Educational Theories

Educational Theories

Constructive Alignment

Constructive alignment theory is a crucial factor in teaching and learning activities and also task assessment. It helps to address the required learning outcomes in ways that have not been achieved by traditional lectures, examinations, and other tutorial classes. The principle is the reinforcement concept behind assessment criteria, declaration of learning outcomes, and also the modern needs for programme specification.

Constructive alignment is essential in teaching because learners find meaning from what they are taught (Kandlbinder, 2014). The principle recognizes the need for connecting modern materials to experiences and concepts in learners. It is also vital because it can be used as an extrapolation to future happenings through the generalization of simple principles by the use of reflection.

The principle assists teachers in making an alignment as concerns learning outcomes and learning activities. It is an intricate effort to help learners have clear goals and elaborated learning activity that is special for the task (Matthews and Mercer-Mapstone, 2018). In addition to this, the principle assists students in developing coherent and align their courses and helps instructors to understand the way these outcomes have been attained. It supports better academic achievement for the rising numbers of diverse learners because it aligns and makes learning methods explicit.

Self-directed learning

The theory is essential in learning since learners will increasingly become self-directed even as they grow up. The method assists in promoting transformational learning. As learners mature, they change from a personality of dependency to one that of autonomy and self-direction (Merriam and Baumgartner, 2020). Through reflection and self-directed learning, learners can emancipate themselves and produce progressive social actions. The principle assists in life-long learning practices.

Through this principle, adults possess new cognitive skills through their learning efforts. Besides, the ability of an individual to learn on her own is crucial in the contemporary world (Merriam and Baumgartner, 2020). In the modern age of continuous change in information technology, it has become impossible to have instructors or tutors that are always guiding people throughout their learning. Therefore, self-directed learning is critical as a tool for growth and development, especially for adult education in the 21st century.

Learning by doing

This principle has been an influential text as far as education is concerned. This principle is very engaging to learners since they can develop and construct mental models, which assists them in problem-solving and skills transfer. When developing lesson plans, it must focus on factors such as observation, making, practicing instead of the directed lectures from the teacher (Roberts, 2012). These type of learning methods is essential because it allows learners to work together. Students can explore many questions and develop meaningful projects as a team.

The main component of this principle is offering the opportunity for learners to share their outcomes and experiences as a team. Educators can use the sharing period to assist learners in connecting what they have learned to other experiences in real life. Also, the sharing period is essential since it points out the small team experiences to the general learning team. Learning by doing is more efficient and fun. Learners acquire new skills by bringing them to life through hands-on experience. To adapt and learn, students have to interact with the environment.

The focus of this principle is learners reflecting their experiences to gain conceptual understanding and practical knowledge. The other important factor for this principle is that it assists learners to get a deep understanding of the subject (Jianzhong, 2008). The learners can apply their unique set of experiences and skills, talents to that activity. It is the hands-on experiences that can make concepts and ideas to stick.

References

Conradie, P. W. (2014). Supporting self-directed learning by connectivism and personal learning environments. International Journal of Information and Education Technology, 4(3), 254.

Jianzhong, Z. (2008). On CDIO model under learning by doing strategy. Research in Higher Education of Engineering, 3, 1-6.

Kandlbinder, P. (2014). Constructive alignment in university teaching. HERDSA News, 36(3), 5.

Matthews, K. E., & Mercer-Mapstone, L. D. (2018). Toward curriculum convergence for graduate learning outcomes: academic intentions and student experiences. Studies in Higher Education, 43(4), 644-659.

Merriam, S. B., & Baumgartner, L. M. (2020). Learning in adulthood: A comprehensive guide. John Wiley & Sons.

Roberts, J. W. (2012). Beyond learning by doing: Theoretical currents in experiential education. Routledge.