Outcomes-based teaching and learning in learning activity design for web-based instruction: a case study

Wang Nan
Beijing Normal University
Beijing, China

In the field of online instructional design, learning activities design has attracted increasing attention, and information and communication technology (ICT) has become an important determinant of learning outcomes. While some research projects have constructed learning activity frames and templates for the design of learning activities, research on their validity, and whether ICT is indispensable for learning activities, has been limited. The purpose of this study was to address these issues using an outcomes model for learning activities. Outcome-based teaching and learning (OBTL) -- the basic theory underlying this project -- is an approach in which the teaching and learning activities are developed to support the learning outcomes. This research extends the meaning of constructive alignment, the core concept of OBTL.

Three typical cases were designed using the constructive alignment method to ensure the validity of the learning activities. It was found that the essential factor in establishing validity was the alignment of the activities in two respects: between each learning activity, and between their different components, such as resources, tools and task types.

ICT plays an important role in the above aspects, especially in the assessment tasks and resource tools. Through ICT, multi-approach assessments can ensure the implementation of various outcomes of learning activities, and ICT resources also facilitate their achievement. This study also developed the existing Evaluation Scale for Learning Activities by analysing its elements; and, based on the results, an Outcomes Model for Learning Activities Design in an ICT environment was constructed. It is hoped that the findings of this study will be of value for learning activities design at higher education institutions when planning their web-based instruction.