Blended spaces, work based learning and constructive alignment: Impacts on student engagement

Paper


Reaburn, Peter, Muldoon, Nona and Bookallil, Cheryl. 2009. "Blended spaces, work based learning and constructive alignment: Impacts on student engagement." ASCILITE 2009: 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Same Places, Different Spaces. Auckland, New Zealand 06 - 09 Dec 2009 Australia. pp. 820-831
Paper/Presentation Title

Blended spaces, work based learning and constructive
alignment: Impacts on student engagement

Presentation TypePaper
AuthorsReaburn, Peter, Muldoon, Nona and Bookallil, Cheryl
Journal or Proceedings TitleProceedings ASCILITE 2009: 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Same Places, Different Spaces
Journal Citationpp. 820 - 831
Page Range820-831
Number of Pages12
Year2009
Place of PublicationAustralia
ISBN9781877314827
Conference/EventASCILITE 2009: 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Same Places, Different Spaces
Event Details
ASCILITE 2009: 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Same Places, Different Spaces
Event Date
06 to end of 09 Dec 2009
Event Location
Auckland, New Zealand
Abstract

This study examined students' active engagement in the context of aligned curriculum and instruction. In conjunction with Biggs' (2003) notion of constructive alignment, the ten principles of engagement suggested by Krause (2005) informed the redesign of an undergraduate course, which was delivered fully online and had a work-based learning component. The results of the present study strongly suggest that the course redesign has lead to significantly increased student engagement and achievement of higher order outcomes. Statistical analyses using Student t-tests revealed highly significant increases (p=0.002) in student engagement as measured by the average total 'hits per student' on learning resources, and a highly significant increase (p=0.001) in student engagement within the Discussion Forum on the online learning environment. Findings in the study highlighted a number of implications for educational practice, one of which is the need for a University- or systemic-wide review of the constraints that inhibit responsive course redesign.

KeywordsAuthentic learning; Blended learning; Constructive alignment; Work-based learning
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Byline AffiliationsCentral Queensland University
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