Consensus-Based Course Design and Implementation of Constructive Alignment Theory in a Power System Analysis Course

Autor/inn/en	Vanfretti, Luigi; Farrokhabadi, Mostafa
Titel	Consensus-Based Course Design and Implementation of Constructive Alignment Theory in a Power System Analysis Course
Quelle	In: European Journal of Engineering Education, 40 (2015) 2, S.206-221 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2014.944101
Schlagwörter	Alignment (Education); Engineering Education; Power Technology; Systems Analysis; Graduate Students; Curriculum Design; Curriculum Evaluation; Grades (Scholastic); Correlation; Learning Processes; Teacher Student Relationship; Curriculum Development; Feedback (Response); Stakeholders; Curriculum Implementation; Foreign Countries; Questionnaires; Sweden; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Antriebstechnik; System analysis; Systemanalyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrplangestaltung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Notenspiegel; Korrelation; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Development; Curriculumentwicklung; Entwicklung; Ausland; Fragebogen; Schweden
Abstract	This article presents the implementation of the constructive alignment theory (CAT) in a power system analysis course through a consensus-based course design process. The consensus-based design process involves both the instructor and graduate-level students and it aims to develop the CAT framework in a holistic manner with the goal of including different perceptions. The considerations required to implement this approach are described in detail. To examine the effect of this approach, three different course evaluations were conducted by querying the students during different stages of the course. These evaluations show that most of the students find a benefit for their learning in the implementation of CAT within the new course design. These observations are supported by a comparison of the students' performance in the new course and the previous one. Finally, the revised two-factor study process questionnaire (R-SPQ-2F) is utilised to identify the students' learning approach towards the course. The aim is to correlate the students' approach with their final grade to assess if students adopting a deep learning approach are rewarded with higher marks and vice versa, that is, to check if the CAT implementation was successful. Meanwhile, some of the R-SPQ-2F limitations, which affect the quality of the results, are identified and discussed. Additionally, to facilitate the practical usage of R-SPQ-2F, an algorithm was developed by the authors to rank the students' approach towards the course. The results of the new ranking algorithm demonstrate positive correlation with the students' final grade, which is an indication of the effective CAT implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01