A systematic curriculum intervention: Embedding employability through constructive alignment to enhance student learning

Objetiva-se apresentar um arranjo pedagógico híbrido adaptado para o formato online e analisar os princípios do alinhamento construtivo representado na prática pedagógica de educadores finlandeses. O contexto de investigação é o programa Internacional de Formação de Professores (IPTE) da HAMK, na Finlândia. A situação provocada pela pandemia do COVID-19 desafiou docentes de diferentes partes do mundo a construir estratégias pedagógicas mediadas pela internet para garantir o distanciamento social da comunidade escolar, e a grande dificuldade foi fazer a transposição do ensino presencial ou híbrido para o ensino online. Cientes disso, a relevância deste estudo está no fato de exemplificar práticas pedagógicas híbridas adaptadas de espaços físico para o digital, desenhadas a partir dos princípios teóricos do alinhamento construtivo. Trata de uma pesquisa qualitativa, de cunho descritiva. Utiliza-se os princípios da pesquisa participativa, pois os colaboradores da pesquisa são professores em posições distintas no programa IPTE, sendo: professor-formador, professor-estudante e professor-pesquisador. Os dados foram coletados de documentos institucionais, que guiavam diretamente a ação pedagógica junto aos estudantes do IPTE. A seleção e categorização dos dados foram realizadas pelo método de análise de conteúdo. A investigação embasa-se nos princípios do ensino híbrido e do alinhamento construtivo. Os resultados da pesquisa revelam que as atividades de ensino, aprendizagem e avaliação híbridas são alinhadas a quatro dos cinco objetivos de aprendizagem estabelecidos para o tema Diálogo e Interação do IPTE.

Abstract— This paper investigates the transformation of a Renewable Energy Technology (RET) course syllabus via Project Oriented Problem Based Learning (POPBL), aligned with Constructive Alignment principles, to foster a student-centric learning environment. Traditional lecture-based methods often fall short in engaging students in complex subjects like renewable energy, prompting a shift towards PBL, emphasizing active learning and real-world problem-solving. The redesigning of the course involves mapping course objectives and core concepts to project themes and assignments, ensuring alignment between learning outcomes, assessments, and student activities. Integration of simulation models into project development offers hands-on experience in designing of the RET course. Post-implementation observations indicate that this approach significantly enhances problem-solving skills and fosters a deeper understanding of the subject matter, evidenced by the development of simulation-based projects. Therefore, the redesigning course syllabus empowers students to explore and apply renewable energy concepts practically, preparing them for future careers in the field and promoting innovation in renewable energy education. Keywords— Constructive alignment; Engineering education; Project based learning; Renewable energy technology; Simulation software.

Although previous research on Virtual Reality (VR) demonstrated the effects of particular learning environment characteristics on learning, none of these studies constructed their virtual learning environment from a constructive alignment perspective. Therefore, this experimental study aims to investigate the impact of a constructively aligned virtual classroom setting, adopting an Artificial Intelligence (AI) training, on professionals’ knowledge on AI. This experimental condition was compared with a control condition, consisting of a similar constructively aligned AI-training within a traditional face-to-face setting. Learning outcomes were measured using a pre-test post-test validated multiple-choice test. Additionally, motivation and perceptions, which are considered as crucial intermediate variables, were assessed using questionnaires. Results revealed significant improvements in learning from pre-test to post-test with no statistical difference between the conditions. Following the principle of constructive alignment, professionals perceived the VR classroom environment as motivating as the traditional setting. As a result, professionals perceived the VR classroom setting to the same extent as the traditional learning environment. These findings reveal that improvements in learning outcomes of professionals can be realized if environments are designed based on the principle of constructive alignment irrespective of the VR or traditional settings.

