Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches

Biggs has argued that teaching is most effective when it supports those activities appropriate to understanding the curriculum objectives. This paper uses Biggs’ argument to analyse how a UK higher education initiative, the Chic project, has promoted learning and teaching innovation that supports collaborative, inclusive learning by integrating on-line and face-to-face delivery. Methods by which assessments, teaching processes and learning objectives can be aligned are discussed. The author identifies two project approaches to the utilisation of on-line materials within curriculum design. Staff and student questionnaires and interviews are evaluated in order to assess whether these processes promote a reflexive approach to learning. Such reflexivity depends upon stimulating the learner’s emotional involvement and active engagement in undertaking achievable tasks. The paper argues that an integrated approach to on-line learning and teaching can be used to promote students’ critical use, understanding and application of materials. Moreover, it is argued that this can be liberating for staff and students as long as there is a shared vision and experience upon which to act. Promoting motivation within a supportive and meaningful context is fundamental. Introduction The Courseware for History Implementation Consortium (Chic) project was a threeyear Higher Education Funding Council for England, Teaching and Learning Technology Programme (TLTP) project, funded from September 1998 until August 2001. It focused upon the effective integration of on-line student support and learning 02_Hal 14/03/2002 12:57 pm Page 149