Designing Online Pedagogical Techniques for Student Learning Outcomes

Designing Online Pedagogical Techniques for Student Learning Outcomes

Kay MacKeogh (Dublin City University, Ireland), Seamus Fox (Dublin City University, Ireland), Francesca Lorenzi (Dublin City University, Ireland) and Elaine Walsh (Dublin City University, Ireland)
DOI: 10.4018/978-1-61520-879-1.ch002
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The concept of identifying and measuring student learning outcomes has been embraced by a wide range of international policy makers and institutions across the globe, including the European Union through the Bologna Process, the USA, the OECD and other international organisations, while at national level many states have adopted, or are in the process of adopting a new national qualifications framework, based on student learning outcomes. The challenge for educators is to develop ways of enabling students to achieve, and to demonstrate their achievement, of these outcomes. The aim of this chapter is to explore ways in which online pedagogical techniques can be designed to provide solutions to the challenge of clearly demonstrating that students are achieving intended learning outcomes. While the techniques have been developed in the context of distance education programmes, the chapter includes an example of how these methods have been adapted for blended learning for on-campus students. A note of caution is sounded on the need to adopt effective techniques which do not impact unduly on lecturer workload.
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The Shift To Learning Outcomes: Implications For Instructional Design

Learning outcomes can be defined as ‘statements of what a learner is expected to know, understand, and/or be able to do at the end of the learning process’ (CEDEFOP, 2009, p. 17). While sometimes regarded as synonymous with objectives, the key difference is that objectives can also refer to inputs, and what is to be taught, while outcomes specifically refer to what the student can accomplish. Learning outcomes have acquired increasing importance at a political level and are seen as supporting diverse functions including: quality assurance; transparency of qualification systems; transnational mobility; tools to relate practical and theoretical learning; formulation of lifelong learning policies; and crucially, as a catalyst for reform or modernisation (CEC, 2006; Nusche, 2008; OECD, 2007).

Many countries have now adopted national qualifications frameworks, based on learning outcomes: for example, Ireland has adopted a National Framework of Qualifications (NFQ) which identifies ten award levels, with detailed descriptors for learning outcomes for each level (NQAI, 2003). All higher education institutions in Ireland are required by law (Government of Ireland Qualifications [Education and Training] Act 1999 Section 7a) to adapt their curricula and award structures to the new levels, and all programmes and modules are required to adopt learning outcomes (described as ‘standards of knowledge, know-how and skill, and competence) which match the NQF guidelines (Maguire, Mernagh, & Murray, 2007).

