Constructivist approaches (Duffy & Jonassen, 1992, Boyle, 1997) advocate the provision of learning experiences which facilitate the students' learning acquisition, rather than the more behaviourist approach (Skinner, 1974) of deriving objectives and learning outcomes for the instructional material. However, there is both external pressure, from QAA audits and internal pressure, from students, to identify and assess learning outcomes and adopt a more behaviourist practice. This paper looks at a solution which seeks to accommodate both ideals.
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