Designing Integral Learning Outcomes in Higher Education Within the Frameworks of the Competency-Based Approach

doi:10.33423/jhetp.v22i6.5223

Cited by 4 publications

(1 citation statement)

References 18 publications

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“…Uptick of informatization and technologization of society, increased competition both in labor market and in learning services have caused dramatic changes in higher education and have led to its reorientation from knowledge-centric to the competency-based learning paradigm (Andrii Vitchenko, 2022). Originally associated with vocational learning it has represented an educational paradigm shift in higher education with external accreditation bodies now "requiring units of higher education to document how they know that graduating students have obtained the necessary competencies that support their respective degrees" (Blaine T. Garfolo, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Continuous Improvement System on Outcome Planning and Assessment: Case Study of UFE

Batbaatar,

Nasanjargal

2023

J Appropr Technol

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Purpose of Research: The move to outcome-based education necessitates a process of continuous improvement for academic programs including outcome-based planning, implementation, and assessment. UFE has been demonstrating a commitment to academic excellence through emphasizing outcome-based education since 2009. To do so, the university initiated and developed undergraduate program policy and regulations that indicate learning outcomes at each level including the course and programs. In other words, it shows how course learning outcomes support the programs and we constantly try to measure and evaluate them accordingly. Our learning outcomes model is based on a three-level hierarchically structured definition of learning outcomes that consistently apply to both the entire undergraduate program as well as to each individual course and faculty use this model to design, monitor, and revise both the entire curriculum as well as each individual course on an ongoing basis. As part of this development, the program learning outcomes are being integrated into the information system to link each course's learning outcomes. The new system will make it possible to perform a detailed data analysis to directly assess the program learning outcomes. The overall process guides the university in planning, improving, implementing, and monitoring based on stakeholder satisfaction and performance analysis. This research focuses on quantitative and qualitative analysis of program learning outcomes based on student performance and stakeholder assessment to determine educational achievement, and which can be used in the decision-making about developing or updating programs. 1. During the planning process, we developed a curriculum matrix mapping program learning outcomes onto each of the individual courses and its tasks that would be automated by our information system. So, based on this data, to ensure that all outcomes are covered in at least one course, and preferably more than one. 2. Reviewing the assessment results of determined learning outcomes and its performance. Additionally, Student self assessment is used for this investigation. 3. As well as stakeholders’ assessments are designed and used as significant indicators of educational achievement. So, the gap analysis was employed to examine differences between student performance and the stakeholders’ assessments. 4. To review external stakeholders’ assessment which learning outcomes are preferred or not and their expectations are met. Methods of Research: The research employs a mix of quantitative and qualitative data collection methods to comprehensively assess program education objectives (PEO) and program learning objectives (PLO) at UFE. The following research methods are used in this research. • Quantitative Analysis: Quantitative data from assessments and student performance is statistically analyzed to measure the achievement of program learning outcomes. This includes descriptive statistics, inferential statistics, and potentially regression analysis to identify significant factors influencing outcomes. • Qualitative Analysis: Qualitative data, including stakeholder assessments and student self-assessment narratives, is analyzed using thematic analysis or content analysis to identify recurring themes, patterns, and insights. • Gap Analysis: The gap analysis assesses the differences between student performance and stakeholder assessments, high lighting areas where perceptions may differ. • External Stakeholder Assessment Review: The preferences and expectations of external stakeholders are analyzed to determine which learning outcomes are preferred and if they align with UFE's educational objectives. • By employing these research methods, this study aims to contribute valuable insights into the continuous improvement system of UFE and provide evidence-based recommendations for enhancing the outcome planning and assessment processes within the institution.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Continuous Improvement System on Outcome Planning and Assessment: Case Study of UFE

Batbaatar,

Nasanjargal

2023

J Appropr Technol

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The competency-based approach in higher education: problematicity& perspectives

Khrystiuk

2023

HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY

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This research is aimed at analyzing modern problematicity of forming the competency-based approach’s essence and perspectives in higher educational institutions within Ukraine; considering it as the modern learning innovative paradigm aimed at the conceptual learning renewal in higher education, its reorientation towards achieving integral learning outcomes (competencies), characterized by personal and social significance, as well as personal socialization and professionalization. For this purpose, the new corporate culture formation at the university, in which all links as well as all education participants are interested in improving the higher education quality, has been examined. To achieve the stated objective theoretical (comparative analysis, synthesis, generalization, modeling) and empirical (questioning) research methods were used. It had outlined three broad approaches applied regarding competence and professional development: 1) competence and behavioristic functionalism; 2) competence as integrated occupationalism; 3) competence as situated professionalism. The research has proved that throughout life as well as professional career, a person is constantly updating, deepening, and improving his three groups of competencies: 1) general (key, basic): personal, social, instrumental, 2) professional and 3) occupational. In the terms of our research, it has been specified that the perspectives of the competency-based approach implementing are to contribute to form the graduate’s willingness to succeed in different areas, including foreign language proficiency.

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The role of information and communication technologies in Implementing sustainable development strategy of Higher education in Ukraine

Khrystiuk,

Tsymbal

2023

HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY

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This research aims to analyze modern problematicity of examining and evaluating ICT role in implementing sustainable development strategy of higher education in Ukraine. Education for sustainable development is considered as a key instrument to achieve sustainable development goals and must respond to the 21st century challenges and aspirations as well as develop the right values and skills that will lead to sustainable and inclusive growth and peaceful coexistence; as an integral part of quality education, inherent in the lifelong learning concept. It has proved that various technology-based learning resources have become the new favorites of research and educational practice; they revolutionized the field of education. ICT integration in education is considered as having the potential to transform teaching and learning practices; it intensifies both teaching and learning processes, the quality and accessibility of education, learning environment, learning motivation, the scholastic performance; it increases the speed of perception, understanding, and the huge knowledge depth. In the research terms, it has been specified that ICT pose different challenges (lack of technical knowledge, training experience, limited ICT tools, poorer physical health, and increased vulnerability to cyberbullying, suicide, binge drinking, etc.)

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Designing Integral Learning Outcomes in Higher Education Within the Frameworks of the Competency-Based Approach

Cited by 4 publications

References 18 publications

Continuous Improvement System on Outcome Planning and Assessment: Case Study of UFE

Continuous Improvement System on Outcome Planning and Assessment: Case Study of UFE

The competency-based approach in higher education: problematicity& perspectives

The role of information and communication technologies in Implementing sustainable development strategy of Higher education in Ukraine

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