Effective & Efficient Implementation of OBE Framework within Constrained Pakistani Environment to Attain Desired Learning Outcomes

Outcome-based-education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). Pakistan Engineering Council (PEC) introduced the OBE in Pakistani engineering higher-education-institutions (HEIs),from 2018, in the replacement of previously followed Syllabus& Curriculum based education system. Key to success of OBE System is its continuous-quality-improvement (CQI) mechanism. The CQI mechanism design should be based on accurate assessment process and flawless evaluation of OBE System parameters; otherwise the OBE System’s benefits cannot be achieved. However, some HEIs have not devised an effective CQI mechanism and they still using classical procedures and academic tools in implementation of the OBE Framework, which cannot give desired results from the new System. This paper presents that; instead of presently employed loose-control, a modified stringent control strategy for academic activity and employment of latest technology, can make the CQI mechanism, more effective and efficient. This paper therefore presents a two-fold contribution. At first, the implementation problems of the OBE System are critically analyzed. Secondly, few modifications in the existing approaches have been introduced to achieve the desired results from the recently adopted OBE system.

An Autoethnographic Report on the Use and Impact of Social Networking Sites as an Approach to Teaching of the Research Process

The establishment of the K-12 curriculum has had a significant impact on subject requirements related to the outcome-based education plan and the requisite output for a given research report or requirement. Social networking platforms enable students to effortlessly complete a variety of tasks, such as learning and performance. By intervening in research, social networking sites break down the barriers that limit both students and teachers in the research process. Three methodologies or ideas have arisen, known as approaches, that could help you facilitate teaching research, even if you are not in the research discipline: the Facebook-Personality Network Approach, the Virtual Research Journal, and the Google Immersion Approach. It is considered favorably by some students and users, but there are those who take advantage of its negative aspects. Instead of focusing on the emerging ideas or topics created by coding, I used social networking sites to demonstrate that research can be done anytime, anyplace, for any purpose or cause. According to the outcome-based education paradigm, students found the three techniques highly engaging. In order to be a teacher-researcher, you must utilize your originality and resourcefulness when it comes to all of the resources, devices, and technology, as well as the available social networking sites.

COFCOE: Continuous Oral Feedback Continuous Oral Evaluation for Continuous Active Learning in Outcome Based Education, Teaching, Learning and Evaluation (OBTLE)

A new and extremely effective teaching-learning-assessment methodology is introduced for continuous active learning in outcome based education (Teaching, Learning and Evaluation-OBTLE). This method addresses the modern methods of education like personalized learning, participatory learning, peer evaluation, revised Bloom's Taxonomy, and all graduate Attributes including the corresponding competencies and performance indicators. Most importantly this method encourages socratic questioning which facilitates inquiry based learning, which is being projected as the future of learning in any context. The method may be extremely useful to identify and take remedial measures for students who may need additional attention from teachers.

Validity and Reliability of Students Perceptions on OBE Approach in Malaysian VC Using Rasch Model

This pilot study aims to produce empirical evidence regarding the validity and reliability of instrument of the perception of vocational college diploma students towards the Outcome Based Education (OBE) approach. Validity and reliability were analysed using Rasch Model Measurement assisted by Winsteps 3.72 software. This research instrument contained 26 items and was distributed to 60 diploma students of vocational college at the Northern Zone. Validity analysis of the instrument was done through four functional testings. For reliability and separation of respondents, it was found that the individual reliability value was 0.91, while that for items demonstrated an item value of 0.94 and item separation index of 3.90. Results from the analysis of polarity item found that 25 items had a positive PMC value between 0.52-0.83. Meanwhile, analysis on item fit found 23 items with an outfit mean-square value between 0.41 and 1.24. This situation suggested three items that require attention. In the analysis on local dependence that determines dependent items based on the standardised residual correlation value, it was shown that the correlation value for the items used did not overlap with that of other items. These findings provided the evidence that the instrument of perception of vocational college diploma students on OBE approach has a high level of validity and reliability to be used in actual studies.

