A Novel Outcome-Based Educational Model and its Effect on Student Learning, Curriculum Development, and Assessment

Bouslama, Faouzi; Lansari, Azzedine; Al-Rawi, Akram; Abonamah, Abdullah A.

doi:10.28945/323

Cited by 55 publications

(33 citation statements)

References 3 publications

(2 reference statements)

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“…(1) what the student knows; (2) what the student can actually do with what s/he knows; and (3) the student's confidence and motivation in demonstrating what s/he knows (Bouslama, Lansari, Al-Rawi, & Abonamah, 2003;Guskey, 1994;Kirk & Welborn, 1992;McNeir, 1993). According to Schmidt and Lee (2005), motor learning is a set of cognitive processes associated with practice, training, or experience that results in relatively permanent changes in motor behavior (Hanlon, 1996).…”

Section: Learning Outcomementioning

confidence: 99%

Path Analysis on the Factors Influencing Learning Outcome for Hospitality Interns–From the Flow Theory Perspective

Wang¹,

Chen²

2015

JEL

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Learning outcome is an important indicator for educators in evaluating curriculum design. The focus of this study has been to examine the factors within internship programs, recognizing the complex nature of knowledge application in a practical industry environment. Flow theory was adopted to explain the psychological state of hospitality students during internship and relate it to their learning outcome. A total of 152 responses were collected via self-administrated questionnaires from hospitality students at their initial and final stages of internship in Taiwan. Results from SEM analysis indicate that both skill and the challenge from work have significant influence on the interns' flow experience, wherein skill has a positive influence, while challenge does not. The flow theory was well confirmed at the final stage of the internship, which becomes the complete mediator for the skill and challenge to influence the learning outcome. Learning for the interns is not exclusively concerned with skill improvement, but includes a process to overcome the unfamiliarity of the challenge, which consequently leads to a direct positive effect on learning. Thus, proper challenge and improvement of skill are important counterparts, which influence the learning outcome simultaneously, where each of them cannot result in the proper learning outcome alone. The practical implication, which can be derived, is that proper cooperation between the educator and the intern supervisor should create an environment for optimum skill development, in which the challenge is balanced with the acquired new skills. Achieving such a balance via flow will facilitate a better learning outcome.

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Section: Learning Outcomementioning

confidence: 99%

Path Analysis on the Factors Influencing Learning Outcome for Hospitality Interns–From the Flow Theory Perspective

Wang¹,

Chen²

2015

JEL

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“…Through a qualitative methodology, they have confirmed the usefulness of technologies in the learning processes (e.g. Bouslama et al, 2003;del Canto et al, 2010). There is, however, a gap in the assessment of teaching quality enhancement by using CWBEs according to student perspective in Problem-based Learning (PBL) teaching methodology.…”

Section: Use Of Technology In Competency-based Learning Environmentsmentioning

confidence: 83%

Collaborative Environments, A Way to Improve Quality in Higher Education

Rodriguez-Donaire

Amante

2012

Procedia - Social and Behavioral Sciences

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The aim of this research is to observe how Collaborative Web-Based Environments (CWBEs) foster higher education quality improvement by means of enhancing students' teamwork skills, the use of CWBEs and the use of teaching methodologies, particularly PBL. A survey was conducted in three different subjects with similar characteristics in courses held at the ETSEIATBarcelonaTECH among a sample of 98 students. Results shed light on two aspects which improve teamwork performance: 1) the functionality of CWBEs and 2) the ability and motivation of students in these environments.

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“…Information technology professionals play a strong role in developing online curriculum (Noll and Wilkins, 2002;Bouslama, et al, 2003). The results show that the online curriculum might not make the participants confident about implementing the knowledge that they had acquired.…”

Section: Suggestions To Developers Of Online Curriculummentioning

confidence: 94%

Comparing the Effectiveness of Face-to-Face and Online Training on Teacher Knowledge and Confidence

Sankar¹,

Education²,

Sankar³

2010

InSITE Conference

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The National Staff Development Council determined that high quality teaching requires setting forth ambitious goals for students and educators and making significant changes to the existing curriculum, instruction, assessment, and leadership practices. The Council suggested that this could be achieved through intense, well-designed professional learning that provides support to teachers and focuses on learning goals for students, teachers, and administrators. Furthermore, the No Child Left Behind Act directed school districts to provide teachers with an ongoing and targeted high quality professional development that focuses on teaching and learning. Information technology plays a critical role in making online training affordable and accessible.Given the importance of this issue, this study examined the effects of two formats of professional learning, face-to-face and online training, on teacher knowledge and confidence to co-teach. Sixty middle and high school general education and special education teachers from a semi-urban county received training on the six models of co-teaching, teacher roles and responsibilities, and teaming strategies. Quantitative data were collected using pre and posttests of knowledge and confidence and qualitative data were obtained using open ended questions and discussions. Results of the study indicated: (1) both face-to-face and online training significantly increased teacher knowledge to co-teach, (2) there was no significant difference in teacher knowledge between the two formats, (3) face-to-face training significantly increased teacher confidence, but online training did not increase confidence, and (4) there was a significant difference in teacher confidence to co-teach between the face-to-face and online training format.These results have important implications for educators, developers of curriculum, and administrators of face-to-face and online training programs. These are discussed further in the paper.

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A Novel Outcome-Based Educational Model and its Effect on Student Learning, Curriculum Development, and Assessment

Cited by 55 publications

References 3 publications

Path Analysis on the Factors Influencing Learning Outcome for Hospitality Interns–From the Flow Theory Perspective

Path Analysis on the Factors Influencing Learning Outcome for Hospitality Interns–From the Flow Theory Perspective

Collaborative Environments, A Way to Improve Quality in Higher Education

Comparing the Effectiveness of Face-to-Face and Online Training on Teacher Knowledge and Confidence

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