The Role of an Aligned Curriculum Design in the Achievement of Learning Outcomes


Abdullah A.H. Alfauzan, Nessima Tarchouna

Abstract


The importance of learning outcomes (LOs) as a central component of LOs-based curriculum design has been emphasized by many higher education experts and researchers (Biggs, 1999; Adam, 2006; Kennedy et al., 2006; Biggs and Tang, 2007; Warnier et al., 2010). However, the important role played by program and course curriculum design in securing a successful shift from the intended learning outcomes (ILOs) to the achieved learning outcomes (ALOs) or simply (LOs) still requires further attention. This study highlights the tight relationship between learning outcomes and LOs-based curricula and argues that an appropriately aligned curriculum design can facilitate and optimize the successful achievement of the intended learning outcomes. A practical model of the implementation of Biggs’s theory of ‘‘Constructive Alignment’’ (CA) is, also, presented through an application on the course (Theories of Translation) delivered under the code (ENG 371) by the department of English language and translation, Faculty of Arabic Language and Social Studies, Qassim University, KSA. The focus on HE systems in countries which are not part of the European Higher Education Area (EHEA), like KSA, could contribute to a better mapping and evaluation of the effects of the implementation of Bologna reforms outside Europe. This research mainly outlines, John Biggs’s constructive alignment method, theoretically, and then, puts to practice its operational model through a practical case study of course curriculum design. The main question this research aspires to answer is: “How to implement the constructive alignment method in a course curriculum design to best support the achievement of learning outcomes?”

Keywords


Learning outcomes, Curriculum design, Constructive alignment, Back-design, Backwash.

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About this article

Title

The Role of an Aligned Curriculum Design in the Achievement of Learning Outcomes

Keywords

Learning outcomes, Curriculum design, Constructive alignment, Back-design, Backwash.

DOI

10.20448/journal.509.2017.43.81.91

Date

2017-09-16

Additional Links

Manuscript Submission

Journal

Journal of Education and e-Learning Research
Vol 4, No 3 (2017) Page: 81-91

Print ISSN

2518-0169

Online ISSN

2410-9991

Statistics

40 Views | 49 Downloads

Citations

0

Authors & Affiliations

Abdullah A.H. Alfauzan
Department of English, Faculty of Arts and Humanities, University of Sousse, Tunisia
Tunisia

Nessima Tarchouna
Department of Arabic Language and Literature, College of Arabic & Social Studies, Qassim University, Buraydah
Saudi Arabia


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Journal of Education and e-Learning Research

Online ISSN: 2410-9991  |  Print ISSN: 2518-0169

 

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