Strategic implementation of outcome-based education system in Buein-Zahra Technical University of Iran

Zeynal, Hossein; Zakaria, Zuhaina; Anisseh, Mohammad; Mansoorzadeh, Shiva

doi:10.1109/iceed.2017.8251178

Cited by 3 publications

(2 citation statements)

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“…Careful assessment of the OBE paradigm's implementation and its impact on the educational system as a whole, and on students and instructors in particular, is now required to meet accreditation standards. As stated in the mentioned research paper, "outcomesbased education" is described as "clearly focusing and structuring everything in an educational system on what is needed for all students to be able to achieve effectively at the end of their learning experiences" (Spady, 1986), In contrast to the conventional system, OBE provides an alternative approach to converging outputs by placing more emphasis on inputs and processes (Zeynal et al, 2017). The results provide an assessment of the program's efficacy based on the benchmark in educational practise.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Electrical Engineering Laboratory Course for Diploma Studies in Electrical Engineering during COVID-19 Pandemic Phase

Latiff¹,

Sidik²,

Zin³

et al. 2022

IJARPED

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The rapid spread of a new coronavirus (COVID-19) has interrupted lectures and classes worldwide . Many academic institutions are moving toward online or blended course delivery, including laboratory course. This paper presents Electrical Engineering Laboratory course implementation during the COVID-19, highlighting the applied methodology and student's practical skill performance. The Electrical Engineering Laboratory course for Part 3 students of two diploma studies at Universiti Teknologi MARA (Pasir Gudang Campus) was implemented using an extended methodology. The methodology includes analysing the structure of Electrical Engineering Laboratory Course, selecting a relevant teaching method and delivering for each experiment, and using OBE-ANAS to measure the Course Outcome (CO) and Programme Outcome (PO). In the CO-PO analysis, a few important elements of Electrical Engineering Laboratory course are measured, but the most important element, which indicates practical skills in using modern engineering tools, has moderately surpassed the performance level set for this particular CO-PO Mapping despite the blended mode of delivery. It is may be due to the wise selection of experiment delivery mechanism. However, future study may compare the complete face-to-face delivery of the electrical engineering laboratory course with blended mode delivery to examine the effect of delivery mode on the laboratory course's execution.

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Section: Introductionmentioning

confidence: 99%

Implementation of Electrical Engineering Laboratory Course for Diploma Studies in Electrical Engineering during COVID-19 Pandemic Phase

Latiff¹,

Sidik²,

Zin³

et al. 2022

IJARPED

View full text Add to dashboard Cite

show abstract

“…A high-quality assessment is defined by its reliability and validity. Past researches on engineering education mostly focus on the implementation of OBE and the process of CQI in general [6], [7], [8], [9], [10], [11], [12], [13], [14], [15], [16]. As will be discussed in section 2, consistency is one of the aspects of a reliable assessment.…”

Section: Introductionmentioning

confidence: 99%

Analyses on Programme Outcomes Measurements for Continuous Quality Improvement of an Undergraduate Engineering Programme

Shirley¹,

Tahirah²,

Magdalene³

et al. 2020

Journal of Southwest Jiaotong University

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This article discusses new methods for the analyses of program outcome measurements of an engineering undergraduate program, enabling a robust effort to continually improve the quality of the program. The analyses were conducted on an undergraduate engineering program at University Malaysia Sarawak (UNIMAS), based on program outcome achievements of 80 students undertaking selected courses from 2015–2019. Three techniques were utilized: i.e., graphical visualization of data using boxplots, association analysis using Spearman’s rank correlation coefficient, and consistency analysis using Cronbach’s alpha. Using these techniques, the authors identified trends among the courses measuring the same program outcome. Boxplots are very effective in gaining an overview of the achievements of courses measuring the same program outcome, and in highlighting outliers and anomalies in the data. It was also found that the Cronbach’s alpha result is coherent with that of the rank correlation coefficient. The techniques reported in this study can be applied to enhance data analysis for quality improvement of any academic program focusing on outcome-based education. Therefore, the study presented in this paper is both relevant and valuable to engineering programs working towards obtaining international accreditation.

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Automating Outcome Based Education for the Attainment of Course and Program Outcomes

Rajak¹,

Shrivastava²,

Shrivastava

2018

2018 Fifth HCT Information Technology Trends (ITT)

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Strategic implementation of outcome-based education system in Buein-Zahra Technical University of Iran

Cited by 3 publications

References 0 publications

Implementation of Electrical Engineering Laboratory Course for Diploma Studies in Electrical Engineering during COVID-19 Pandemic Phase

Implementation of Electrical Engineering Laboratory Course for Diploma Studies in Electrical Engineering during COVID-19 Pandemic Phase

Analyses on Programme Outcomes Measurements for Continuous Quality Improvement of an Undergraduate Engineering Programme

Automating Outcome Based Education for the Attainment of Course and Program Outcomes

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