An exploration of Biggs’ constructive alignment in course design and its impact on students’ learning approaches

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Integrating the Development of Graduate Attributes Through Constructive Alignment

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Constructive Alignment of Interdisciplinary Graduate Curriculum in Engineering and Science: An Analysis of Successful IGERT Proposals

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Influences upon Students’ Perceptions of Workload

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An exploration of Biggs’ constructive alignment in the context of work‐based learning

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Course experience, approaches to learning and academic achievement

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Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

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Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance1

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Intelligent design: student perceptions of teaching and learning in large social work classes

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Holistic approach to learning and teaching introductory object-oriented programming

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Curriculum Alignment: Exploring Student Perception of Learning Achievement Measures

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Reinforcing constructivist teaching in advanced level Biochemistry through the introduction of case-based learning activities

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The cross‐over phenomenon: unexpected patterns of change in students’ approaches to learning

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Teaching-for-Learning (TFL): A Model for Faculty to Advance Student Learning

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Relationships between students' strategies for influencing their study environment and their strategic approach to studying

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Does Outcomes Based Teaching and Learning Make a Difference in Students’ Learning Approach?

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Clinical assessment meets laboratory science: adapting OSCE methodology for authentic biosciences evaluation in the age of generative AI

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Analysis of covariance for completely randomized design (case study: the life times of cutting tools used with lathes

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Analysis of covariance (ANCOVA) with difference scores

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As a Psychotherapist, How Do I Recognize Constructive and Destructive Use of Power?

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