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Sook Jhee Yoon
The University of Melbourne
@sookjhee

Paul Gruba
The University of Melbourne

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Abstract

In blended tertiary programs, technology is mixed in face to face settings, and learning activities happen both on- and offline. With the move towards blended learning, tertiary programs and their curricula have become more varied and complicated. Such complexity and variation is evident, for example, in the program learning outcomes, learning activities and assessment tasks. Yet little is known how such complex factors interact, and thus influence, decisions regarding the curriculum in higher education settings from the perspective of administrators, lecturers and students. This study examines constructive alignment of materials in blended tertiary programs. Two case studies of blended programs in a large research intensive Australian university were studied. Using a pedagogical claims analysis as a means to structure the study, the researchers gathered and analysed qualitative data through a series of cycles, seeking to refine themes such that they are defensible, trustworthy and rigorous. Findings of the study point to factors that influence constructive alignment with implications for materials design and use.

About the authors

Sook Jhee Yoon

Sook Jhee Yoon is a Ph.D candidate in The University of Melbourne. Her areas of interest are materials development and the use of technology in language teaching.

Paul Gruba

Paul Gruba, originally trained as a journalist, works in areas of educational technology research to do with non-native speakers, blended language learning and language program evaluation. Paul is currently an associate editor for AJET.