A Systematic Approach for Assessment of Attainment in Outcome-based Education

The capabilities expected to be attained by learners, after learning a course or programme, are called course outcomes (CO) and programme outcomes (PO), respectively. The objectives of outcome-based education (OBE) are to ensure realization of grooming graduates with all the theoretical, practical and soft skills required to make them competent and industry-ready professionals. This article discusses the implementation of an assessment system for analysing the attainment of outcomes in OBE. It is a web-based application for evaluating the attainment of COs, POs and programme educational objectives (PEOs) in institutions of higher learning. Recently, OBE and choice-based credit system (CBCS) have become prevalent in institutions of higher learning. The significance and benefits of OBE and CBCS are recognized by all stakeholders, including accrediting agencies. The process for establishing and refining, the vision and mission of the institution, vision and mission of the department offering the programme, COs, POs and PEOs are discussed. The procedure and rubrics for assessing the attainment of the outcomes are also discussed. Accreditation is an honouring mechanism used to assess the standards and quality of the education offered by a programme to a student at an institution of higher learning. The article discusses a systematic approach for assessment of attainment of outcomes by graduates of a programme in an autonomous engineering college following OBE with CBCS.

The Practice of Integrating Curriculum Ideology and Politics into University Physics Course Teaching Organically

In the process of cultivating high-quality applied talents in contemporary colleges and universities, any teacher should integrate curriculum ideology and politics into daily curriculum teaching. This is a task that every teacher must undertake. It is an inevitable requirement for the cultivation of high-quality talents with Chinese characteristics and socialism. It is an inevitable requirement for the cultivation of high-quality talents that meet the (outcome-based education) OBE concept and the needs of the country. Through years of organic integration of the ideological and political content of the curriculum into the teaching practice of college physics, the author has realized that this can not only achieve better teaching results, but also comprehensively improve the teachers' own education and teaching level. The author would like to take this opportunity to share some personal experiences with colleagues.

Developing Creativity Through Creative Engagement in Art Appreciation: Outcomes in Teaching Humanities

This descriptive-correlational study determined the level of creative engagement as part of humanities teaching in the outcome-based education. This focuses on the dimension of student engagement and creativity in the context of a new approach to teaching and learning primarily through the arts. This study captures student creative engagement supported by their personal reflection after the course term. There were eight (8) classes utilized with 134 students. Results showed that the level of students’ creativity in art appreciation was “high” and it was also “high” when they were grouped as to sex. Creative engagement in art appreciation was considered “highly influential” and it was “highly influential” when they were grouped as to sex. No significant difference was noted in the level of the students’ creative engagement and development of creativity. There was a moderate and positive correlation between the level of the students’ creative engagement and influence of creative engagement in art appreciation classes to their development of creativity. The most highly valued creative engagement practices of students in art appreciation are: “I have developed an appreciation for the local arts;” “I have deepened my sensitivity of myself, my community and the society,” and “Inclusion of art activities demonstrated my understanding of art appreciation.

Effective Implementation of Outcome-based Education: The Role of Faculty Awareness

Accreditation of technical institutions is very important to guarantee the quality of technical education that is being offered. Outcome based education (OBE) is followed in the delivery of technical education across all Institutions in India and the National Board of Accreditation (NBA), which is the nodal accreditation body for technical institutions in India follows outcome based accreditation (OBA) in the accreditation of technical programs. In the OBE and OBA, faculty constitutes the most important component and plays an important role in facilitation of the same. In this regard, the authors felt that there is a need to understand the level of awareness of faculty about the same and accordingly a survey was conducted among the faculty of the authors’ institution, which is an autonomous Institution and comes under Tier I scheme of NBA accreditation process. From among 285 faculty members, about 96 participated in the survey. This paper discusses the significance of faculty’s awareness and involvement in the accreditation process and implementation of OBE. The results of the survey indicate some interesting findings, which is discussed in detail. Some suggestions and guidelines are given at the end to increase the level of awareness and their involvement in the OBE and OBA processes respectively.

Research on the Teaching Reform of Logistics – Flipped Classroom Under the OBE Concept

This article discusses the problems existing in the teaching of Logistics and the urgency of its curriculum reform, introduces the concept of outcome-based education (OBE) into the teaching process of Logistics, designs the teaching in a reverse direction guided by the results, and implements the teaching design in the form of flipped classroom. A “student-centered” teaching process endows students with stronger autonomy and initiative and encourages them to cooperate with each other. This teaching process provides new ideas and methods for the teaching reform of Logistics as well as the cultivation of excellent logistics talents.