Implementation of Case-Based Method (CBM) Learning Model under OBE paradigm in the Electromagnetic Field Course

This research explores the effectiveness of flipped classrooms, blended learning, and task-oriented teaching methods within an Outcome-Based Education (OBE) framework in vocational IT education. The study aims to determine how these innovative teaching methodologies enhance learning outcomes, improve student engagement, and better prepare students for industry demands. By integrating digital platforms with traditional classroom instruction, the flipped classroom model enables pre-class preparation through online materials, allowing for more interactive and application-focused sessions in class. Blended learning supports this by providing a mix of online and face-to-face interactions, offering flexibility and catering to diverse learning preferences. Task-oriented teaching aligns educational activities with real-world tasks, enhancing practical skills crucial for the IT sector. Comparative analysis with traditional educational practices shows that these modern methods significantly increase student participation and knowledge retention, promoting deeper understanding and greater application of IT skills. The study suggests that integrating these methods within an OBE framework not only meets educational objectives more effectively but also aligns with industry requirements, thus enhancing vocational education's responsiveness to labor market needs. Future research is recommended to explore long-term impacts, cross-disciplinary applications, and the integration of emerging technologies. This study serves as a foundation for policymakers and educators aiming to revamp curricular designs and teaching strategies in vocational education to improve educational outcomes and job readiness.

Introduction. The concept of outcomes-based education (OBE) was first put forward in 1981 by the educator W. Spady, and has been widely valued and applied in a rapid speed. During the next 10 years, OBE has formed a relatively complete theoretical system and became the mainstream ideas of national education reform in the United States, Britain, Canada and other counties. At present, the technology and tools of OBE, despite the criticism, remain relevant for the development and optimisation of the humanities education system.The aim of the present research is to study and analyse the theory of OBE and the practice on the application of pedagogical principles for modernisation of the humanities education in China.Results and scientific novelty. Chinese education certification system has made notable progress in recent years. More universities and colleges are pursuing a quality improvement strategy focused on three main components – learning outcomes, student personality and continuous improvement. OBE establishes the same priorities; OBE is considered as a special type of effective pedagogical design. The features of this model implementation are briefly described – the structure of the training process, its stages and characteristics. The opportunities for improving humanities education based on OBE framework were considered. The OBE operates within the framework of the following core issues: the things students learn and the extent of student success, not the manner of learning; the place, the time of learning and the duration of training.OBE process implies ultimate involvement of students’ individual cognitive abilities to master competencies, which help adapt to future life. The knowledge of actual material (content of the programme) is not the key element of the education process, but the skills of knowledge application are important when solving specific tasks. The curricula, educational process, its methods, tools are adjusted, rebuilt and replaced if they do not contribute to the development of such skills, e. g. the results of the training determine its system and act not as a goal, but as a means of achieving it. The structure of results manages all educational activities, and their evaluation is carried out according to clear initially defined criteria, combined with flexible personalised requirements in order to get students to fully self-realise personal potential during a training course. To improve the initial design of curriculum, it is necessary to provide constant feedback “student-teacher”. The teacher has to organise and focus the learning process to give each student confidence in the acquired experience and to guarantee his or her success in further professional activities and life in general.Practical significance. The OBE concept fully complies with the needs and demands of modern society and modern people – it is no coincidence that such training has become one of the most popular forms of education in many countries, including the field of the humanities education in China. The present research leads to the conclusion that in the humanities field, notably in the teaching of foreign languages, a significant improvement in the quality of training of students can be achieved through the use of OBE teaching tools. In this model of training, practice is more important than theory. Moreover, this model assumes understanding to be more valuable than memory; the traditional “cramming” of educational information by students can be completely excluded; also, such model provides an opportunity to establish a continuous productive dialogue between the participants of educational process and to transform a classroom into a laboratory. The student becomes an active, self-motivated and responsible actor of his or her own individual educational trajectory, not a passive consumer of information, and the teacher – active assistant and coordinator of education.

