This study investigated the suitability of adopting a learning outcomes approach
as a strategy for educational reform in British Columbia's colleges and university
colleges. It focused on the views of institutional and department administrators during the
initial implementation phase through a questionnaire (n=313), interviews (n=58) and the
analysis of provincial documents.
Study participants had varied reactions to a learning outcomes approach ranging
from strong support to overt resistance. Proponents viewed it as a philosophical shift
from teaching to learning involving themes such as transparency, integrated curricula,
holistic curricula, and a learner-centered focus. However, many viewed learning
outcomes as being similar to their current approach. Opponents viewed the approach as
being too simplistic, too limiting and unsupported by evidence. Its central position in the
reform agenda was questioned.
The barriers to its implementation included competing priorities, lack of
resources, faculty workload, organizational culture, pedagogical issues, concerns about
the vocationalization of postsecondary education and its perceived relationship to the
provincial government's accountability movement.
Approximately one third of respondents who had made changes identified them as
valuable to their programs and courses. However, respondents from academic areas had
less involvement, less interest in integration and perceived it as less valuable than
respondents from applied areas. The value of the approach resonated at the theoretical
level, but often disappeared in the practice context particularly at the course level. It was
viewed as being particularly valuable in applied areas, but was most often described as a
refinement.
The learning outcomes approach was too abstract to provide a vision for reform.
While there have been changes in specific courses and programs, the policy did not have
a provincial impact from a pedagogical or accountability perspective. The term has been
integrated into many organizational documents, but it is unclear if these changes
translated into more relevant learning experiences or more valid assessment approaches.
The discussions generated about best practices have been the greatest impact of the
policy. It forced faculty members to challenge and defend their educational practices.
This may be the ultimate legacy of the learning outcomes policy in British Columbia.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:BVAU.2429/14899 |
| Date | 05 1900 |
| Creators | Sunell, Susanne |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Relation | UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/] |
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