participants' knowledge, performance, and teamwork. A curricular integration of simulation program with team-based learning is consistent with achieving outcomes-based learning in nursing education.

Notes on notes on notes

More often than not, notes are conceptualized as a technology for helping students stay focused on and attentive to subject matter deemed educationally valuable. This article concerns itself, however, with how notes may interrupt and render inoperative this learning function. To probe the question of attention and distraction, the authors devised an experiment in note taking. Our question is whether or not these forms of rendering the learning function of notes inoperative have any educational value. In conclusion, we suggest that such activities, while divorced from official, outcomes-based learning, do indeed have educational meaning: they make present the potentiality for thinking and acting without forcing such potentiality into measurable forms. What remains is the notes themselves, and the notational effects they in turn generated and continue to generate.