Constructive Alignment of Basic Design Education: Students’ Approaches to Learning and Perceived Learning Demands in Online Distance Education
ABSTRACT This study investigates the constructive alignment (CA) on students’ approaches to learning and their perceived learning demands in online basic design education. In response to the coronavirus pandemic (COVID_19), face-to-face education has become distance education as an essential and best available method in higher education. Therefore, the curriculum of the current form of the face-to-face educational model of basic design education has been modified following online distance education. A study was conducted with first-year students of basic design education within the 2020-2021 academic year of the fall semester. Students were given an Online Survey, and a total of 56 students voluntarily participated in the study. The study results indicate that the basic design education was constructively aligned in online distance education in terms of the intended learning outcomes, alignment of teaching-learning activities, alignment of assessment tasks, and feedback effectiveness. The teaching-learning activities of the basic design education were the main contributor to the intended learning outcomes of online distance learning. Additionally, online basic design education was well related to students’ deep approaches to learning. The findings also support that the dimensions of constructive alignment were associated with various parameters of students’ perceived learning demands.