Biggs’ Constructive Alignment: Evaluation of a Pedagogical Model Applied to a Web Course
PROCEEDINGS
John Hoddinott, University of Alberta, Canada
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-40-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
Biggs' (1996) proposed a pedagogical model where "performances of understanding" specified in course objectives are used to systematically align teaching methods and assessment practices. The model was applied in a plant physiological ecology course delivered at a distance over the web. Students and instructor thought the course format helped learning and that the assessment model, the SOLO Taxonomy, was good. Everyone also concluded that the course workload was too great in spite of ample feedback to discourage such excess. The course may be viewed at: http://www.biology.ualberta.ca/courses.hp/bot431.hp/bot431hp.html
Citation
Hoddinott, J. (2000). Biggs’ Constructive Alignment: Evaluation of a Pedagogical Model Applied to a Web Course. In J. Bourdeau & R. Heller (Eds.), Proceedings of ED-MEDIA 2000--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1666-1667). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/16428/.
© 2000 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Biggs, J., & Collis, K.F. (1982). Evaluating the quality of learning: the SOLO taxonomy. New York: Academic Press.
- Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education 32, 347-364
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References