Executive SummaryIn this paper, a new academic model that responds to the challenges of a modern society such as the UAE is proposed. This academic model is hybrid as it is outcome driven and also uses the traditional grade point average (GPA). The learning outcomes are used at all stages of the students' academic life. These outcomes are derived from the university's vision of the knowledge and skills that students need to acquire in order to be life-long learners. The framework that constitutes the academic model is composed of the following components: course embedded and higher-order learning outcomes; students and faculty equipped with laptops and campus wide networked classrooms; a center for teaching and learning assessment; and learning communities. These learning communities are responsible for reviewing and modifying the Academic Program Model, and include members from both inside and outside the university. In the final stage of their education, students develop electronic portfolios (e-portfolios) to demo nstrate their achievements. This paper shows how technology can be used to facilitate the learning and assessment processes and how assessment is used to make the learning outcomes component work effectively. It also describes how learning outcomes are used in the development of an information systems curriculum.

A survey based study was initiated in an outcome-based academic institution located in the Gulf region. The goal of this study was to learn about the students' attitude toward using a learning management system (LMS) (Blackboard learn + ) to take charge of their learning and to assess the awareness of the students about the learning outcomes used in the university IT programs. The survey was developed to target students in the College of Information Technology and included three categories: Learning Outcomes, Effective Use of Technology, and Communication and Confidence Development. In the first category, questions were asked to learn about the students' understanding of how learning outcomes are used in the IT College and University. In the second category, questions were asked to learn about the students' ability and willingness to use Blackboard in their courses. In the third category, questions were asked to learn about the students' preferred mode of communication and whether using Blackboard helped them build confidence and become independent learners. a technology mediated learning environment can provide a solution to improve academic performance, students confidence and help students become independent learners. Moreover, instructors can help by choosing the most appropriate teaching methods to foster student learning in segregated academic institutions.

No abstract

Currently colleges and universities are facing a number of problems, including ill designed curricula that do not address demands from the job market. There is also tremendous pressure from society on academic institutions to provide an education that results in guaranteed employment, especially given the soaring price of higher education. Currently, a number of academic institutions are facing the problem of grade inflation, which has resulted in the grade point average (GPA) model losing its value (Mansfield, 2001). Therefore, academic educational institutions are looking for alternative ways to provide an education that attracts students in a highly competitive world. Several US academic institutions have adopted the outcome based educational model to move away from the GPA driven model. Furthermore, accreditations organizations (such as North Central Association of Colleges and Schools) are requiring academic institutions to present a method to assess students’ learning outcomes, particularly in the general education courses.

A recently established university in the United Arab Emirates has shifted from an input-based teaching model to an outcome-based learning model. The outcome based academic model is new in the Gulf region and is designed to allow students and faculty members to work together to foster learning. This model is a dramatic departure from the traditional input model where students in the Gulf have learned to mainly accept and retain information. Using the university's learning outcomes model, the College of Information Technology (CIT) has identified five learning outcomes and used them to develop its curriculum. All learning outcomes are integrated into all CIT courses. All students own a laptop and have wired and wireless access to various university resources such as the library, Blackboard, IT labs and the Internet. Currently, the CIT is moving to a web-based learning environment. Under this environment, the outcome-based academic model requires faculty members to shift their efforts from teaching or lecturing to facilitating student learning. CIT faculty are reshaping their course contents and refocusing their courses to clearly show all the steps needed to learn various concepts and skills as well as how students can achieve a particular learning outcome. This study proposes an outcome-based IT curriculum for delivery in an e-learning environment. Such an environment is ideal for female students who prefer to have limited interaction with male faculty and who typically need more time to understand IT concepts in English. It is anticipated that this e-learning environment will facilitate the delivery of course content and also improve the discussion and communication between students and faculty.