Abstract
This chapter aims to discuss the emerging trend of an outcomes-based approach to curriculum improvement in higher education in recent decades; consider its practical considerations for curriculum and educational technology design; critically review the advantages and disadvantages of adopting an outcomes-based approach; and finally discuss the caveats of inappropriate use in curriculum and instructional design in higher education. As any other models of educational or instructional design, the outcomes-based approach has limitations, as well as promises for guiding better instruction and curriculum. It remains as a matter of how skillfully it is used to maximize its benefits and value while diminishing its limiting effects that could educationally trivialize the kind of learning and education that it purports to promote in the first place. Copyright © 2012, IGI Global.
| Original language | English |
|---|---|
| Title of host publication | Informed design of educational technologies in higher education: Enhanced learning and teaching |
| Editors | Anders D. OLOFSSON , J. Ola LINDBERG |
| Place of Publication | Hershey, PA |
| Publisher | Information Science Reference |
| Pages | 21-37 |
| ISBN (Print) | 9781613500804 |
| DOIs | |
| Publication status | Published - 2012 |