IDEAS home Printed from https://ideas.repec.org/a/ibn/eltjnl/v12y2019i6p10.html
   My bibliography  Save this article

Using Constructive Alignment to Foster Teaching Learning Processes

Author

Listed:
  • Preeti Jaiswal

Abstract

This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students’ accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students’ progression in learning and in augmenting their academic skills. Biggs’ model of constructive alignment, Biggs’ SOLO taxonomy and Bloom’s taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process - creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.

Suggested Citation

  • Preeti Jaiswal, 2019. "Using Constructive Alignment to Foster Teaching Learning Processes," English Language Teaching, Canadian Center of Science and Education, vol. 12(6), pages 1-10, June.
    • Handle: RePEc:ibn:eltjnl:v:12:y:2019:i:6:p:10
    as

    Download full text from publisher

    File URL: https://ccsenet.org/journal/index.php/elt/article/download/0/0/39390/40231
    Download Restriction: no
    File URL: https://ccsenet.org/journal/index.php/elt/article/view/0/39390
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Lisa Tsui, 2002. "Fostering Critical Thinking through Effective Pedagogy," The Journal of Higher Education, Taylor & Francis Journals, vol. 73(6), pages 740-763, November.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Ming Li & Mohd Isa Rohayati, 2024. "The Relationship between Learning Outcomes and Graduate Competences: The Chain-Mediating Roles of Project-Based Learning and Assessment Strategies," Sustainability, MDPI, vol. 16(14), pages 1-25, July.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Marie Evens & An Verburgh & Jan Elen, 2013. "Critical Thinking in College Freshmen: The Impact of Secondary and Higher Education," International Journal of Higher Education, Sciedu Press, vol. 2(3), pages 139-139, August.
    2. Siti Mujanah & Tri Ratnawati & Sumiati Sumiati & Rohani Mohd & Nor Intan Adha Hafid, 2023. "Analysis of critical thinking: potential variable differences between Malaysia and Indonesia," Technium Social Sciences Journal, Technium Science, vol. 43(1), pages 160-172, May.
    3. Wisam Chaleila & Iman Garra-Alloush, 2019. "The Most Frequent Errors in Academic Writing: A Case of EFL Undergraduate Arab Students in Israel," English Language Teaching, Canadian Center of Science and Education, vol. 12(7), pages 120-120, July.
    4. Schendel, Rebecca, 2015. "Critical thinking at Rwanda's public universities: Emerging evidence of a crucial development priority," International Journal of Educational Development, Elsevier, vol. 42(C), pages 96-105.
    5. D. Hallas & J. B. Fernandez & N. G. Herman & A. Moursi, 2015. "Identification of Pediatric Oral Health Core Competencies through Interprofessional Education and Practice," Nursing Research and Practice, Hindawi, vol. 2015, pages 1-7, January.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ibn:eltjnl:v:12:y:2019:i:6:p:10. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Canadian Center of Science and Education (email available below). General contact details of provider: https://edirc.repec.org/data/cepflch.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.