A Case Study of Outcome Based Education: Reflecting on Specific Practices Between a Malaysian Engineering Program and a Chinese Science Program

A Case Study of Outcome Based Education: Reflecting on Specific Practices Between a Malaysian Engineering Program and a Chinese Science Program

Year:    2021

Author:    Daniel Kuok Ho Tang

Innovative Teaching and Learning , Vol. 3 (2021), Iss. 1 : pp. 86–104

Abstract

Outcome-based education (OBE) has permeated the education systems globally and has been upheld by the Washington Accord for accreditation of undergraduate engineering programs. Its implementation has extended beyond engineering to many other programs. This study adopted a reflective approach in comparing the specific cases of OBE practices of an undergraduate engineering program and a science program in two different countries based on recollection of involvement in the OBE practices. The reflected aspects covered the alignment of outcomes, the design of assessments, teaching and learning process, and measurement of outcomes. The reflection shows that the engineering program has a more formalized and prescriptive approach to OBE than the science program and there is greater emphasis on quantitatively determining the attainment of program and course outcomes. The science program, however, has a more flexible structure of OBE and more diverse channels of gathering data for outcomes attainment. It is deemed that a structured OBE that confers greater flexibility in accommodating different learning needs and gauging of achievement would be helpful to the OBE practices of both programs. OBE, as an educational theory, needs to be internalized by educators to optimize its impacts. It should ideally move on from the showcase of outcomes and numbers which may at times, compromise educational quality.


You do not have full access to this article.

Already a Subscriber? Sign in as an individual or via your institution

Journal Article Details

Publisher Name:    Global Science Press

Language:    English

DOI:    https://doi.org/10.4208/itl.20210005

Innovative Teaching and Learning , Vol. 3 (2021), Iss. 1 : pp. 86–104

Published online:    2021-01

AMS Subject Headings:    Global Science Press

Copyright:    COPYRIGHT: © Global Science Press

Pages:    19

Keywords:    accreditation outcome-based education reflection undergraduate Washington Accord

Author Details

Daniel Kuok Ho Tang

  1. Gamification to Improve Participation in an Environmental Science Course: An Educator’s Reflection

    Tang, Kuok Ho Daniel

    Acta Pedagogia Asiana, Vol. 2 (2023), Iss. 2 P.54

    https://doi.org/10.53623/apga.v2i2.192 [Citations: 2]
  2. Student-centered Approach in Teaching and Learning: What Does It Really Mean?

    Tang, Kuok Ho Daniel

    Acta Pedagogia Asiana, Vol. 2 (2023), Iss. 2 P.72

    https://doi.org/10.53623/apga.v2i2.218 [Citations: 4]
  3. Reflection of an Online Climate Change Course and Its Pedagogies: Retrospection and Prospect

    Tang, Kuok Ho Daniel

    Acta Pedagogia Asiana, Vol. 2 (2022), Iss. 1 P.1

    https://doi.org/10.53623/apga.v2i1.104 [Citations: 3]