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." 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2009). Auckland, New Zealand 06 - 09 Dec 2009 Australia. pp. 820-831
| Paper/Presentation Title | Blended spaces, work based learning and constructive |
|---|---|
| Presentation Type | Paper |
| Authors | Reaburn, Peter, Muldoon, Nona and Bookallil, Cheryl |
| Journal or Proceedings Title | Proceedings of the 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2009) |
| Journal Citation | pp. 820 - 831 |
| Page Range | 820-831 |
| Number of Pages | 12 |
| Year | 2009 |
| Place of Publication | Australia |
| ISBN | 9781877314827 |
| Conference/Event | 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2009) |
| Event Details | 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE 2009) Parent Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Delivery In person 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. |
| Keywords | Authentic learning; Blended learning; Constructive alignment; Work-based learning |
| Public Notes | There are no files associated with this item. |
| Byline Affiliations | Central Queensland University |
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