Key points are not available for this paper at this time.
ABSTRACT The design of learning experiences in higher education is becoming increasingly outcome-led, but there is confusion regarding what constitutes these outcomes, disquiet concerning their ostensible association with behaviourism, and apprehension concerning their implementation. This article traces the evolution of learning outcomes through rational curriculum planning to the development of expressive outcomes, and suggests a definition of learning outcomes which includes subject-based, personal transferable and generic academic outcomes. The three principal criteria of behavioural objectives are analysed in relation to learning outcomes. Outcomes may subsume learning objectives, but the two are not synonymous and learning outcomes are not fettered by the constraints of behaviourism. Learning outcomes represent what is formally assessed and accredited to the student and they offer a starting point for a viable model for the design of curricula in higher education which shifts the emphasis from input and process to the celebration of student learning.
Joanna Allan (Mon,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: