Introduction
Designing online courses requires a methodical approach to ensure that learning outcomes and goals are effectively met. The term “learning outcome” refers to the specific, measurable knowledge or skills that students are expected to gain. Learning outcomes help instructors design curriculum and assessments, guide students' learning, and evaluate the effectiveness of courses.
Characteristics of effective outcomes
Course-level learning outcomes are clear, concise statements that describe the intended competencies and abilities students are expected to demonstrate upon successful completion of a course. Learning outcomes should be SMART: specific, measurable, achievable, relevant, and time-bound (Lamm, 2023). These characteristics ensure that students are being effectively assessed and evaluated on their progress in a course.
Learning outcome template using the SMART goal technique:
By ___(time)___, the ___(student)___ will ___(verb=performance)___ as measured by ___(assessment/measure + standard/criteria)___.
This example is for an Introduction to Biology course:
“By the end of the semester, students in the introductory biology course will analyze and interpret scientific data from laboratory experiments, as measured by a written lab report that demonstrates the ability to formulate hypotheses, collect and analyze data, and draw evidence-based conclusions.”
A common mistake is stating students "will understand" information or “know” how to do something without specifying what students will do to demonstrate their knowledge and skills. Use “action words” to describe what students will do to provide evidence of learning. Bloom’s Taxonomy classifies verbs according to the cognitive processes by which learners encounter and work with knowledge There are six levels in the cognitive domain as shown in this graphic:
How are learning outcomes different from course goals or objectives?
These terms, while frequently used, relate to different aspects of the educational process in teaching and learning. The key distinction lies in the focus of the action. Learning goals and objectives typically describe what an instructor, program, or institution intends to achieve. On the other hand, learning outcomes specifically detail observable and measurable outcomes for what a student can demonstrate and perform upon finishing a learning assessment or activity, such as a course, project, or unit.
Best Practices for Developing Learning Outcomes
The following methods can ensure student learning outcomes are met:
- Align with standards and expectations. Ensure your learning outcomes align with any relevant professional, disciplinary, or accreditation standards. Consider the expectations of the wider educational and professional communities related to your course topic.
- Start with the end in mind (backward design). Identify what you want students to learn by the end of your course first, then design activities, assessments, and content that lead to these outcomes. This helps in ensuring that all course components are aligned with the desired learning outcomes.
- Focus on active learning. Craft learning outcomes that encourage students to actively engage with the material, peers, and instructors. Use action verbs like those in Bloom’s Taxonomy to signify observable and measurable actions, such as "analyze," "design," "implement," or "evaluate."
- Consider different types of learning. Incorporate a mix of cognitive (knowledge-based), affective (attitude or values-based), and psychomotor (skills-based) learning outcomes to cater to a well-rounded education.
- Involve stakeholders. Engage with other faculty, industry professionals, and students to gather feedback on your proposed learning outcomes. This can help ensure the course meets the needs and expectations of all stakeholders.
- Review and revise regularly. Learning outcomes should not remain static. Regularly review and revise them based on feedback, assessment data, and changes in the field or discipline.
- Communicate clearly with students. Make sure students understand the course learning outcomes from the beginning. Clearly articulate how course activities and assessments are aligned with these outcomes.
- Leverage technology effectively. Use the unique capabilities of online platforms (e.g., interactive simulations using AI, discussion forums, digital portfolios) to achieve learning outcomes in ways that might not be possible in a traditional classroom setting.
- Provide ongoing support and resources. Offer clear guidance, resources, and support to help students achieve learning outcomes. This includes providing access to learning materials, offering feedback, and being available for consultation.
Enhancing student engagement and motivation
Clear course learning outcomes play a crucial role in enhancing student engagement and motivation. When students understand what is expected of them and how the activities they are engaging in contribute to their learning, they are more likely to be motivated and engaged. Making learning goals and outcomes clear to students helps students see the value in their work and encourages them to take ownership of their learning process.
By providing a clear benchmark for what students should learn, instructors can systematically gather data on student performance and identify areas for enhancement (Leidig, 2023). This ongoing process of evaluation and revision ensures that courses remain relevant, effective, and aligned with current educational standards and practices.
A note about Canvas Outcomes
The Canvas Outcomes feature enables administration and faculty to track students’ progress toward program and/or course outcomes using Rubrics and the Learning Outcome Gradebook. We strongly recommend requesting a consultation with Missouri Online before using Canvas Outcomes, especially for tracking beyond an individual course.
Conclusion
In conclusion, incorporating learning outcomes in the design of online courses is fundamental to ensuring that learning goals and objectives are met. By providing a clear direction for content selection, instructional strategies, and assessment methods, course learning outcomes facilitate a focused and effective learning experience. They align course components with desired learning outcomes, enhancing student engagement and motivation (Sull, 2023). Course learning outcomes should be a priority in the instructional design process because they provide a clear direction for both teaching and learning, ensuring that all educational activities are aligned.
Resources for writing learning outcomes
Bloom’s Taxonomy. https://bloomstaxonomy.net/
Bloom’s Revised Taxonomy: Cognitive, Affective, and Psychomotor. https://www.astate.edu/dotAsset/7a3b152c-b73a-45d6-b8a3-7ecf7f786f6a.pdf
References:
Barthakur, A., Joksimovic, S., Kovanovic, V., Richey, M., & Pardo, A. (2022). Aligning objectives with assessment in online courses: Integrating learning analytics and measurement theory. Computers & Education, 190, 1–16. https://doi.org/10.1016/j.compedu.2022.104603
Bayne, G. A., & Inan, F. A. (2022). Development of the Online Course Overload Indicator and the Student Mental Fatigue Survey. International Review of Research in Open & Distributed Learning, 23(4), 74–92. https://doi.org/10.19173/irrodl.v23i4.6223
Lamm, M. (2023, May 13) Know where you are going? Simple steps to writing smart learning objectives.John Hopkins School of Public Health Center for Teaching and Learning https://ctl.jhsph.edu/blog/posts/SMART-learning-objectives/
Leidig, J. P. (2023). Aligning Course Assignments to Fulfill IS2020 Competencies. Information Systems Education Journal, 21(3), 24–49.
Sull, E. C. (2023). A Miniguide to Revising an Online Course. Distance Learning, 20(2), 37–40.