Outcomes-Based Approach
Going Beyond Outcomes-based Education: A Critical Analysis from Theoretical Perspectives
Abstract
Purpose The adoption of outcomes-based education (OBE) (Spady, 1994) has become a global trend to enhance teaching and learning (Ross & Davies, 1999; Killen, 2000; Botha, 2002), however, recent research has showed OBE has limited potential for enhancing learning in developing countries such as South Africa because of its historical and situational constraints (Todd & Mason, 2005). In other words, the myth that Outcomes-based Teaching and Learning (OBTL) is a panacea for all pedagogical issues has not yet been identified. This paper aims to examine OBTL in terms of its theoretical adequacy. Design/methodology/approach Different to prior researches on examining the constraints of OBTL implementation from the historical and situational perspectives, the study reported here takes reference to the approach applied in previous researches on assessing the effectiveness of OBTL according to the philosophies ground in it. We examine whether OBTL is theoretically plausible and adequate for courses offered by sub-degree sectors. Specifically, we examine the English Language teaching (ELT) courses offered by sub-degree sectors. Findings The findings show OBTL are theoretically plausible in ELT courses that students’ performance in tasks are considered as evidence of learning outcomes but implausible to English literature courses because of the subject nature. Originality/value It is argued that there is a necessity to design ELT courses by going beyond the OBE philosophies. There is a necessity for educational practitioners to retain a balanced view of what OBA does and does not. In a micro level, we suggest frontline teachers adopt various teaching strategies along with OBTL according to students’ feedback to outcomes-based English courses. Keywords: Outcomes-based Education, Outcomes-based Teaching and Learning, Subdegree sector, Principles, English Language Teaching courses
Abstract
Purpose The adoption of outcomes-based education (OBE) (Spady, 1994) has become a global trend to enhance teaching and learning (Ross & Davies, 1999; Killen, 2000; Botha, 2002), however, recent research has showed OBE has limited potential for enhancing learning in developing countries such as South Africa because of its historical and situational constraints (Todd & Mason, 2005). In other words, the myth that Outcomes-based Teaching and Learning (OBTL) is a panacea for all pedagogical issues has not yet been identified. This paper aims to examine OBTL in terms of its theoretical adequacy. Design/methodology/approach Different to prior researches on examining the constraints of OBTL implementation from the historical and situational perspectives, the study reported here takes reference to the approach applied in previous researches on assessing the effectiveness of OBTL according to the philosophies ground in it. We examine whether OBTL is theoretically plausible and adequate for courses offered by sub-degree sectors. Specifically, we examine the English Language teaching (ELT) courses offered by sub-degree sectors. Findings The findings show OBTL are theoretically plausible in ELT courses that students’ performance in tasks are considered as evidence of learning outcomes but implausible to English literature courses because of the subject nature. Originality/value It is argued that there is a necessity to design ELT courses by going beyond the OBE philosophies. There is a necessity for educational practitioners to retain a balanced view of what OBA does and does not. In a micro level, we suggest frontline teachers adopt various teaching strategies along with OBTL according to students’ feedback to outcomes-based English courses. Keywords: Outcomes-based Education, Outcomes-based Teaching and Learning, Subdegree sector, Principles, English Language Teaching courses
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