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

Peter Reaburn, Nona Muldoon, Cheryl Bookallil

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review

7 Citations (Scopus)

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.

Original languageEnglish
Title of host publicationProceedings of the 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2009
Pages820-831
Number of pages12
Publication statusPublished - 2009
Externally publishedYes
Event26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Same places, different spaces", ASCILITE 2009: Same places, different spaces - Auckland, New Zealand
Duration: 6 Dec 20099 Dec 2009
Conference number: 26th

Conference

Conference26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Same places, different spaces", ASCILITE 2009
Abbreviated titleASCILITE 2009
CountryNew Zealand
CityAuckland
Period6/12/099/12/09

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Cite this

Reaburn, P., Muldoon, N., & Bookallil, C. (2009). Blended spaces, work based learning and constructive alignment: Impacts on student engagement. In Proceedings of the 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2009 (pp. 820-831)
Reaburn, Peter ; Muldoon, Nona ; Bookallil, Cheryl. / Blended spaces, work based learning and constructive alignment : Impacts on student engagement. Proceedings of the 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2009. 2009. pp. 820-831
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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.",
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Reaburn, P, Muldoon, N & Bookallil, C 2009, Blended spaces, work based learning and constructive alignment: Impacts on student engagement. in Proceedings of the 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2009. pp. 820-831, 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education - "Same places, different spaces", ASCILITE 2009, Auckland, New Zealand, 6/12/09.

Blended spaces, work based learning and constructive alignment : Impacts on student engagement. / Reaburn, Peter; Muldoon, Nona; Bookallil, Cheryl.

Proceedings of the 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2009. 2009. p. 820-831.

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review

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Reaburn P, Muldoon N, Bookallil C. Blended spaces, work based learning and constructive alignment: Impacts on student engagement. In Proceedings of the 26th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education, ASCILITE 2009. 2009. p. 820-831