Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective

Area of Science:

• Educational Psychology
• Higher Education Pedagogy
• Learning Sciences

Background:

• Constructive alignment (CA) aims to foster deep learning but evidence on its effectiveness is mixed.
• Students may adopt surface learning approaches despite teaching strategies promoting deep learning.

Purpose of the Study:

• To investigate if students' perceptions of CA predict adaptation towards a deep learning approach.
• To explore the relationships between deep approach adaptation, learning motivation, and perceived mental workload.

Main Methods:

• Quantitative study involving 56 second-year university students across two courses.
• Learning approach questionnaires administered at three time points (T1, T2, T3).
• Student ratings of CA, learning motivation, and mental workload collected at T2 and T3.

Main Results:

• Clarity of intended learning outcomes (ILOs) and effective feedback significantly predicted an increase in deep approach scores.
• Deep approach adaptation positively correlated with learning motivation (competence, performance importance, usefulness).
• Deep approach adaptation was associated with higher goal accomplishment satisfaction but also increased insecurity and stress.

Conclusions:

• Students' perceptions of CA are significant predictors of learning approach adaptation.
• CA implementation effectiveness can potentially be indicated by students' deep approach adaptation.
• Further research can refine CA strategies to optimize deep learning and manage student workload.