Background The professional education of coaches, coach developers and academics is a pressing challenge for national governing bodies and educational institutions. Central to this challenge is the cultivation of coaching proficiency and the ability to foster meaningful interactions with athletes and teams. Constructive Alignment has emerged as a valuable approach in higher education to enrich teaching and learning practices. However, as Constructive Alignment has shifted from a theoretical concept to practical implementation, it has encountered certain challenges. Critics argue that its apparent step-by-step simplicity can inadvertently create an illusion of administrative control, thereby misaligning with the intricate reality of pedagogical work and student learning. These misalignments may, in turn, perpetuate traditional teacher-centred approaches. Purpose In this paper, we propose an innovative solution: integrating James J. Gibsons’) epistemological distinction between different ways of knowing into coach education modules to support Constructive Alignment. This integration acknowledges the epistemological distinction that underlies different ways of knowing and provides a means to alleviate tensions, fostering a more cohesive learning environment. The integration supports coach educators and coaches to grapple with the complexities of teaching and learning in higher education and national governing body coach education programmes. Focus Our primary focus centres on designing a coach education module that immerses students in strategically tailored learning activities, optimising their prospects of achieving intended learning outcomes while contributing significantly to the design of assessment tasks. To illustrate the practical application of our approach, we present an in-depth ‘walk-through’ of a coach module grounded in the principles of Constructive Alignment and underpinned by the epistemological distinction between different ways of knowing. Concluding thoughts Exploring these concepts can help equip coaches, coach developers, and academics with a more effective and dynamic educational framework that aligns theory with practice within the coaching domain. Furthermore, recognising the epistemological distinction that guides different ways of knowing can alleviate tensions and create a more cohesive learning environment. Supporting Constructive Alignment can promote meaningful learning activities, enhancing students’ knowledge of coaching and optimising their chances of achieving intended learning outcomes.

BackgroundEvaluations of effectiveness of educational reforms are often based on the level of improvement in student performance from one cycle of a particular assessment to the next. However, improvements in overall performance do not necessarily translate to improved equality. Indeed, improvements that favour certain subgroups of students can exacerbate educational performance gaps and thus, inequality. This research examines changes in equality of mathematics achievement and subgroup performance differences in Irish primary school students over time. Ireland constitutes an interesting case study due to the introduction of a new National Literacy and Numeracy Strategy in 2011, the initial implementation of which has been linked to significant improvements in student mathematics performance. This paper aims to investigate whether these improvements have been accompanied by improvements in equality.MethodsUsing data from the Irish National Assessments of Mathematics and English Reading (NAMER) and the Trends in International Mathematics and Science Study (TIMSS) from the period before and after the introduction of the Strategy, the study examines (i) deviations in student scores, (ii) variability in achievement at student and school levels and (iii) performance gaps based on demographic and socioeconomic factors over time. Bivariate analyses and multilevel regression models were used to identify student- and school-level variables related to mathematics performance.ResultsThe results showed a decrease in variability in students’ mathematics performance after the introduction of the Strategy; this decrease was statistically significant only for TIMSS. Additionally, there was a considerable decrease in variance in mathematics performance attributed to between-school differences over time. These findings constitute evidence of increased equality as performance differences between students and schools tended to shrink. Regarding performance gaps and variance in mathematics performance explained by background characteristics, this study provided mixed results. In NAMER, subsequent to the introduction of the Strategy, the performance gaps and variance in mathematics achievement explained by selected demographic and socioeconomic characteristics decreased considerably. However, this was not the case for TIMSS.ConclusionsThe evidence provided by this study suggests that Ireland has made reasonable progress in addressing inequality. However, there is room for improvement, as a significant proportion of the variance in student mathematics performance is still explained by demographic and socioeconomic characteristics.

In order to meet the expectations to act as an expert in the health care profession, it is of utmost importance that pharmacy education creates knowledge and skills needed in today’s working life. Thus, the planning of the curriculum should be based on relevant and up-to-date learning outcomes. In the University of Helsinki, a university wide curriculum reform called ‘the Big Wheel’ was launched in 2015. After the reform, the basic degrees of the university are two-cycle (Bachelor–Master) and competence-based, where the learning outcomes form a solid basis for the curriculum goals and implementation. In the Faculty of Pharmacy, this curriculum reform was conducted in two phases during 2012–2016. The construction of the curriculum was based on the most relevant learning outcomes concerning working life via high quality first (Bachelor of Science in Pharmacy) and second (Master of Science in Pharmacy) cycle degree programs. The reform was kicked off by interviewing all the relevant stakeholders: students, teachers, and pharmacists/experts in all the working life sectors of pharmacy. Based on these interviews, the intended learning outcomes of the Pharmacy degree programs were defined including both subject/contents-related and generic skills. The curriculum design was based on the principles of constructive alignment and new structures and methods were applied in order to foster the implementation of the learning outcomes. During the process, it became evident that a competence-based curriculum can be created only in close co-operation with the stakeholders, including teachers and students. Well-structured and facilitated co-operation amongst the teachers enabled the development of many new and innovative teaching practices. The European Union funded PHAR-QA project provided, at the same time, a highly relevant framework to compare the curriculum development in Helsinki against Europe-wide definitions of competences and learning outcomes in pharmacy education.

