An exploration of Biggs' constructive alignment in course design and its impact on students' learning approaches

Xiaoyan Wang*, Yelin Su, Stephen Cheung, Eva Y W WONG, Theresa Kwong

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

64 Citations (Scopus)

Abstract

This paper investigates whether instructors' adoption of constructive alignment has any impact on university students' learning approaches, which are highly correlated with students' achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more 'constructively aligned courses' were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course.

Original languageEnglish
Pages (from-to)477-491
Number of pages15
JournalAssessment and Evaluation in Higher Education
Volume38
Issue number4
DOIs
Publication statusPublished - Jun 2013

Scopus Subject Areas

  • Education

User-Defined Keywords

  • constructive alignment
  • course design
  • student learning approach
  • student learning experience

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