Implementing constructive alignment in higher education – cross-institutional perspectives from Australia

Ruge, Gesa; Tokede, Olubukola; Tivendale, Linda

doi:10.1080/07294360.2019.1586842

Cited by 21 publications

(15 citation statements)

References 41 publications

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“…For effective teaching and learning in HE, Biggs' (2003) Constructive Alignment Model states that all components of teaching and learning should be congruent or aligned, an approach that is significant in underpinning course design (Ruge, Tokede, & Tivendale, 2019). Mayes and de Freitas (2007) developed this model for online and blended learning contexts.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

I don’t need peer support: effective tutoring in blended learning environments for part-time, adult learners

Youde

2019

Higher Education Research & Development

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Given the rise of social media engagement within society, there are challenges for tutors in blended and online contexts to provide opportunities for social constructivist learning experiences within their institutional learning environments. This article proposes a module approach to teaching, learning and assessment for learners undertaking part-time, vocationally related degrees. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors' practice with data gathered from three principal sources. Interviews with tutors explored their approaches to delivery and considered factors that impacted on quality; students' perceptions of their learning experiences were assessed using an attitude survey; an analysis of the content and communications in the virtual learning environment provided insight into tutors' online practice.Analysis of modules suggested limited online peer-to-peer interaction with tutors noting the difficulties of promoting engagement. The article argues for a constructivist approach in this context with a need for tutors to promote a simple module structure, focused around assessment, that creates space for learning. This structure appeared appropriate for these learners, enabling them to manage the influence of daily events, together with pressures and time constraints of work. Further, available tutor support together with assessment as the focus of learner activities outside face-to-face contexts, were associated with module success. The findings could aid tutors in designing and delivering courses for similar groups of learners.

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Section: Conceptual Frameworkmentioning

confidence: 99%

I don’t need peer support: effective tutoring in blended learning environments for part-time, adult learners

Youde

2019

Higher Education Research & Development

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“…Studies (Gill, 2018;Ruge, Tokede, & Tivendale, 2019) have found a high correlation between successful graduate attributes and collaborative consultations with professional bodies. Engagement with industry and professional bodies cement the design of consistent graduate attributes.…”

Section: Graduate Attributesmentioning

confidence: 99%

“…Whilst curricula and graduate attributes are often developed with industry involvement that endeavours to address the gap between academic goals and industry needs (Gill, 2018), research findings suggest that these gaps continue to exist. There is an intense focus on graduate attributes at Australian HEIs, where the outcome for graduates is to develop them to a stage of being professionally ready (Ruge et al, 2019). This definition is underpinned by reviewing the curriculum and amalgamating it with personal and professional attributes.…”

Section: Graduate Attributesmentioning

confidence: 99%

South African specific complexities in aligning graduate attributes to employability

Ramnund-Mansingh

Reddy²

2021

JTLGE

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South African higher education (HE) cannot be compared to any other country’s HE systems due to the unique political landscape and structural narrative that it has undergone. Subsequent to the reorganisation of HEIs in 2004, a number of complexities arose. These included accessibility to education across race and the alignment of the South African HEIs to global pedagogic benchmarks. With the changing political landscape, transformations within higher education, socio economic inequities and changes in the workplace, researchers failed to cognize the impact of these factors on graduate employability. Changing graduate attributes to align with a decolonised curriculum and Fourth Industrial Revolution (4IR) workspaces were transiently underway when COVID-19 set a new narrative for the future of employability. This paper seeks to identify the impact of workplace changes and its direct influence on successful graduate employment and integration into the HE curriculum. The work environment has cursorily moved from 4IR to an advanced stage of the 4IR, where there is a full emphasis on digitisation, non-localised workspaces and is an ostensible playground for digital natives (Generation Z). This paper provides a systematic review of literature in the South African HE contexts that pertains to graduate attributes for employability within the workplace. The adoption of malleable secondary data will allow for an understanding of the relationship between changing workplace environments and expectations from graduates. This correlation is directly linked to graduate attributes which students need to comply with from year one. The paper will provide context to changes which are required for the future success of graduates, and whether graduate attributes are adequate preparation for employability. A clinical model is recommended with an intervention to manage the risk factors of decolonisation of curriculum, the 4IR and multi-generational workplace and responses to COVID-19.

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“…While the term alignment means there is an alignment between teaching-learning activities, assessment and, learning outcomes. Constructive alignment was first introduced in 1996 by John Biggs [12]. Biggs [13] highlights that constructive alignment focuses on how students build their learning through experiences.…”

Section: Outcome-based Education (Obe) and Constructive Alignmentmentioning

confidence: 99%

Promoting Inclusive Learning Environment through the Implementation of Outcome-based Education: A Case Study in English Sentence Structure Course

Purwaningtyas¹,

Fatimah²

2021

Proceedings of the 1st International Seminar on Cultural Sciences, ISCS 2020, 4 November 2020, Malang, Indonesia

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To respond the vast changes on recent education system, the Outcome Based Education (OBE) has been introduced as a reform pattern. Focusing on students' learning outcome, this study attempts to have a constructive alignment of Outcome Based Education (OBE) in the English Sentence Structure course. In the harmony of both concepts of OBE and inclusive environment, students are provided with more meaningful experiences. By employing a classroom action research in this study, the result of the study shows that ESS course is appropriate to build students' graduate profile, add more grammatical skills as well as to benefit for future career. As an effort to promote culturally inclusive environment for the students, the suggested frameworks would be on designing the course objectives, teaching materials, teaching and learning activities and also assessment. By fulfilling real life task, students will be able to learn grammar in communicating the messages and negotiating their meanings.

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Implementing constructive alignment in higher education – cross-institutional perspectives from Australia

Cited by 21 publications

References 41 publications

I don’t need peer support: effective tutoring in blended learning environments for part-time, adult learners

I don’t need peer support: effective tutoring in blended learning environments for part-time, adult learners

South African specific complexities in aligning graduate attributes to employability

Promoting Inclusive Learning Environment through the Implementation of Outcome-based Education: A Case Study in English Sentence Structure Course

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