Against the backdrop of the rapid development of the mobile Internet industry, the demand for mobile application development talents has surged, imposing higher requirements on the quality of talent cultivation in vocational education. The construction of "Double high plan" (National Plan for High-Level Vocational Education) is an important measure to train technical and skilled talents, improve the quality of higher vocational education, and promote reform and innovation in higher vocational education. Against the further promotion of the "post-course-competition-certificate integration" model in vocational education, it is necessary to break through the limitations of traditional teaching. Taking the course "Mobile Application Development Comprehensive Practice" as the research object, this study constructs a blended learning system guided by the Outcome-Based Education (OBE) framework, and integrates digital resources that conform to WorldSkills Competition standards and industry demands.First, the study analyzes the background and challenges of mobile application development talent cultivation, then designs the core structure of the OBE framework for the course. And it elaborates on the implementation of blended learning and quality assurance mechanisms.After a semester of teaching practice, results show that this system significantly improves students' learning enthusiasm and professional capabilities: students have won awards in competitions such as the World Vocational College Skills Competition (WVCSC) and the BRICS Skills Competition. This study provides replicable and promotable experience for the reform of blended learning and digital resource construction in computer-related vocational courses.

Outcome-based education (OBE) represents a paradigm shift in educational practices, emphasizing the achievements and competencies learners should demonstrate upon completion of a learning experience.By inherently aligning the educational system with specific learning outcomes, OBE enables educators to personalize and adapt instruction to meet diverse student needs.The integration of Extended Reality (XR) technologiesencompassing Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR)presents an innovative avenue to enhance learning experiences within this framework.Through systematic literature approach, this paper explores the principles underpinning OBE, the challenges inherent in its implementation alongside XR technologies, and the transformative outcomes in higher education.This paper aimed to help instructors to understand how they can embrace OBE into practical action by integrating XR.This could guide the instructors in their course planning, including teaching and assessment planning.This paper does not attempt to be a complete guide on OBE, rather it introduces some initiatives on how XR technology could support OBE. single lines pacing.The incorporation of Extended Reality within an Outcome-Based Education framework has the potential to revolutionize learning experiences in higher education.By explaining the principles of OBE, addressing implementation challenges, and recognizing the transformative outcomes of this integration, educators can create immersive learning environments that not only cater to diverse learners but also prepare them for real-world challenges.

Undergraduate electromagnetic field courses entail significant teaching and learning challenges. The use of simulation technologies in these courses can be an effective teaching strategy if designed properly. An assessment-based approach for identifying difficult concepts to incorporate into simulation-oriented learning is investigated. The potential benefits of the approach are illustrated with a case study.

In past research we 1 have demonstrated how methodologies used in the training of performers can both encourage whole-brain learning and answer to the demands of South Africa’s current educational paradigm, outcomes-based education (OBE). OBE is a needs-driven, outcomes-driven and competency-orientated pedagogy, which aims at incorporating learners as active agents within the learning process as opposed to the previous content-driven, teacher-orientated approach to education (Coetzee 2004). Our research was prompted by the constant need for our Drama departments to validate their existence in the light of changing funding structures for the arts, governmental and institutional demands for measured outcomes and our institutions’ emphasis on wholebrain learning as the preferred pedagogical approach to education and training. We explored the ways in which the changes in the South African educational dispensation impact on the work of educators within a Drama department in the Higher Education and Training band (HET) in South Africa. These changes include a focus on competencies and critical outcomes across learning areas and across the qualification bands identified by the new National Qualifications Framework. In our search for ways in which to implement the critical outcomes 2 demanded by the OBE framework, we turned to Herrmann’s argument (1995) that optimal, deep structure learning can only take place when whole-brain modes are operative. Our investigations were supported by research undertaken by De Boer, Steyn and Du Toit (2001:192) in which they indicated compatibility between the processes associated with each of the four modalities that constitute whole-brain learning and the processes associated with reaching OBE’s critical outcomes as demonstrated in Table 1 on the next page.

This study is motivated by issues in conventional learning, which remains input-based and is often considered less objective in evaluating student learning outcomes. The Outcome-Based Education (OBE) approach is viewed as a relevant alternative to replace traditional assessment models, particularly through the use of structured and measurable rubrics. This research employs a qualitative approach with a library research design and content analysis technique to examine related literature. The findings indicate that OBE enhances educational quality by emphasizing concrete learning outcomes that align with contemporary needs and promote more flexible, active, and innovative learning. This approach can be implemented across all levels of education, including primary education, with rubrics serving as objective evaluation tools. The study affirms that rubrics within the OBE framework are highly applicable to the Akidah Akhlak subject in Madrasah Ibtidaiyah, as they enable more structured and fair assessment of students’ affective domains. The implication is that implementing OBE from early education opens opportunities for learning evaluation that balances both process and outcome orientation. Furthermore, the study recommends further research to explore practical implementation and the contextual assessment of student character using more applicable instruments.

