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

Munkhzaya Batbaatar(Munkhzaya Batbaatar ),Saranchimeg Nasanjargal(Saranchimeg Nasanjargal ) 적정기술학회 2023 적정기술학회지(Journal of Appropriate Technology) Vol.9 No.3

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.

Changing Educational Landscape from Traditional to Outcomes-based Education in South Korea

Simpao, Kristine Joy Santiago 사단법인 미래융합기술연구학회 2021 아시아태평양융합연구교류논문지 Vol.7 No.6

This research aimed to identify the role of OBE in changing the educational landscape through examining the correlation of Outcomes-based Education to student grade, teacher’s performance, student knowledge, teacher’s extent of experience, and practice of OBE. This study analyzes the role of OBE teaching method in educational change in South Korea as a baseline to develop an education framework as a guide of the department in its readiness for the paradigm-shift to outcomes-based systems model of higher education. The respondents utilized controlled achievement tests, structured questionnaires, student and professor’s performance grades, and interview guides in accumulating qualitative and quantitative data from the respondents. The finding denotes that outcomes-based education correlates with student grade, teacher’s performance, student knowledge of OBE, teachers’ extent of OBE expertise, and teaching method. This result implies that outcomes-based education learning, and assessment approaches are effective mechanisms in improving the student’s educational experiences and, at the same time, a useful tool for enhancing South Korea’s educational system in modern times. This research implies that the OBE system can assists educators in designing a curriculum to give students the knowledge and skills they need to demonstrate the learning outcomes. The recommends the development and adaptation of an outcome-based framework towards designing research and development-oriented OBE curriculum for the International Commerce Department of Keimyung University.

특성화고등학교 조리계열 학생의 교육 서비스품질이 교육 만족, 진로성숙도 및 학습성과에 미치는 영향: 진로활동과 자기효능감의 조절 효과를 중심으로

정숙현,정효선,윤혜현 (사)한국조리학회 2023 한국조리학회지 Vol.29 No.1

The purpose of this study is to understand the effect of education service quality on educational satisfaction, career maturity, learning outcomes of culinary majoring students in specialized high school, and the moderating effect of career activity and self-efficacy. For this purpose, data was collected through a survey of 298 students from specialized high schools in Gyeonggi-do, Incheon, Jeolla-do, and Chungcheong-do, Korea. This study conducted frequency analysis, reliability analysis, factor analysis, and structural equations model analysis using SPSS 18.0v and AMOS 20.0v. As a result of hypothesis verification, first, it was observed that the curriculum, facilities, and administration service had a positive effect on educational satisfaction. Second, among the education service quality, administration service had a positive effect on career maturity. Third, educational satisfaction has a significant effect on career maturity and learning outcomes, and career maturity has a positive effect on learning outcomes. Fourth, according to the degree of self-efficacy, administration service had a positive effect on educational satisfaction among education service quality, and there was no moderating effect on career activity. Based on these research results, the influence relationship between education service quality, educational satisfaction, career maturity, and learning outcomes was identified, and implications and research directions were presented to improve education service quality.

SW 교육 훈련특성이 개인 특성과 교육 결과에 어떠한 영향을 미치는 지에 관한 연구

박철훈,이신복 한국인터넷방송통신학회 2020 한국인터넷방송통신학회 논문지 Vol.20 No.2

최근에는 교육 훈련에 대한 중요성이 강조되고 있는 시기이다. 그러나 4차 산업혁명 시대에 따른 코딩이나 관련 교육들이 실제적으로 어떻게 적용되고, 활용되고 있는 지에 대한 의문 또는 실제 기업과의 연관성에 대한 부분들에 문제 점은 사회 현실적인 문제에 봉착하고 있는 것이다. 이에 본 연구에서는 교육 훈련특성들을 세분화시켜 개개인의 특성에 어떠한 영향을 미치는 지를 파악하고, 이를 통해 교육 결과에 어떤 영향을 미치는 지에 대해 보고자 한다. 그 결과 SW 교육 과정과 SW 교육 교수는 개인 특성 중 전공역량과 학습성과에 정(+)의 영향을 주는 것으로 나타났으며, SW 교육환 경은 아무런 영향을 주지 않는 것으로 나타났다. 또한, 개인 특성은 교육 결과에 만족에는 모두 정(+)의 영향을 불만족에 는 모두 부(-)의 영향을 미치는 것으로 나타났다. 이러한 결과는 SW 교육 과정과 SW 교육 교수에 대한 중요성을 강조하 는 결과이며, SW 교육환경에 대한 부분에 대해 다시 한번 생각하게 하는 결과로 보여진다. Today is the era that the importance of education and training is emphasized. However, the problem of the issues on the question how the coding or related educations according to the 4th industrial revolution era are applied or utilized actually or that the correlation with the actual enterprises is facing with social and realistic problem. Therefore, this study intended to identify what impact the characteristics of the education and training has on the educational outcomes on the characteristics of individual by segmentalizing the characteristics of education and training, through which, this study examined what impact it has on the educational outcomes. As a result, it was shown that the SW education course has positive (+) impact on the major competence and learning performance out of the characteristics of individual and SW educational environment does not have nay impact. In addition, it was shown that the characteristics of individual have positive impact on all the satisfaction of educational outcomes and the negative impact on all the dissatisfaction of educational outcomes. These results emphasizes the importance of the SW educational course and SW education teaching and deemed to be results to make us to think about the SW educational environment again.

