Enhancing of Teaching and Learning through Constructive Alignment

Dames, Gordon Ernest

doi:10.4314/actat.v32i2.3

Cited by 9 publications

(20 citation statements)

References 5 publications

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“…In the literature on assessment, this is known as the effect of constructive alignment of learning task and assessment method. The principle of constructive alignment is that the teaching activities, tasks, and assessments address the intended learning outcomes (Biggs, 1996;Dames, 2012).…”

Section: Students' Opinions About the Effects Of Greymapp-augmented Rmentioning

confidence: 99%

Neuroanatomy Learning: Augmented Reality vs. Cross‐Sections

Henssen

Heuvel

Jong

et al. 2019

Anatomical Sciences Ed

135

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Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants' perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures. Anat Sci Educ 13: 350-362.

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Section: Students' Opinions About the Effects Of Greymapp-augmented Rmentioning

confidence: 99%

Neuroanatomy Learning: Augmented Reality vs. Cross‐Sections

Henssen

Heuvel

Jong

et al. 2019

Anatomical Sciences Ed

135

View full text Add to dashboard Cite

show abstract

“…Nevertheless, learners have to reflect on their own cognitive, attitudes, emotions, experiences, and knowledge. Thus, education is about conceptual construction (Dames, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The goal is to establish meaningful linkages with learner experience and in promoting connections among knowledge, skills, and experience (Clark, 2011). Dames (2012) emphasized another important aspect of the theory, he believes that constructive alignment cannot be achieved or maintained in an institutional system that does not allow frequent modification of module descriptions. This highlights the fact that learning is a lifelong process.…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to Dames (2012), curriculum themes should be defined in terms of outcome statements in addressing both the teaching and the learning activities (TLAs) and assessment tasks (ATs). He maintained that most of universities` courses foster inappropriate learning activities (LAs)which are unaligned and lead to a surface approach in learning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…He maintained that most of universities` courses foster inappropriate learning activities (LAs)which are unaligned and lead to a surface approach in learning. Constructive alignment is designed to foster practical knowledge and deep learning instead (Dames, 2012). Constructive aligned teaching systematizes the planning and activities of teaching activities.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Aligning Teaching and Assessment to Course Objectives: The Case of Preparatory Year English Program at King Abdulaziz University

Kabouha¹,

Elyas²

2015

IJALEL

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This research paper discusses the concept of constructive alignment theory (Biggs, 1996) with the learning outcomes in teaching of English at a Saudi university. The Saudi context has received no empirical attention in the professional literature. Thus, this paper uses constructive alignment framework to examine the Foundation Year English Program (FYEP) curriculum at King Abdul-Aziz University, Saudi Arabia. More specifically, one of the major components of this program, namely, the speaking course, was used as an example to evaluate the extent to which intended learning outcomes, assessment practices, and teaching methods are aligned in this course. It should be mentioned that the 104 speaking course has been selected as an example for two main reasons, which will be discussed in the paper. Therefore, some suggestions are provided to help solve this issue constructively. The paper also highlights the importance of using the constructive alignment framework to enhance teaching, learning, and assessment in English Language Institute (hereafter ELI).This paper is divided into four sections. Following the introduction, it reviews the existing literature on the notion of constructive alignment theory and its pedagogical outcomes in EFL instruction. It then briefly describes the ELI English program and pinpoints the incongruity between the program objectives and the intended learning outcomes. The second section focuses on analysis of the components of the speaking course through Constructive Alignment Framework. The next section identifies some factors, which negatively affect the speaking course. The last section of this paper discusses the implications of constructive alignment for learning and teaching in ELI.

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Application of augmented reality models of canine skull in veterinary anatomical education

Jiang,

Huang

et al. 2024

Anatomical Sciences Ed

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Veterinary anatomy plays a crucial role in the curriculum for veterinary medicine and surgery. The integration of modern information technology in veterinary education can greatly benefit from innovative tools such as augmented reality (AR) applications. The aim of this study was to develop an accurate and interactive three‐dimensional (3D) digital model of an animal skull using AR technology, aiming to enhance the learning of skull anatomy in veterinary anatomy education. In this study, a canine skull specimen was isolated, and the skull bones were scanned using a structured light scanner to create a 3D digital model of the canine skull, which was found to be indistinguishable from the original specimen by measurement of skull proportions. Furthermore, the interactive AR model of the canine skull, displayed using Unity3D, was subjected to testing and evaluation by 60 first‐year veterinary medical students attending the gross anatomy of the animal. The students were divided into two groups: the traditional group and AR group. Both groups completed an objective test and a questionnaire. The evaluation of learning effectiveness in the test revealed no significant difference between the traditional group (which learned using textbooks and a canine skull specimen) and AR group (which learned using AR tools). However, in the questionnaire, students displayed high enthusiasm and interest in using the AR tool. Therefore, the application of AR tools can improve students' motivation for learning and enhance the comprehension of anatomical structures in three dimensions. Furthermore, this study exemplifies the use of AR as an auxiliary tool for teaching and learning in veterinary anatomy education.

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Enhancing of Teaching and Learning through Constructive Alignment

Cited by 9 publications

References 5 publications

Neuroanatomy Learning: Augmented Reality vs. Cross‐Sections

Neuroanatomy Learning: Augmented Reality vs. Cross‐Sections

Aligning Teaching and Assessment to Course Objectives: The Case of Preparatory Year English Program at King Abdulaziz University

Application of augmented reality models of canine skull in veterinary anatomical education

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