Outcome-Based Learning with ARGVLE

Feb 2, 2022

Implementing an Outcome-Based Education structure (OBE) for higher education does have its advantage on students’ learning and career prospects. It is evolving modern-day learning and connecting it with the workplace and industries, improving the learning experience to demonstrate skills and actual performance within clear goals, such as:

  • what the student knows
  • what the student can actually do with what he or she knows
  • the student’s confidence and motivation in carrying out the demonstration.

Now the struggle for most universities, both for the programme coordinators who design and deliver learning and the students who are the recipients of learning design, is the actual demonstration and measurement of skills and performance.

A thin line lies between this learning approach and its success with regards to COREN’s drive (see our article on 2022 outcome-based trends), for relevant and ready-to-work talents from Nigerian universities. Most institutions interpret this as a digital teaching transition, which is a narrow focus and often misses the goal and vision of Universities for their students. The key transition focus should rather be on the learning experience, a type that integrates the curriculum, content, instructional delivery as well as assessment and feedback for skills and competency mastery purposes.

Often, it takes universities way deep into the implementation of their Virtual Learning Environment to realise that face-to-face classroom systems and online classroom systems and options, is not a situation of the same class in a different environment. In implementing a learner-centred and mastery-based learning approach such as OBE, one leading problem area is the gap that currently exists with instructional skills and digital learning skills.

Addressing this gap on our current project, we proposed and have commenced learning experience support in two (2) categories

  1. Digital learning skills & tools training – The aims are to bridge the capacity gap lecturers and the stakeholders within the institution have in generating and rolling out digital content learning. Learn current digital learning skills and imbibe a continuous learning culture for the update and practice of digital learning skills and tools in creating student-centred course materials.
  2. E-learning communities – 80% of learning engagement in digital learning environments is dependent on the social learning component of a training programme. The focus of the E-learning community is to build tool mastery, continuous learning culture and communication fit, usage and command of the Virtual Learning Environment.

In conclusion, the goal of adopting outcome-based education should not be limited to getting COREN’s accreditation but to ensure students get the best learning outcomes that make them either employees or employers in their course of study capitalising on their strengths. Argyle IT & Education Limited wants to work with universities and professors who will influence our product design to ensure our LMS helps them achieve their pre-defined goals.

Contact us today and explore the opportunities your university has to develop and experience training driven with skill mastery and competency outcome.

Image credit: Gambardella | Pixels.com


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