This study explores the impact of guided inquiry-based learning (IBL) on student engagement and performance in a dental hygiene program. The research was conducted with 36 dental hygiene students, focusing on enhancing student engagement using a guided IBL methodology that could ultimately lead to improved student performance and confidence. Delivered through two interventions, pre-, post-, and delayed post-tests evaluated student performance and confidence, while the ASPECT survey assessed student engagement. The interventions included a lecture (intervention #1) and a group-based IBL worksheet activity (intervention #2). Statistical analyses using analysis of variance (ANOVA) tested the impact of these interventions on student performance and confidence-adjusted scores. Results showed significant improvements in student performance and confidence following both interventions, with notably higher gains after the IBL activity. Analysis of ASPECT survey data revealed positive perceptions of engagement, emphasizing the importance of group dynamics, instructor roles, and the activity's value. Students reported enhanced understanding and engagement through group interactions and individual study. The study also highlighted the critical role of the instructor in facilitating and guiding the IBL activity. In conclusion, the study demonstrates that guided IBL strategies can significantly enhance student confidence and performance, suggesting a sustainable impact on learning outcomes. These findings underscore the importance of active, engaged learning methodologies in healthcare education, particularly in enhancing long-term retention and understanding of complex topics. The study advocates for integrating such strategies into academic curricula to foster deeper student engagement and improved educational experiences.

The educational approach practiced in institutions of higher learning (IHL) in Malaysia has to emphasize more on the learning outcomes that focus on the broadening of knowledge, skills, manners and attitude as outlined in Malaysian Qualification Framework (MQF) Learning Outcome Domain. To ensure that students are able to gain the educational outcome, constructive alignment was applied for designing the curriculum. Constructive alignment (CA) is a principle used to design teaching and learning activities (TLA), as well as the assessment tasks, relate directly to desired learning outcomes achieved. The CA of course learning outcomes, assessment, and TLA is a critical aspect of course, major and program design and a key indicator of the quality of a program. Ineffectiveness in CA designing implies that students do not have enough opportunities to engage in achieving competency as desired in the statement of learning outcome. Thus, this study aims to determine the effectiveness of CA for Teaching Delivery and Assessment Conducted in Science Courses. The objectives of this study are to: (1) investigate the student achievement towards the program learning outcomes (2) to identify student perspective on learning, teaching and assessment methods towards the learning outcomes. The survey was conducted in Universiti Teknologi MARA (UiTM), Perak Branch, Tapah Campus, Malaysia. A structured questionnaire in Likert-scale type questions was administrated and collected from 280 students. The questionnaire survey has been analyzed quantitatively using descriptive statistics involving frequency and percentage distribution analysis by using the Statistical Package for the Social Sciences (SPSS). The results indicated that average of the students achieves their pointer 2.27 on Learning Objective 1 (knowledge), 3.57 on Learning Objective 2 (practical skills) and 3.66 on Learning Objective 5 (communication skills). The student perspective on CA Learning Objective 1 is incoherent with the student achievement and the student perspective for CA on Learning Objective 2 and Learning Objective 5 are coherent with the student achievement for Learning Objective 2 and Learning Objective 5. These findings will provide a significant guideline on the lecturer, Higher Education Institutions, Ministry of Education, and other stakeholders for effective CA.

Constructive alignment is the pedagogical principal which connects learning goals and learning activities with assessment. Learning goals should inform the student about what they’ll know once they finish the course. Learning activities is what the student needs to do to fulfill the goals. The assessment measures to what degree the student reaches the learning goals. The principal of constructive alignment permeates Swedish higher education. Regulatory documents at both national and local level talk about the importance of having a logical connection between the three parts that make out the principle of constructive alignment. But can we use Constructive Alignment as a means to establish courses in information literacy? I think we can if we align the structure of IL-courses with existing syllabus and formalize this connection.

Statistics indicate that participation and access to higher education (HE) improved drastically, particularly through distance education. Despite the generosity of the massification of HE, a sizeable number of students do not complete their programs on record time. The majority of some of these students drop out. A convincing body of knowledge demonstrates that a plethora of factors contributes toward low student success rates in open distance learning (ODL) contexts. The main purpose of this conceptual argument is that technology-mediated constructively aligned pedagogical practices in ODL contexts can leverage student success rates. This chapter is qualitative and constructivist in nature and largely draws from the theory of constructive alignment and extant scholarship analysis to provide insights and understanding in improving students’ graduation rates in ODL settings. Drawing from the theory of constructive alignment, in this conceptual argument, it can be concluded that aligning the activities of the pedagogical practices (teaching, assessment, and learning outcomes) and delivering them through information and communication technology promotes students’ graduation rates.

