Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective.

The constructive alignment (CA) of university teaching is designed to encourage students to adopt a deep learning approach, which supports meaningful learning. The evidence is mixed, however, with some studies showing that students may adopt a surface approach even when teaching promotes deep learni...

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Autores principales:	Christian Stamov Roßnagel, Katrin Lo Baido, Noleine Fitzallen
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/8b9ef6bb8c054e84a3c3e5cd05836ae2
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id	oai:doaj.org-article:8b9ef6bb8c054e84a3c3e5cd05836ae2
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spelling	oai:doaj.org-article:8b9ef6bb8c054e84a3c3e5cd05836ae22021-12-02T20:14:56ZRevisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective.1932-620310.1371/journal.pone.0253949https://doaj.org/article/8b9ef6bb8c054e84a3c3e5cd05836ae22021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0253949https://doaj.org/toc/1932-6203The constructive alignment (CA) of university teaching is designed to encourage students to adopt a deep learning approach, which supports meaningful learning. The evidence is mixed, however, with some studies showing that students may adopt a surface approach even when teaching promotes deep learning. To add to the understanding of the relationships between CA and learning approaches, we explored with quantitative measures two potential implications from prior qualitative research. First, we assessed with a novel questionnaire if students' CA perceptions predicted adaptation towards a deep learning approach. Second, we explored relationships between deep approach adaptation and learning motivation, as well as perceived mental workload. 56 students from two second-year courses in different study programmes completed a learning approach questionnaire in the second (T1), seventh (T2), and the final fourteenth (T3) course week. At T2 and T3, participants also rated the constructive alignment of the course, their learning motivation, and the mental workload. Regression analyses showed that ILO Clarity (i.e. being clear about the intended learning outcomes of the course) and receiving effective feedback were associated with a significant increase in deep approach scores from T2 to T3. That deep approach adaptation was in turn positively related to learning motivation in terms of higher ratings of one's competence, the importance of high course performance, and course usefulness. Moreover, deep approach adaptation went with higher satisfaction of having accomplished one's learning goals, but also with stronger feelings of insecurity and stress. Our findings suggest that students' CA perceptions are meaningful predictors of learning approach adaptation that might eventually be developed into indicators of the effectiveness of CA implementation at the course level.Christian Stamov RoßnagelKatrin Lo BaidoNoleine FitzallenPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 8, p e0253949 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Christian Stamov Roßnagel Katrin Lo Baido Noleine Fitzallen Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective.
description	The constructive alignment (CA) of university teaching is designed to encourage students to adopt a deep learning approach, which supports meaningful learning. The evidence is mixed, however, with some studies showing that students may adopt a surface approach even when teaching promotes deep learning. To add to the understanding of the relationships between CA and learning approaches, we explored with quantitative measures two potential implications from prior qualitative research. First, we assessed with a novel questionnaire if students' CA perceptions predicted adaptation towards a deep learning approach. Second, we explored relationships between deep approach adaptation and learning motivation, as well as perceived mental workload. 56 students from two second-year courses in different study programmes completed a learning approach questionnaire in the second (T1), seventh (T2), and the final fourteenth (T3) course week. At T2 and T3, participants also rated the constructive alignment of the course, their learning motivation, and the mental workload. Regression analyses showed that ILO Clarity (i.e. being clear about the intended learning outcomes of the course) and receiving effective feedback were associated with a significant increase in deep approach scores from T2 to T3. That deep approach adaptation was in turn positively related to learning motivation in terms of higher ratings of one's competence, the importance of high course performance, and course usefulness. Moreover, deep approach adaptation went with higher satisfaction of having accomplished one's learning goals, but also with stronger feelings of insecurity and stress. Our findings suggest that students' CA perceptions are meaningful predictors of learning approach adaptation that might eventually be developed into indicators of the effectiveness of CA implementation at the course level.
format	article
author	Christian Stamov Roßnagel Katrin Lo Baido Noleine Fitzallen
author_facet	Christian Stamov Roßnagel Katrin Lo Baido Noleine Fitzallen
author_sort	Christian Stamov Roßnagel
title	Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective.
title_short	Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective.
title_full	Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective.
title_fullStr	Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective.
title_full_unstemmed	Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective.
title_sort	revisiting the relationship between constructive alignment and learning approaches: a perceived alignment perspective.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/8b9ef6bb8c054e84a3c3e5cd05836ae2
work_keys_str_mv	AT christianstamovroßnagel revisitingtherelationshipbetweenconstructivealignmentandlearningapproachesaperceivedalignmentperspective AT katrinlobaido revisitingtherelationshipbetweenconstructivealignmentandlearningapproachesaperceivedalignmentperspective AT noleinefitzallen revisitingtherelationshipbetweenconstructivealignmentandlearningapproachesaperceivedalignmentperspective
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Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective.

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