Introducing and evaluating elements of alignment, congruence and feedback to a MSc programme

Authors

  • Jane Brandt Sørensen

Keywords:

evaluation, MSc programme , health, msc

Abstract

It is well-established that congruence and constructive alignment of teaching to university students is an appropriate tool to enhance engagement, motivation, learning processes and outcomes (Hounsell et al., 2005). Furthermore, formative feedback and self-regulated learning can be a means for the students to take control of their own learning (Nicol & Macfarlane Dick, 2006). Using the case of the course ‘Global Health and Diseases’, this final project will explore how the introduction of congruence and constructive alignment as well as feedback can influence students’ perception of learning.

Downloads

Published

2023-03-28

How to Cite

Brandt Sørensen, J. (2023). Introducing and evaluating elements of alignment, congruence and feedback to a MSc programme. Improving University Science Teaching and Learning, 17(1). Retrieved from https://tidsskrift.dk/IUSTL/article/view/136648

Issue

Vol. 17 No. 1 (2022): Improving University Science Teaching and Learning - Pedagogical Projects 2022

Section

Volume 17 - 2022

License

Counting from volume 19 (2023), articles published in IUSTL are licensed under Creative Commons Attribution-NonCommercial 4.0 International License. The editorial board may accept other Creative Commons licenses for individual articles, if required by authors.

Articles in volume 1-18 are not licensed under Creative Commons. In these volumes, all rights are reserved to the authors. This implies that readers can download, read, and link to the articles, but they cannot republish the articles. Authors can upload their articles in an institutional repository as a part of a green open access policy.