Skip to Main Content
This paper focuses on the concept of 'constructive alignment' for teaching and learning in higher education, with particular reference to its application in the use of learning technologies. It initially draws upon preliminary research findings which indicate that students may often be confused by discrepancies in the structure of learning provision in higher education institutions. The basic principles of the concept are outlined and recent contributions are reviewed. It is proposed that awareness of the wider learning context and continuous reflection are essential in pursuing desirable learning outcomes through the use of learning technologies.