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

2021 ◽  
pp. 002205742097205
Author(s):  
B. R. Arun Kumar
Keyword(s):  
Learning Process ◽  
Curriculum Design ◽  
Value Added ◽  
Effective Strategy ◽  
Program Outcomes ◽  
Graduate Studies ◽  
Post Graduate ◽  
Design And Implementation ◽  
Outcome Based Education ◽  
Teaching Learning

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.

scholarly journals تطوير مواد تعليم اللغة العربية في ضوء المنهج على مستوى الوحدة التعليمية (KTSP)

2021 ◽  
Vol 9 (2) ◽  
pp. 209
Author(s):  
Wahyu Mimbar
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Curriculum Design ◽  
Junior High ◽  
Arabic Language ◽  
Junior High Schools ◽  
Qualitative Design ◽  
School Based ◽  
Teaching Learning ◽  
Descriptive Qualitative

Babul Maghfirah Is one Of junior high Schools located in Aceh Besar which gives high attention to Arabic Learning In This Rase, It is one of 13 Junior high Schools In Aceh Besar which still Implements School-Based Curriculum (KTSP) in Teaching learning process. That is why, the write intended to conduct a Research under the title “ The Analysis of Arabic Material in School-Based Curriculum design” The present research was aimed to Find Out : 1) The Obstacle Faced by the Teacher in transferring the material in school-Based Curriculum design, 2) The Strength and weakness Of School-Based Curriculum method, and 3) The analysis of Arabic learning from cognitive, effective and Psikomotor view in School-Based Curriculum design. Descriptive Qualitative design was used in this research so that the writer used Questionnaire, Observation, and Interview to collect the data needed. Furthermore, all students (24 students) of grade VIII were become the sample of this research. After Conducting the research, it was Found that : 1) most of the Teachers had lack understanding toward the School-Based Curriculum it self. It was caused by the Curriculum was not a perfect design and still need a futher development: 2) Lack of understanding in “Nahwu and Qawai’id” material was one of the weakness of KTSP in cognitive. It made The Students hard to master the method of giving the line, gathering new vocabularies and expression. Thus, it led them to be unable to speak Arabic, Affectively, the Students were more exsited to learn Arabic with School-Based Curriculum design, in psikomotor aspect, the writer found that students had good Capability in Performing “ istima’kalamQira’ah and Khitabah”. They also tonded to motivate each other. 3) After Conducting observation, Interview and Questionnare, It was also found that the Material of Arabic Language in School-Based Curriculum did not meet to Students need.

scholarly journals Effectiveness of Curriculum Design in the Context of Outcome Based Education (OBE)

2019 ◽  
Vol 8 (6) ◽  
pp. 648-651
Keyword(s):  
Continuous Improvement ◽  
Curriculum Design ◽  
Assessment Process ◽  
Learning Assessment ◽  
Educational Institutions ◽  
National Board ◽  
The Real ◽  
Outcome Based Education ◽  
Teaching Learning ◽  
Almost All

Outcome Based Education (OBE) is now a days becoming a mandate in almost all higher educational institutions across the country as it turned out to be an authorized signatory member of Washington Accord (WA) in 2014 through the National Board of Accreditation (NBA). The fundamental concept of outcome-based education is to ensure continuous improvement at all levels of teaching – learning – assessment process. Though there are several programmes were organized to build the competency of OBE, the present traces of implementation of OBE in educational institutions clearly demonstrate the lack of understanding the real implementation of OBE and strictly it is a serious concern. Even these traces are observed in the programs, which are accredited. In the present paper, an attempt has been made to enable the stakeholders to truly understand some of the basic elements of OBE, which will really help them to deploy the philosophy of OBE in the way it is expected for continuous improvement.

Flipped Classroom and Its Effectiveness in a Post Graduate Marketing Course

2018 ◽  
Vol 7 (5) ◽  
pp. 1
Author(s):  
Vijay Prakash Anand
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Marketing Management ◽  
Post Graduate ◽  
Course Content ◽  
Postgraduate Programme ◽  
The World ◽  
Traditional Mode ◽  
Teaching Learning

Technology has brought a lot of change in the world of business and governance. It is also changing the world of education. Now traditional mode of lecture is getting replaced by flipped classroom mode of teaching learning. This paper aims to analyze the effectiveness of flipping a part of Marketing Management I course content of a postgraduate programme, to the teaching learning process at Jaipuria Institute of Management, Lucknow. The present study is successful to the extent of implementation of flipped classroom mode partially in a course. Further it may be expanded to larger percentage of the course and subsequently to more courses in the overall programme.

scholarly journals A Novel Fuzzy Based Assessment Method for Learning Outcomes

2019 ◽  
Vol 8 (4) ◽  
pp. 1665-1669
Keyword(s):  
Student Performance ◽  
Assessment Method ◽  
Program Outcomes ◽  
Student Centered ◽  
Outcome Based Education ◽  
Assessment Activity ◽  
Class Room ◽  
Teaching Learning ◽  
Course Outcomes ◽  
And Behavior

Outcome based education (OBE) is a recent development in student-centered teaching-learning model that emphases on measuring student performance through outcomes. Outcomes include knowledge, skills and attitudes suggested in Blooms taxonomy. The OBE approach encourages students to become active learners because it focusses on student attainment in comparison to teacher-centered learning approach. The level of the attainment of Course Outcomes (COs) is the indicator of the skill, knowledge and behavior that students acquired at the end of the course. In Outcome Based Education every activity performed in the class room is linked with the measurable course outcomes. In this paper, we present an effective fuzzy based approach to assess the attainment of outcomes by mapping every assessment activity performed in the class room with the Course Outcomes (CO) and eventually to Program Outcomes (PO). The attainments of outcomes by the students are also expressed as fuzzy memberships which can also be represented graphically. The entire work is based on the OBE implementation case study of Marian College Kuttikkanam, (MCK)

scholarly journals Creating Multimodal Texts in Language Classes: Advantages and Disadvantages with Reference to EFL Libyan Situation

