Outcomes-based Teaching & Learning (OBTL) Teaching & Learning ... The intended learning outcomes of...
Transcript of Outcomes-based Teaching & Learning (OBTL) Teaching & Learning ... The intended learning outcomes of...
Outcomes-based Teaching & Learning (OBTL)
Findings of the FGDs and surveys
Department of Asian & International Studies
Purpose of the study is to find out:
where students are in their learningwhat they think of OBTLwhether their program’s intended outcomes
are being metwhether the teaching/learning activities and
assessment tasks are helping them achieve those intended outcomes
Made use of Quantitative and Qualitative Research methods
MethodsQuantitative AIS Student experience survey - general
survey for all AIS studentsYr3 Exit Surveys - survey for graduating
students
QualitativeFocus group discussions for BSSESAS
studentsFocus group discussions for BSSIS students
AIS Student Experience survey
The purpose of the general survey is to collect data on the extent of students’understanding of OBTL & the impacts of OBTL to their learning
Method: used a mixed of Likert-scale responses and open-ended questions
Available to all AIS undergraduate students including graduating students
Participants 98 out of 295 students (33% of the total
population)92 completely answered the survey 6 did not finish the survey
By program:54% from BSSIS program46% from BSSESAS program
By year (cohort):1% from the 2005 cohort 16% from the 2006 cohort 41% from the 2007 cohort42% from the 2008 cohort
67% did not answer the survey (198 students)
Results1. Where did students learn of OBTL?
63% have heard of OBTL through their professors or in class
56% from university-related sites and events/activities
9% through their peers 12% have never heard of OBTL
2. Rating the impacts and effectiveness of OBTL
6 out of 9 statements were rated a 3 (Neither agree nor disagree)
These statements referred to: Difference to non-OBTL courses Usefulness of OBTL OBTL’s application-oriented Acquired transferable skills Relevance of OBTL to their studies How OBTL actively motivates them
Favorable ratings on the remaining 3 statements:Through OBTL, I understand more about what
is expected of me in a course. The intended learning outcomes of my
program (ESAS / IS) identify what I am expected to learn and help me plan my learning.The assessment tasks are relevant and
measure my learning performance.
More than half (63%) gave an acceptable rating on its effectiveness in enhancing teaching & learning
3. Skills & capacities developed from their learningApproximately 40% students developedIndependent and critical thinking/reasoning
skillsMore informed about contemporary issuesKnowledge and specific expertise in your field
of studyOther skills & capacities also received
favorable ratingsOnly ‘leadership skills’ & ‘succeeding on
their own’ received a neutral answer (Neither agree nor disagree)
DiscussionNo strong opinion of OBTLOBTL not a major factor that affects their studies.
Students strategically use their learning approach based on how they’ll be assessed.
What and how we want students to learn does not always matchMisalignment of intended outcomes &
teaching/learning activities or assessment tasksStudents need to be fully aware and understand why
OBTL is implemented.Best source for learning about OBTL: instructors
and in classroom settings
Exit surveys
The purpose is to gain information on their learning experiences in their respective programs
Method: used a mixed of Likert-scale responses and open-ended questions
Available only for graduating students
ParticipantsBSSESAS (expected graduates = 38)11 completed the survey3 did not finish the surveyAll in all, 34% of the total population answered
the survey BSSIS (expected graduates = 92)20 completed the survey4 did not finish the survey26% of the total population answered the survey
Results1. Rating of intended outcomesBSSIS students had given favorable ratings
to all statements pertaining to their learning experience
BSSESAS students gave favorable ratings to the majority of statements with the exception on transferable skills, ability to critically evaluate and courses reflecting major priorities of their program
Quality of the program: Both programs believed that over-all, it was good.
2. Skills & capacities developed from their learning
Majority of BSSIS students, strongly agree: Teamwork Skills More informed of contemporary issues Expand their knowledge of cultures
Majority of BSSESAS students, agree: Ability to get along and work with different people
Majority of both groups are doubtful they attained: BSSESAS: sense of maturity BSSIS: leadership skills
Discussion
Worry about career prospectsAttain knowledge, including skills and
experiences for future careers or jobs
Quality of teaching and program => students can succeed in fulfilling intended outcomes
Increase student awareness, transforms student’s understanding of their surroundings => make more informed choices & decisions
Limitations of the surveys
Survey function of Blackboard is simple and generates aggregated results only.
Low student response rates Email errors (i.e. delivery failure, over
quota) No other contact information of students
was available
Focus group discussions
Purpose: to obtain in-depth information from a smaller group to understand the context behind their answers on the surveys.
Limitations: Conflicting schedulesLow turnout of studentsEmail errors ((i.e. delivery failure, over quota) No other contact information of students was
available
Participants
Full-time2008M19BSSESAS112 - April 20, 2009
Full-time2008F21BSSESAS102 - April 20, 2009
Full-time2008M21BSSESAS92 - April 20, 2009
Full-time2008F23BSSESAS82 - April 20, 2009
Full-time2007F23BSSIS71 - April 6, 2009
Full-time2006Mn/aBSSIS61 - April 6, 2009
Part-time2007M23BSSIS51 - April 6, 2009
Full-time2007F23BSSIS41 - April 6, 2009
Full-time2007M22BSSIS31 - April 6, 2009
Part-time2007Fn/aBSSIS21 - April 6, 2009
Full-time2007M25BSSIS11 - April 6, 2009
Mode of Study
Year (Cohort)
GenderAgeProgramStudentFGD Session
Key points of discussion:1. Approaches & strategies to learning Students motivated to get good gradesAppears to come first before learningMost prefer to use readings and follow guidelines
already found in their course syllabus
Student strategy uses both deep and surface approach. Whatever fits to achieve a good grade.
Students’ suggestion in handling heavy workloadBSSIS prefer reduce workloadBSSESAS prefer redistribute workload
2. Relevance of OBTL Vague or little understanding of OBTL Difficult to measureBSSIS studentsUnable to align the ILOs to the TLAs and AtsNobody had emphasized the importance of OBTL View the ILOs as an introduction to the course (as
course objectives)Sometimes, strategy over substance
BSSESAS studentsOBTL becomes more relevant to them when they start
doing their assessment tasksApply ILOs to the ATs in effect fulfilling the ILOs of
the course
Not much difference to non-OBTL coursesMain difference: engaging students
Preference for more diverse classroom activities (similar to examples given in the general survey)Motivates students to actively participateActivities are useful if it is appropriate to the
courseManaging the class and class size affect the
effectiveness of OBTL Feedback leads to more student success and
good learningMore summative & formative feedback
3. Impact & effectiveness of OBTL to their learning experiences
Conclusions
Primarily motivated by good grades to perform well in their programs
Majority of students have a vague understanding of OBTL and are not aware that some of the activities they are doing are outcomes-basedBSSESAS students applying ILOs to fulfill
their ATsStudents have an active role in class