Constructive alignment of materials in tertiary programs

Abstract

With the increasing adoption of blended learning, tertiary programs are becoming ever more varied and complicated. Laying at the heart of a range of complex learning activities, the role of blended materials once again comes into discussions concerning learning outcomes. But how do contemporary educators design and use blended materials to support pedagogical goals? In this study, we examine the constructive alignment of blended materials with the learning outcomes of modern language programs. Using pedagogical claims analyses with data gathered in two case studies, we found that educators tend to align materials to the curriculum, student interests, a research agenda and contemporary culture. We conclude our work with a discussion of constructive alignment of materials design and use in tertiary blended learning.