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Editorial Advisory Board
Table of Contents
Richard N. Katz
Kevin O'Rourke
Chapter 1
John Casey
This chapter makes the case for acknowledging and appreciating the diverse paths that lead to the generation of designs for e-learning in higher... Sample PDF
An Appreciation of Diverse Approaches to Learning Design in Higher Education
Chapter 2
Kay MacKeogh, Seamus Fox, Francesca Lorenzi, Elaine Walsh
The concept of identifying and measuring student learning outcomes has been embraced by a wide range of international policy makers and institutions... Sample PDF
Designing Online Pedagogical Techniques for Student Learning Outcomes
Chapter 3
Andrew Power, Gráinne Kirwan
Online identities need not reflect the true identity of the user. Relatively little is known about the use of online identities during e-learning... Sample PDF
Online Identities in Virtual Worlds
Chapter 4
Noel Fitzpatrick, Roisin Donnelly
This chapter explores a sociolinguistic approach to computer-mediated communication (CMC), by examining how higher education teachers use digital... Sample PDF
Do You See What I Mean? Computer-Mediated Discourse Analysis
Chapter 5
Larry McNutt
Information and communications technology has radically transformed many aspects of modern life. However, this is in marked contrast to its impact... Sample PDF
Educational Technology, Innovation and Habitus: What is the Connection?
Chapter 6
C. Bruen, N. Fitzpatrick, P. Gormley, J. Harvey, C. McAvinia
Wikis are frequently cited in higher education research as appropriate and powerful web spaces which provide opportunities to capture, discuss, and... Sample PDF
The Management and Creation of Knowledge : Do Wikis Help?
Chapter 7
Gearóid Ó Súilleabháin, Julie-Ann Sime
Research findings are at best mixed with regard to the effectiveness of computer and video games in promoting learning transfer or learning, but... Sample PDF
Games for Learning and Learning Transfer
Chapter 8
Angelica Risquez
A variety of anti-plagiarism software applications have appeared in recent years, but the pedagogical and institutional practices underpinning their... Sample PDF
Anti-plagiarism Software in an Irish University: Three Years Later
Chapter 9
Eugene F. M. O’Loughlin
Hand-held technologies such as Apple’s iPod/iTouch/iPhone devices are now capable of being used for educational purposes as well as for... Sample PDF
iClassroom : Opportunities for Touch Screen Handheld Technologies in Learning and Teaching
Chapter 10
C. Edward Watson, Marc Zaldivar, Teggin Summers
ePortfolios are becoming increasingly popular as a means to address a variety of challenges in higher education, such as academic assessment... Sample PDF
ePortfolios for Learning, Assessment, and Professional Development
Chapter 11
Jennifer Bruen, Juliette Péchenart, Veronica Crosbie
The focus of this chapter is twofold: firstly, on the development of an electronic version of a European Language Portfolio, known as the LOLIPOP... Sample PDF
Learning to LOLIPOP: Developing an ePortfolio and Integrating it into a First-Year Research and Study Skills Module
Chapter 12
Jamie Wood, Martin J. Ryan
This chapter explores the utility of Web 2.0 technologies for supporting independent inquiry-based learning, with a particular focus upon the use of... Sample PDF
Constructing Disciplinary Inquiry Communities Using Web 2.0 Technologies
Chapter 13
Damien Raftery
YouTube to iTunes, company to college websites, there is a seemingly exponential explosion in creating screencasts. A screencast is a digital... Sample PDF
Developing Educational Screencasts: A Practitioner’s Perspective
Chapter 14
Jamie Ward
Academic libraries have adopted and adapted the e-learning technologies for delivery of their Information Literacy programmes. This chapter... Sample PDF
Applying E-learning Technologies to Library Information Literacy Instruction
Chapter 15
Barbara Macfarlan, Richard Everett
The eMentors scheme encapsulates the concept that the person in the home most likely to be able to programme the audio-visual equipment is the... Sample PDF
E-Mentors: A Case Study in Effecting Cultural Change
Chapter 16
Eileen O’Donnell
This chapter explores students’ perspectives on the transformations that the use of technology has brought to higher education. The use of... Sample PDF
The Student Perspective: Can the Use of Technologies Transform Learning?
Chapter 17
Yvonne Cleary
This chapter explores the development of online support for writing skills in one technical communication module taught at the University of... Sample PDF
Online Support for Students' Writing Skills Development in a Technical Communication Introductory Module
Chapter 18
Ann Marcus-Quinn, Barbara Geraghty
This chapter describes the collaborative design and development process of a digital learning object in terms of roles, resources and user... Sample PDF
Design and Development of a Reusable Digital Learning Resource: A Case Study Teaching Japanese Script
Chapter 19
Judith A. Kuit, Alan Fell
Despite the extensive use of technology in teaching and supporting learning, teaching methods and approaches have for some academic staff remained... Sample PDF
Web 2.0 to Pedagogy 2.0: A Social-Constructivist Approach to Learning Enhanced by Technology
Chapter 20
Paul Gormley, Catherine Bruen, Fiona Concannon
In many third-level institutions the innovative potential of technology has not been fully recognised or exploited at a strategic organisational... Sample PDF
Sustainability through Staff Engagement: Applying a Community of Practice Model to Web 2.0 Academic Development Programmes
Chapter 21
Pat Gannon-Leary, James Carr
Changes in higher education (HE) have continued in response to, or indeed in anticipation of, an increasingly competitive environment, technological... Sample PDF
Strategic Deployment of E-Learning
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