Evaluation is the core component of the cyclical process for academic program administration. This paper aims to investigate learners’ evaluation of the constructive alignment (CA), i.e. alignment of course learning outcomes, teaching and learning activities, and assessment tasks, of a Master’s program in Teaching English as a Foreign Language (TEFL) in a Vietnamese public university. As direct beneficiaries, learners and their feedback and recommendations are considered for proper actions regarding programs’ quality assurance (QA) and administration. To achieve its aim, the current research applied a descriptive mixed-methods study, using a questionnaire and focus group interviews to collect relevant information. Thirty-four graduates from the studied program answered the questionnaire, which was adapted from the program assessment framework by ASEAN University Network Quality-Assurance (AUN-QA). Twelve of these participants joined two focus group interviews, which helped to gauge in-depth understanding of the participants’ feedback and recommendations regarding curriculum development and implementation. The findings reveal that the participants were satisfied with the CA of the program, ranking it as ‘an example of best practices’ (an equivalent to the top second level of AUN-QA’s quality scale). It was, however, suggested that the CA should be enhanced to better serve the program’s quality assurance and administration.

Biochemical visual literacy with constructive alignment: Outcomes, assessment, and activities

The main reason of conducting this study is grounded on my rational to provide further guidance to curriculum staff in my professional context, College of Saudi Petroleum Services Polytechnic (SPSP), to develop the current English program taught to vocational trainees to prepare them to their future jobs at petroleum services industry in Saudi Arabia. Unfortunately, the graduates’ spoken language is inadequate at their worksites and therefore their employers are relatively dissatisfied with the language quality of their manpower. Accordingly, I have decided to explore the speaking skill aspects in the existing English curriculum to value its effectiveness in improving and helping the academic staff to produce fluent speakers of English at oil industry workplaces. Based on my study findings, I have found that it is relatively difficult to assign a language course book which meets all the needs of trainees at vocational training institutions because their working environment needs specific learning objectives for learning job-related language. In my research and professional experience, as a researcher in language curriculum development as well as being a language instructor at a vocational training college, I can conclude that the solution to solve language learning and its implication at workplace is to develop EAP/ESP language program based on specific instructional objectives driven from the actual needs assessment at the target workplaces and their intended learning outcomes could be aligned with both learning and teaching activities and assessment tasks using the constructive alignment principles as the constructive alignment framework could be effective in structuring and designing aligned curriculum to meet the intended goals of these contexts, especially vocational training centers and higher education institutions.

This study examines the implementation of constructive alignment in academic programs at a public university in Zimbabwe, a critical approach aligning intended learning outcomes, teaching activities, and assessments to enhance student learning. Despite its proven benefits, limited research has explored its application in Zimbabwean higher education, leaving a gap in understanding its effectiveness and challenges within this context. Using an explanatory sequential mixed methods design, the study analyzed 28 module outlines selected through random sampling and conducted structured interviews with 20 purposively selected respondents. Quantitative data were analyzed using descriptive statistics, while thematic analysis was applied to qualitative data. The findings show that constructive alignment facilitated more coherent and integrated learning experiences by enabling instructors to define learning outcomes and align teaching and assessments effectively, fostering deeper student understanding. However, challenges such as insufficient institutional support, limited professional development, and the need for continuous curriculum refinement were identified. The study highlights the importance of addressing these challenges to optimize constructive alignment’s benefits. Recommendations are provided for improving alignment strategies to enhance academic performance and student engagement. These findings contribute to broader discussions on improving the quality and effectiveness of higher education in Zimbabwe and similar contexts. Keywords: constructive alignment, approach, teaching/learning; outcome-based; quality enhancement.

This paper describes the way in which constructive alignment is being implemented in the Speech-language Pathology (SLP) programme at a South African university. We focus on one of the courses, Human Communication Development, that comprises the four year programme of study. A first year, first semester course that is attended by both SLP and Audiology students, it aims to introduce fundamentals of the communication process and its development at a pre-clinical level. We aim to show how theoretical principles from higher education can be implemented at a micro level in a course of the SLP Programme. The principles of constructive alignment are introduced and exemplified through description of the revision of this course. All academic and clinical staff involved in the programme contributed to the development of the course. A template for curriculum revision is presented which allows for the explicit alignment of intended learning outcomes, teaching and learning activities and criterion referenced assessment. Staff participants recorded reflections on their own learning in personal reflection logs. Through this journaling process parallels are drawn between the' teachers'v oyage of discovery and that of the students.