This research aims to enhance students' learning outcomes and holistic development by integrating ideological and political education into visual detection and image processing courses within the framework of Outcome-Based Education (OBE). We introduce a three-in-one course objective design based on the OBE philosophy, focusing on knowledge dissemination, skill development,and quality standards. Our methodology employs a pyramid teaching approach, combining variousteaching methods and targeted objectives at different stages. To evaluate students' ideological andpolitical education outcomes, we have designed an assessment form aligned with the course's ideological and political objectives. Additionally, we highlight the contributions of scholars and educational institutions in integrating ideological and political education into technical courses. Emphasizing the pyramid teaching approach as a valuable teaching tool, we outline different teaching methods and objectives for each stage. Lastly, we summarize the achievements of this study in terms ofstudent awards, academic accomplishments, and educational reforms. This research offers an innovativeapproach to engineering education by merging technical expertise with ideological and political education under the OBE framework, ultimately enhancing students' overall learning experiences and ethical development while providing practical solutions to enhance the quality of engineering education.

This study aims to evaluate the effectiveness of using the Ring Electromagnetic Accelerator (REA) tool in improving understanding of the Lorentz force concept and developing students' prophetic attitudes. The research method used is mixed method with sequential explanatory design. The research subjects were 10 students of the Physics Education Study Program in the 6th and 8th semesters who had taken the Electromagnetic Field course. The research instruments included Lorentz force concept understanding test, prophetic attitude questionnaire, and observation sheet. Quantitative data analysis used N-gain calculation, while qualitative data were analyzed descriptively. The results showed a significant increase in understanding the concept of Lorentz force with an N-gain of 0.44 (medium category). Evaluation of the Student Worksheet shows that 80% of students can describe the theoretical basis of the tool and its relation to the concept of Lorentz force well. Observation of prophetic attitudes showed an increase in the aspects of shiddiq (N-gain 0.60) and fathonah (N-gain 0.75). Qualitative analysis revealed that the use of props helped visualize abstract concepts and increase awareness of the importance of honesty in the scientific process. This study concludes that the use of REA is effective in improving understanding of the Lorentz force concept and contributes positively to the development of students' prophetic attitudes. The implication of this research is the importance of integrating character development in physics learning, especially at the university level.

Universities are responsible for providing education and support to all students, including those who may be underachieving. To fulfill this responsibility, universities need effective strategies to help these students graduate successfully. This study aimed to evaluate the effectiveness of a midterm remedial exam strategy in improving the academic performance of nursing students. A quasi-experimental design was employed to conduct this research at a private college in Dammam, Saudi Arabia's eastern region. The study included 306 convenient bachelor nursing students who had failed their midterm exam. Of these, 103 students voluntarily participated in the remedial midterm exam (intervention group) to enhance their midterm scores, while 203 students did not take the remedial exam (control group). Data collection took place in the spring of 2022 by reviewing course files and student records, encompassing formative and summative evaluations across 14 courses. Data analysis involved using SPSS (2023) and Jamovi (version 2.3, 2022) software to conduct paired t-tests, Mann-Whitney, and correlational tests. The remedial group demonstrated significant differences between their midterm and remedial exam scores. However, only 15.5% of students in the remedial group passed the exam, despite 68% showing improvement. Additionally, there were significant differences between the intervention and control groups in midterm and overall course scores. The control group outperformed the remedial group in the midterm, final exams, and overall course scores (p <0.05). Remedial exams can be beneficial for students who are close to passing but may not effectively support those who perform poorly. To address this, implementing a comprehensive remedial program or providing ongoing remedial activities throughout the course can offer better support for strongly underperforming students. Additionally, educational institutions can enhance students' motivation and performance by providing study skills classes and time-management workshops, equipping them with valuable tools for academic success.

This study aimed to evaluate the impact of formative assessment with case-based constructed-response question (CRQ) formats on student performance on the final summative assessment in the second-year periodontics course. Classroom quizzes with case-based CRQs were implemented as the formative assessment during the course. Each student received feedback on their responses from the course director. After all students (N = 128) took the second-year final examination, the Friedman test was conducted to compare student performances in each assessment over time. The multiple linear regression (MLR) model was used to evaluate the association between the second-year final examination score and plausible predictors-student gender, the second-year formative and midterm examination scores, and time spent on the final examination. The mean % scores in the formative assessment (51) and midterm (84) examination were significantly lower than that of the final (87) examination (P < .01). The number of students who failed the final (6) examination was significantly lower than the midterm (16) examination (P = .03). The midterm (P < .0001) and the formative assessment (P = .0009) scores significantly affected the second-year final examination score while student gender (P = .59) and time spending (P = .83) showed no correlations. Within the limitations of the study, student performance on case-based CRQs was correlated with student performance on the summative assessment.

Background and Aim: In the evolving pedagogical landscape, the Outcome-Based Education (OBE) approach has garnered attention for its student-centric model and clear educational outcomes. University in Shaanxi Province recognizes the need for an integrative basketball teaching model to harmonize with this paradigm shift. This study endeavors to design a basketball teaching model for Xi'an University students, underpinning the OBE concept. Materials and Methods: Employing a combination of interviews, questionnaires, and specialized software packages, data were collected from a population comprising 45 teachers and 5,000 first-year students, with a selected sample of 370 students and 45 teachers. The research process encompassed a thorough examination of the current teaching model, followed by the utilization of the Delphi technique and focus groups to conceptualize the OBE framework for basketball teaching. Results: Analysis revealed the need for a comprehensive basketball teaching model in higher education. The proposed OBE model integrates 4 primary elements (Basketball Theory, Basketball Skills, and Physical, and Social Adaptability), further divided into 12 secondary and 34 tertiary elements. Each segment is tailored to specific outcome objectives, emphasizing cognitive understanding, skill mastery, physical fitness, and social adaptation. Conclusion: The proposed OBE basketball teaching model offers a holistic approach to basketball education, integrating both sport-specific and life-oriented skills. By aligning with China's national development goals and the principles of education, this model stands poised to revolutionize basketball education in Xi'an, setting a benchmark for other provinces.

This study seeks to determine whether giving an explicit incentive to students in an upper-division first-semester electromagnetism course (EM1), in the form of partial credit for reworking unit exam problems, will improve their problem-solving skills as measured by performance on identical problems on the final exam. Three problems–a primarily algorithmic problem, a primarily conceptual problem, and a problem that blended conceptual with algorithmic–were selected and analyzed over the course of three consecutive sections of EM1, for which each student could freely choose whether or not to rework mistakes on each one of the given problems in exchange for the aforementioned partial credit. Regression models were chosen for quantitative analysis, with the covariate being unit exam performance and whether the student reworked the problem. Results indicate that overall, students who choose to rework problems perform better on the final exam attempt, at a level that often does not correlate strongly with unit exam performance, whereas students who decline to rework problems have a stronger correlation between unit exam and final exam performances. The results show a clear difference between the two stages of problem-solving, namely, invoking the correct principles and applying the principles, where the latter showed a more significant effect with a much larger effect size. Qualitative analysis of a sample of students interviewed about their exam solutions showed that reworking an exam problem for some students did result in more expertlike problem-solving trends; that being said, there were instances of persistent novicelike trends regardless of reworking, as well as instances of students independently reviewing unit exam problems in preparation for the final even though the partial credit incentive was declined at the time of the unit exam. Thus, while the intervention showed overall benefits insofar as exam performance is concerned, the usage of more well-defined scaffolding, e.g., tutorials, may prove a more thorough and definite benefit for improving problem-solving skills.

Against the backdrop of high-quality development in vocational education, the teaching quality of labor education in vocational undergraduate programs has become an important indicator for evaluating institutional performance and student development outcomes. Grounded in the concept of Outcomes-Based Education (OBE), this study takes vocational undergraduate education in Guangdong Province as its research context and constructs a learning outcome–oriented framework for evaluating the teaching quality of labor education. Through theoretical analysis and practical exploration, the study elucidates the intrinsic alignment between the OBE concept and labor education in terms of goal orientation, process management, and result evaluation, and proposes a quality evaluation pathway centered on "goal setting–process implementation–result feedback–continuous improvement." The findings reveal that the OBE framework effectively integrates value cultivation and skill development in labor education, thereby promoting a more scientific and dynamic approach to quality evaluation. Theoretically, the study reconstructs the logical framework of labor education quality assessment, while practically, it provides an operable model and policy reference for vocational undergraduate institutions and educational authorities. Future research may incorporate learning analytics and intelligent assessment technologies to further advance the digital and intelligent transformation of labor education in vocational undergraduate programs.

Evaluation of the Engineering Graphics Course Outcomes using Multi-Choice Questions