Outcome-based education is not only a
talent-training mode but also a theoretical base of curriculum design. Although
OBE has been widely studied and practiced around the world, few researches
could be found to discuss the roles and effects of blended learning method in
OBE framework. This paper develops an outcome-based ESP course with blended
learning method for Chinese undergraduates who major in software engineering to
acquire adequate working skills in English for the preparation of their future
professions in the IT industry. It provides a comprehensive description of the
course design, class practices and evaluation method. The paper also verifies
the effectiveness of the course from the
students’ feedback, teachers’ opinions and experts’ evaluation.
References
[1]
Allen, E., Seaman, J., & Garrett, R. (2007). Blending in: The Extent and Promise of Blended Education in the United States. Needham, MA: Sloan Consortium.
[2]
Bandura, A. (1982). Self-Efficacy Mechanism in Human Agency. American Psychologist, 37, 122-147. https://doi.org/10.1037/0003-066X.37.2.122
[3]
Barrows, H. S. (1996). Problem-Based Learning in Medicine and Beyond: A Brief Overview. New Directions for Teaching and Learning, No. 68, 3-12.
https://doi.org/10.1002/tl.37219966804
[4]
Biggs, J. B., & Collis, K. F. (1982). Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome). New York: Academic Press.
[5]
Bloom, B. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Book 1: Cognitive Domain, London: Longman.
[6]
Boud, Cohen, & Sampson (2001). Peer Learning in Higher Education: Learning from and with Each Other.
[7]
Chaffee, S. H., & Schleuder, J. (1986). Measurement and Effects of Attention to Media News. Human Communication Research, 13, 76-107.
https://doi.org/10.1111/j.1468-2958.1986.tb00096.x
[8]
Collier, D. (2000). Assessment Based on Outcomes of Significance. In Annual Conference of the Association for the Study of Evaluation in Education in Southern Africa. Port Elizabeth, South Africa, 26-29 September 2000.
[9]
Diaz, D., & Cartnal, R. (2000). Students’ Learning Styles in Two Classes. College Teaching 47, 130-136. https://doi.org/10.1080/87567559909595802
[10]
Driscoll, A., & Wood, S. (2007). Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction. Sterling, VA: Stylus Publishing, LLC.
[11]
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511733031
[12]
Killen, R. (2000). Outcomes-Based Education: Principles and Possibilities.
[13]
Kirschner, P. A., Sweller, J., & Clark, R. E. (2015). Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41, 75-86. https://doi.org/10.1207/s15326985ep4102_1
[14]
Kumaravadivelu, B. (2006). Understanding Language Teaching: From Method to Post method. New York, London: Routledge. https://doi.org/10.4324/9781410615725
[15]
May, M., & Doob, L. (1937). Cooperation and Competition. New York: Social Sciences Research Council.
[16]
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667336
[17]
Ross, V. (2001). Offline to Online Curriculum. Journal of Distance Learning Administration, State University of West Georgia, 4, 1-4.
[18]
Sorensen (1981). Grouphate: A Negative Reaction to Group Work. Washington DC: International Communication Association.
[19]
Spady, W. D. (1994). Outcomes Based Education: Critical Issues and Answers. Arlington, VA: American Association of School Administration.
[20]
Spady, W. D., & Marshall, K. G. (1991). Beyond Traditional Outcomes-Based Education. Educational Leadership, 49, 67-72.
[21]
Sweller, J. (2006). The Worked Example Effect and Human Cognition. Learning and Instruction, 16, 165-169. https://doi.org/10.1016/j.learninstruc.2006.02.005
[22]
Vickery, T. R. (1988). Learning from an Outcomes-Driven School District. Educational Leadership, 45, 52-56.
[23]
Wen, Q. (2015). Developing a Theoretical System of Production-Oriented Approach in Language Teaching. Foreign Language Teaching and Research, 4, 547-558.
[24]
Wen, Q. (2016). Teacher-Student Collaborative Assessment (TSCA): A New Method of Assessment to Production-Oriented Approach. Foreign Language World, No. 5, 37-43.
[25]
Williams, D., Johnson, B., Peters, J., & Cormack, P. (1999). Assessment: From Standardised to Authentic Approaches. In B. Johnson, & A. Reid (Eds.), Contesting the Curriculum (pp. 146-160). Katoomba: Social Science Press.