대학평생교육기관 도자교육 프로그램의 학습성과 분석

변주성 한국초등미술교육학회 2009 미술교육연구논총 Vol.25 No.-

This study examines the patterns of perceptions related to thhe motivation for participation, the level of educational satisfaction, and learning outcomes based on adult learners enrolled in ceramic education programs offered by the institutes of life long educational center in universities. It also analyzes the differences in such perceptual patterns according to learners' demographic characteristics. The results of the study are as follows: First, with related to the motivation for participation, the learners' perception on the learning-oriented motivation was statistically higher than activity-oriented an d goal-oriented motivation. Second, regarding the level of educational satisfaction, the learners were highly satisfied with their teachers and peers. However, their levels of satisfaction on learning facilities and educational content were lower. Third, concerning the learning outcomes, the learners' perception on skills outcome was lower compared to the intellectual and psychological outcomes. Fourth, there were statistically significant differences in the learners' perceptions on learning outcomes and related factors in the ceramic education programs according to their gender, age, and levels of prior education. 본 연구는 서울특별시 및 지방 대도시에 소재하고 있는 대학평생교육기관에서 도자교육 프로그램에 참여하고 있는 성인학습자를 대상으로 참여동기, 교육만족도, 학습성과 요인들에 대한 인식경향과 사회 인구학적 특성에 따른 평균차이를 분석하고자 하였다. 연구결과 첫째, 참여자들의 참여동기 유형은 활동지향동기와 목표지향동기에 비해 학습지향동기를 높게 인식하고 있었다. 둘째, 교육만족도는 강사만족도와 학습구성원만족도에 비해 작업시설만족도와 교육내용만족도를 낮게 인식하고 있었다. 셋째, 학습성과는 기능적영역에 비해 지적영역과 심리적영역을 높게 인식하고 있었다. 넷째, 도자교육 프로그램의 학습성과와 관련요인들은 성별에 비해 연령, 학력이 여러 요인에서 집단 간 인식의 차이를 보이고 있었다.

学習成果を中心とした大学教育に教師はどのようにアプローチすべきか - マレーシアの大学における実践事例から -

고가 마키코,기무라 카오리 한국일본어학회 2022 日本語學硏究 Vol.- No.72

Recently, designing and implementing the education based on learning outcomes has come to be essential for university educations. The reason why is that universities must elaborate explicitly of validity about the qualifications in university educations to the stakeholders, rather than that, the education paradigm has shifted from the conventional education to the outcomes-based education, i.e. from teacher-centered learning to students-centered learning. In this paper, a case of the Japan studies program of Universiti Malaya, where implemented National Qualifications Framework based on the learning outcome approach was examined. Meanwhile, we discuss how teachers can embrace Outcomes-Based Education approach, which is formulated by the government, and is focused on the students’ attainment of learning outcomes, moreover we suggested the bottom-up improvement. It was found from the case examined that a teacher was proactive and tried to embrace the "Malaysia Qualifications Framework" for university education in her way. The teacher had been interpreting the meaning of "MQF" while reading the local contexts; e.g. the course outcomes and the program outcomes of the Japan studies program. The teacher had been practicing and reflecting on her course following the Plan-Do-Check-Action cycle. Additionally, she provided feedback to the university. Although only one case was reported, this case implied to us that not only one teacher had given feedback to the university and the Ministry of Education in Malaysia but also many other teachers had done it. Therefore, the "MQF" for university education has been revised. This paper finally claims that teachers should: 1) design your own practices to interpret the outcomes in NQF by yourselves. 2) reflect on your own practices and discuss them with others to improve your practices. 3) not only improve your own practices but also innovate the outcomes in NQF and NQF itself.

