Constructive Alignment for Deep Learning in Undergraduate Civil Engineering Education

Abstract

Attainment of competency is crucial for civil engineering students to solve socio-economic and environmental challenges and contribute to the development of a sustainable society by using engineering principles. Consequently, competency has become the measure of engineering graduates for which deep learning is essential. Constructive alignment has been argued to be vital for deep learning. The objective of the study was therefore to examine how constructive alignment could enforce deep learning among civil engineering students. The study was contextualised within an undergraduate civil engineering programme in a university of technology in South Africa. Mixed-methods research comprising student perceptions, focus group discussions and a case study was used for the study. Findings suggested that when the three components, namely, the intended learning outcomes, teaching and learning activities, and assessment tasks, are appropriately aligned, students learn deeply compared with the conventional form of learning. Furthermore, clear criteria to measure student performance, as well as structured written and oral feedback together are vital for deep learning.

Keywords:

• assessment tasks
• constructive alignment
• deep learning
• intended learning outcomes
• teaching and learning activities
• surface learning

Disclosure Statement

No potential conflict of interest was reported by the author.