Constructive alignment in the VLE

Christina Mainka, Keith Smyth, Norrie Brown

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Despite the potential of Virtual Learning Environments (VLEs) to support an active learning experience that should in theory be conducive to the development of deep learning in students, many tutors face the reality of students not engaging with VLEs in particularly effective ways. Amongst the potential reasons for this are the skills and mindset of the student, and also the demands of on-line course design - the intricacies and challenges of which are yet to be fully understood by most tutors. This paper describes the taking of a 'constructive alignment' approach to designing a fully on-line course that attempted to harness the potential of the VLE to engage the student in deep on-line learning, but within the wider context of ensuring the formal learning objectives of the course were met. The paper then reflects on the outcomes of the approach taken, and concludes with a wider consideration of the implications and recommendations of constructive alignment in the design of on-line courses.

Original languageEnglish
Title of host publication4th European Conference on e-Learning, ECEL 2005
EditorsDan Remenyi
Number of pages10
ISBN (Electronic)1905305125
Publication statusPublished - 2005
Event4th European Conference on e-Learning, ECEL 2005 - Amsterdam, Netherlands
Duration: 10 Nov 200511 Nov 2005

Publication series

NameProceedings of the European Conference on Games-based Learning
ISSN (Print)2049-0992


Conference4th European Conference on e-Learning, ECEL 2005


  • Constructive alignment
  • Course design
  • Deep learning
  • Learning activities
  • VLEs


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