학습성과의 개념과 작성에 대한 탐구

이동엽,양은배,Lee, Dong Yub,Yang, Eunbae B. 연세대학교 의과대학 2016 의학교육논단 Vol.18 No.3

Recent changes in educational paradigms that emphasize the performance or outcomes of education are redefining how learning objectives are being described as 'learning outcomes' in various academic disciplines. Medical education is not an exception to this trend. However, it has come to our attention that the key concepts and appropriate descriptions of learning outcomes have not been well understood among educators and that this lack of understanding has hindered our efforts to implement the practice in the field. This study aims to provide a direction to establish and describe learning outcomes by examining previous studies that have focused on setting learning objectives as well as learning outcomes. Setting and describing learning outcomes starts from reflection on the approach of behavioral learning objectives, which overemphasizes learner's acquired knowledge, skills, and attitude in each classroom rather than actual performance. On the other hand, the learning outcome approach focuses on what the learner is able to do as a result of a learning experience. This approach is more learner-friendly and encourages students to lead and be responsible for their learning process. Learning outcomes can best be described when the relevance of actual contexts and the hierarchy of learning objectives are considered. In addition, they should be in the form of context, task, performance, and level, as well as be planned with proper assessment and feedback procedures. When these conditions are met, the learning outcome approach is beneficial to students as it presents a curriculum that is more open to learners. Despite these advantages of the learning outcome approach, there is a possible concern that setting the learning outcomes and describing them can restrict evaluation to lower cognitive skills if the concept of learning outcome is narrowly interpreted or is set too low. To avoid such narrow applications, it is important for educators to understand the comprehensiveness of the learning outcome setting and to consider long-term outcomes embedded in an organizational vision rather than only short-term behavioral outcomes.

대학 교육서비스 만족과 학교이미지 및 교육성과 만족에 대한 관계 분석

신소영,권성연 한국방송통신대학교 미래원격교육연구원 2014 평생학습사회 Vol.10 No.2

본 연구는 대학 교육의 질을 향상시킬 수 있는 보다 전략적인 방법을 모색하기 위해 대학에서 제공하는 교육서비스에 대한 만족도와 학교이미지 및 교육성과 만족도와의 관계를 분석하였다. 이를 위해, H대학 학생 2,011명을 대상으로 설문조사를 실시하였으며, 이들 요인 간 인과 관계와 영향력을 알아보기 위해 구조방정식 모형을 이용하여 검증하였다. 분석결과, 학교이미지 만족에 영향을 미치는 교육서비스 만족 요인은 학생지원, 대학생활, 교육환경, 수업, 행정서비스, 학생지도 순으로 나타났으며, 학교 이미지 만족은 교육성과 만족에 영향을 미쳤다. 또한, 학생지원, 대학생활, 교육환경, 수업, 행정서비스, 학생지도 등 6개 교육서비스 만족 요인은 교육성과 만족에 영향을 미쳤으며, 학생지도를 제외하고는 학교이미지를 매개로 간접효과도 나타났다. 교육성과 만족에 미치는 영향력은 간접효과를 포함해서 수업이 가장 높게 나타났고, 다음으로 교육환경, 학생지원, 행정 서비스, 대학생활, 학생지도 순으로 영향력을 나타냈다. The purpose of this study was to investigate the structural relationships among educational satisfaction factors in university to find more strategic methods for enhancing student satisfaction. To achieve this purpose, the satisfaction survey was administered toward 2,011 students in H university. The relationships among the factors of educational satisfaction were analyzed by utilizing structural equation modeling. The results of this study were as follows: Firstly, educational environment, instruction, student advice, social college life, student supports, administrative services(6 factors of educational service satisfaction) influenced satisfaction of university image and learning outcomes. The most influential factor on satisfaction of university image was student supports, and the next was instruction. Secondly, satisfaction of university image influenced on satisfaction of learning outcomes, and 6 factors of educational service satisfaction also influenced on satisfaction of learning outcomes. Except student advice, 5 factors of educational service satisfaction had indirect effects on satisfaction of learning outcomes through the satisfaction of university image. Total effects of ‘instruction’ on the satisfaction of learning outcomes was the most powerful, educational environment, student supports, administrative services, social college life, student advice were following.

