M. Omingo

Strathmore University (KENYA)
Often due to pressures of time, preparing courses thoughtfully is given less time and consideration than implementing and assessing the learning process. Making the learning intention more explicit by writing intended learning outcomes (ILOs) improves the learning experience of students. However, for lecturers to implement curricula they need to draft course and topics’ ILOs. This is often challenging, and in some cases, requires the support of colleagues as peers.

The study reports on how drafting of learning outcomes evolved at Strathmore University, Nairobi, Kenya between 2010 and 2012. Before 2010, the lecturers used the course objectives and topics listed in different programmes. The process evolved over three years through peer support review, working closely with about thirty lecturers to a point where majority of lecturers could design their course outlines with explicit ILOs.

The study applied action research methodology. Data was collected during peer support review process through drafting and redrafting of ILOs and discussions. The findings were that, though explicit ILOs enables the lecturers to focus on what students should be able to do by the end of the course(s), drafting of ILOs is a challenging process. A session on how to draft ILOs during training was found inadequate as most lecturers took time to understand the underpinning theories and therefore required support from peers.

The study recommended that to achieve both programmes’ objectives and the university’s educational goals, the topics’ and courses’ ILOs should be aligned to programmes’ ILOs. This can be achieved when lecturers collaborate amongst themselves. Drafting of effective ILOs can thus be enhanced through discussions at course or/and programme level with peers.