Getting results: small changes, big cohorts and technology

Abstract

This paper presents an example of constructive alignment in practice. Integrated technology supports were deployed to increase the consistency between learning objectives, activities and assessment and to foster student-centred, higher-order learning processes in the unit. Modifications took place over nine iterations of a second-year Marketing unit and were guided by a design-based research approach. The aligned technologies were embedded in voluntary weekly tasks, feedback, lecture participation and research skill acquisition. Findings indicate that constructive alignment strengthens and is strengthened by technology supports, resulting in consistently improved learner experiences in small (under 60) and large (over 500) face-to-face cohorts, over time and in comparison to benchmark data derived from over 65 similar units. Heuristic themes emerging from the study conceive constructively aligned technology interventions as gateways, springboards and enablers to improved learning and learner experiences.

Keywords:

• design-based research
• large cohorts
• online support for face-to-face classes
• student experience
• technology-supported learning

Acknowledgements

The research is about many shared learning journeys and for these I am grateful. The final manuscript has been improved with helpful comments by John Hedberg and reviewers and through conversations with Don Shearman and Margot McNeill.

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