교육환경이 교육성과에 미치는 영향: 학습자의 마인드와 자기효능감의 매개효과를 중심으로

박종철(Park, Jong Chul),홍성준(Hong, Sungjun) 한국비즈니스학회 2024 비즈니스융복합연구 Vol.9 No.4

Recently, while the importance of non-cognitive abilities has been raised in the educational environment, learners mind-set is attracting attention as an important factor. Therefore, in this study, it was verified that the learners mind-set acts as an important motivational factor in the process of examining the psychological mechanisms by which the educational environment affects educational performance. In other words, unlike previous studies, this study empirically verified the relationship between the educational environment and educational performance from the perspective of the learning motivation process. Specifically, this study expanded the relationship between educational environment → self-efficacy → educational performance suggested in previous studies by adding learners mind as a learner motivation factor. As a result of the analysis, it was found that among the educational service environment factors, educational content, instructor competency, and educational environment all had a positive effect on learners educational minds. However, regarding the effect of the educational service environment on learners self-efficacy, only two factors were found to have a positive effect on learners self-efficacy. And it was found that the learners educational mind and self-efficacy, which are motivational factors, both had a significant effect on educational outcomes. The results of this study are of academic significance in that they empirically verified that learners educational minds and self-efficacy act as important psychological mechanisms in the relationship between educational service environment and educational performance. In addition, it was suggested that it is important to improve the educational service environment practically from various perspectives as educational service environment factors are important factors in educational performance.

상업계 고등학교의 교육성과와 영향 요인간의 인과적 모형

한홍진 한국상업교육학회 2006 상업교육연구 Vol.14 No.-

상업계 고등학교가 대내외적 환경 변화에도 불구하고 미래의 교육기관으로 존속하기 위해서는 교육성과의 개념 정립과 그 영향 요인 탐색 노력이 긴요한 상황이다. 이 연구에서는 선행 연구 고찰을 통해 상업계 고등학교의 교육성과 인과모형을 구안하고, 구조분석을 통하여 교육성과와 그 영향 요인들 간의 관계를 분석하였다. LISREL을 이용한 공변량 구조분석을 실시하였으며 x² , GFI, CFI, IFI, NNFI를 이용한 가설적 인과모형 검증 결과, 전반적으로 적합한 것으로 판정되었다. 최초 가설적 인과모형의 간명화를 위해 수정모형을 제안하고 이를 검증하였다. 영향 요인 가운데 교장의 변혁적 리더십은 교육성과에 유의한 정(+)의 영향을 미치는 것으로 나타났으며(β=.34, p<.01), 교사의 임파워먼트도 교육성과에 유의한 정적인 영향을 미치는 것으로 나타났다(β=.37, p<.01). 또한 직무특성이 교사의 임파워먼트에 유의한 정의 영향을 미치는 것으로 나타났으며(β=.79, p<.01), 직무특성은 교사의 임파워먼트를 매개변인으로 하여 교육성과에 통계적으로 유의한 간접 효과를 가지는 것으로 나타났다(β=.29, p<.01). The purpose of this study was to establish the causal structural model among transformational leadership, job characteristics and teacher empowerment associated with educational outcomes of business high schools. The specific objectives were 1) to analyze the effects of transformational leadership and job characteristics on educational outcomes, 2) to analyze the effects of teacher empowerment on educational outcomes, 3) to analyze the effects of transformational leadership and job characteristics on teacher empowerment, 4) to analyze the mediating effects of teacher empowerment between transformational leadership․job characteristics and educational outcomes. Data were collected from 261 teachers in business high schools(response rate: 70.2%). After screening the data 229 responses were used in the analysis. The SPSS program for window and LISREL program were used to analyze the data for this study. The statistical method used in this study was the covariance structure analysis estimating parameters by maximum likelihood method. Path coefficients were tested for t-tests with a statistical significance level of .05. The conclusions of this study are as follows: 1. The result of this analysis revealed a generally fit to the data: x²=169.12(p<.05); x²/df=60; GFI=.90; CFI=.90; IFI=.91; NNFI=.88. 2. Transformational leadership had positive effects on educational outcomes(β=.34, p<.01). 3. Teacher empowerment had positive effects on educational outcomes(β=.37, p<.01). 4. Job characteristics had positive effects on teacher empowerment(β=.79, p<.01). 5. The indirect effect of Job characteristics on educational outcomes were mediated by teacher empowerment(β=.29, p<.01).