Abstract
Outcome-based teaching and learning emphasizes the explicit declaration of learning outcomes which identify the tasks students are expected to be able to perform after completing the course, and to what standard. OBTL also requires the teaching, learning and assessment activities to align with the stated learning outcomes. We interviewed fifteen university instructors about their experience of teaching outcome-based computer science courses and how OBTL has affected students and themselves. Academic departments had not adjusted their teaching load to account for the added effort required for the migration to OBTL. Most instructors continue to use time-saving norm-referenced assessment. Students did not seem to perform better under OBTL. With the way OBTL is being implemented, it is doubtful that the full benefits of OBTL will ever be realized.
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Au, O., Kwan, R. (2009). Experience on Outcome-Based Teaching and Learning. In: Wang, F.L., Fong, J., Zhang, L., Lee, V.S.K. (eds) Hybrid Learning and Education. ICHL 2009. Lecture Notes in Computer Science, vol 5685. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-03697-2_13
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DOI: https://doi.org/10.1007/978-3-642-03697-2_13
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