2018 ◽  
pp. 57-76
Author(s):  
Manal Ben-Ahmaida ◽  
Fatma Suliman
Keyword(s):  
Learning Process ◽  
Language Teachers ◽  
Effective Strategy ◽  
Multimodal Texts ◽  
Advantages And Disadvantages ◽  
Language Classes ◽  
Methods And Techniques ◽  
Different Ages ◽  
Teaching Learning ◽  
Shed Light

It is not uncommon for language teachers and whoever interested in EFL teaching- learning process to find it somehow difficult to decide upon the most suitable and effective strategy and procedures to be followed in order to manage language classes successfully. However, several attempts were made to introduce up to date ways convenient for learners with different language backgrounds and levels of achievements. Some of those efforts failed while others made their way and contributed to the success of many EFL classes where various methods and techniques are applied. Multimodal texts ,as one strategy of combining more than one mode in language classes, are used efficiently by teachers with different qualifications and years of experience and with learners of different ages and in different settings. Therefore, this chapter tends to shed light on multimodal texts and their importance in the language classes.

Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase

2015 ◽  
Author(s):  
Sujata Wadhwa ◽  
Audrey Barlow ◽  
Siddharth Jadeja
Keyword(s):  
Engineering Education ◽  
Learning Process ◽  
Engineering Students ◽  
University Teaching ◽  
Cognitive Domain ◽  
Special Focus ◽  
National Board ◽  
Outcome Based Education ◽  
Grass Root Level ◽  
Teaching Learning

National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.

Assessment Practices in Outcome-Based Education

2020 ◽  
pp. 50-61
Author(s):  
Lavanya C. ◽  
Jandhyala N. Murthy ◽  
Satyanarayana Kosaraju
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Traditional Method ◽  
Summative Assessment ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Indirect Assessment ◽  
Direct Assessment ◽  
Outcome Based Education ◽  
Teaching Learning

Evaluation is an essential process for the measurement of transformation that a student attains after a teaching learning process. Outcome-based education (OBE) in academics especially in the field of engineering is an accepted philosophy in recent years. The OBE system departs from the traditional method where assessment of students is based only on grades and/or ranks. Output has been the traditional measurement criterion in education field, which does not address the level of transformation in the learner, whereas outcome is the measurement of level of achievement showing the transformation. Assessment tools are required for the measurement of outcome. These tools could be direct tools for direct assessment or indirect tools for indirect assessment. An assessment can be a formative assessment or summative assessment. Learning is complete only if transformation is observable in all the vital aspects of attitude, skill, and knowledge. It is widely accepted that all these aspects can be measured in OBE.

Rethinking Pedagogy: An Outcome-Based Approach to Political Science

2020 ◽  
Vol 7 (1) ◽  
pp. 45-53
Author(s):  
Shefeeque V.
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Political Science ◽  
Learning Process ◽  
The Political ◽  
Political Consciousness ◽  
Outcome Based Education ◽  
Policy Debates ◽  
Teaching Learning ◽  
Present Mode

This article is a discipline-based exploration of the possibilities and prospects of outcome-based education (OBE) in the teaching–learning process of political science at the under graduate level. Developing knowledge-empowered citizenry with critical political consciousness that enables it public policy debates is the key purposes of teaching political science. A serious deficit of the present mode of teacher/curriculum centric teaching–learning process, which fails the cause of imparting such qualities equipping the learner in developing self-critical/self-reflexive knowledge base, is the absence of analytical faculty and criticality. This article seeks to demonstrate the pedagogic advantages and quality assurance plausible in the political science higher education of India through the implementation of OBE.

scholarly journals Maestrías en Periodoncia e Implantología Oral y Prostodoncia e Implantología: una mirada desde dentro al proceso de enseñanza-aprendizaje/Masters in Periodontology and Oral Implantology and Prosthodontics and Implantology: a view from within the teachingl

2015 ◽  
Vol 11 (22) ◽  
pp. 73-79
Author(s):  
Johannes Olsen
Keyword(s):  
Learning Process ◽  
Curriculum Design ◽  
Reflective Learning ◽  
Degree Programs ◽  
Technical Quality ◽  
Interdisciplinary Work ◽  
Teaching Learning ◽  
Quality Learning ◽  
Oral Implantology ◽  
Made In

ResumenDesde la perspectiva de un estudiante, en este artículo se expone el diseño curricular de dos nuevas maestrías para profesionales de la Odontología: Maestría en Periodoncia e Implantología Oral y Prostodoncia e Implantología Oral. Se presenta el proceso de enseñanza-aprendizaje, que se lleva a cabo desde la concepción del aprendizaje reflexivo y la investigación; se hace énfasis en el valor el trabajo interdisciplinario en odontología y se destaca la importancia de invertir en recursos de aprendizaje de alta calidad técnica.AbstractThis article presents, from a student’s perspective, the curriculum design of two new Master’s degree Programs for Dentistry professionals: Master of Periodontology and Oral Implantology and Prosthodontics and Oral Implantology. Emphasis is made in the teaching-learning process based on reflective learning and research. The article highlights the value of interdisciplinary work in dentistry and the importance of investing in high technical quality learning resources.

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