The return of behaviourist epistemology: A review of learning outcomes studies

Educational Research Review

The return of behaviourist epistemology: A review of learning outcomes studies

ABSTRACT

Learning outcomes as a concept has encountered a revival since the beginning of the Bologna process in nineteen ninety-nine. The concept itself has a longer history with its roots in the behaviourist tradition of the nineteen sixties. The goal of this review is to study how the historical roots of learning outcomes are noted in current research articles since the launch of the Bologna process and whether the concept of learning outcomes is used critically or uncritically. The review of ninety articles shows that the behaviourist tradition is still evident in the twenty-first century research with twenty-nine percent of the articles directly and eleven percent indirectly referring uncritically to the respective publications or to the behaviourist epistemology. Only a minority of the articles, i.e. eight percent, was found to be critical towards the behaviourist meaning of learning outcomes.