Student Perspectives on How Different Elements of Constructive Alignment Support Active Learning

Autor/inn/en	Hailikari, Telle; Virtanen, Viivi; Vesalainen, Marjo; Postareff, Liisa
Titel	Student Perspectives on How Different Elements of Constructive Alignment Support Active Learning
Quelle	In: Active Learning in Higher Education, 23 (2022) 3, S.217-231 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hailikari, Telle) ORCID (Postareff, Liisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787421989160
Schlagwörter	Alignment (Education); Learning Processes; Active Learning; Student Attitudes; College Students; Foreign Countries; Learning Strategies; Finland + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Aktives Lernen; Schülerverhalten; Collegestudent; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Finnland
Abstract	Constructive alignment is often promoted as a principle to enhance the quality of learning but the student perspective has often been neglected when exploring its influence on student learning. There is therefore a need to further explore how students' experiences of the different elements of constructive alignment influence the approach to learning they adopt. Student perceptions and their approaches to learning were analysed. The results show that different elements of constructive alignment had a clear role in guiding student learning. The teaching and assessment related factors appeared to play a crucial role in guiding student learning and studying. Teaching and assessment that required students' active involvement clearly encouraged students to adopt a deep approach to learning whereas the opposite was true for more traditionally organised courses. The intended learning outcomes did not seem to influence student learning much. The results also imply that the key is to find an optimal level of challenge to support student learning and studying. The study deepens our understanding of the importance and influence of constructively aligned teaching to students' learning processes. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01