Description+and+Evaluation+of+Course+Delivery

2 Description and evaluation of course delivery


 * 2.1 Description of coursework and assessment scheme **

The Therapeutic Communication in Healthcare module explores current communication issues in healthcare in depth and critically review the strategies that are used to address these issues. The coursework and the assessment scheme are detailed in the module descriptor (**Appendix 3 - Section 16**). The module team have mapped five learning outcomes to the course learning activities, devising role-play activities as a 2-day face-to-face workshop, asynchronous discussions with weekly participation, formative feedback on an audio recording (as self-critique of communication skills) and summative assessment as a 4000-word report that includes a recording of a patient interview.
 * 2.2 Evaluation of the constructive alignment of learning activities and assessment with the learning outcomes **

Constructive alignment blends two elements; constructivism in learning and alignment of learning outcomes that assesses achievement, so that the assessments and learning activities are kept in sync with the intended learning outcomes (**Figure 1**). With the constructive element learning activities are structured to lead to deep, transformational learning as opposed to theoretical surface learning (Walsh, 2007). Learners use their own activities and experiences to construct knowledge and outcomes. With the alignment element, effective constructive learning is triggered by the tutor through both learning activities and assessment that are aligned with the learning outcomes (Biggs and Tang, 2006).

** 2.2.1 Consistency in alignment of role-play activity with the learning outcomes ** **Appendix 1** shows the module's alignment of learning activities with the formative and summative assessment. Within the 3 learning units the module team designed the self-study role-play and asynchronous discussions to wrap around the face-to-face sessions as formative assessment (**Figure 2: Unit 1 example**). The role-play activity is designed to provide team communication skills through an immersive authentic learning setting where actors are employed to stage complex communication issues identified by students, in line with Laurillard's views on taking the constructive alignment approach (2002). Here, the constructivist learning activity is designed to assess both processes and products of learning, through authentic tasks where students have the opportunity to create effective performances and products. (**Appendix 4: Question 2**).




 * 2.3 Critique of the discussion activities in terms of its constructive alignment **

Northover (2002) and Rovai and Barnum (2003) assert that it is the encouragement of networked learning between students, tutors and content, the focal point of a constructivist learning approach, that has made discussion boards the mainstay of online course delivery in most disciplines. The main learning and teaching activities for the Therapeutic Communication in Healthcare module are st ructured around the asynchronous discussions on WebCT. Therefore the activities are aligned with the 5 clearly defined learning outcomes appropriately (**Appendix 1**). Theories and practice, face-to-face and discussion activities have been wrapped around each other as seamlessly as possible for a balanced activity blend, as proposed by Littlejohn and Pegler (2007). Jackie Nicol supports this structure in her interview (**Appendix 4: Question 3**), as she effectively explores its use beginning with the icebreaker discussion activity.

Nevertheless, it has been noted that the pace of discussions was frequent due to the 6 discussions that were set up, leaving little time for reflection and social construction of knowledge to develop. Biggs (1989) identifies one of four key elements to good teaching that promote deep learning, which is learning by doing, processing, reflecting and planning to encourage knowledge construction. Butcher, Davis and Highton (2006) emphasise that the frequency of assessing students can have a huge impact on its ability to promote and support deep learning. Students can be led to take a surface approach to learning when they face assessment over-load or when there is no choice about the subject or mode of study. The Quality Assurance Agency for Higher Education Code of Practice for Assessment (QAA, 2006) advise that students are given enough time to mature in their learning and to synthesise knowledge. This may deepen knowledge and understanding of the subject and allow development of any personal, intellectual or practical skills that contribute to the intended learning outcomes. Jackie reveals in her interview that there are many constraints and additional knowledge that required student-to-student collaboration, and therefore justifies that the number of asynchronous discussions are in place to support the process of team communication rather than emphasising on promoting deep learning (**Appendix 4: Question 3**)


 * 2.4 Critique of the summative assessment in terms of its constructive alignment **

The role-play and asynchronous discussions support the process of reflection formatively, which feed forward to the individual summative assessment. The assessment cumulatively validates if and how well the outcome(s) have actually been achieved, which McLoughlin (2006) describes as high level of constructive alignment and inclusivity in teaching and learning as it also accounts for prior knowledge. Analysis of the LTA approach in the module descriptor (**Appendix 3**) reveals that commitment to participation in the discussion board activity is neither addressed in the alignment with the learning activity nor weighted in significance to the summative assessment (**Module Descriptor - Section 18 - Assessment**). Furthermore the summative assessment's alignment with the learning outcomes is difficult to determine from the content of the course and the instructions given to the students on WebCT, as there is no marking criteria associated with the assignment.

It appears that team communication emphasised in learning Unit 3 is not summatively assessed even though Jackie describes that the team communication element is embedded in the course content throughout the asynchronous discussions and role-play with consolidation of literature in Unit 3 (**Appendix 4: Interview Question 4**).