Change search
ReferencesLink to record
Permanent link

Direct link
Evaluating Constructive Alignment Theory Implementation in a Power Systems Analysis Course Through Repertory Grids
KTH, School of Electrical Engineering (EES), Electric Power Systems.ORCID iD: 0000-0002-4125-1055
KTH, School of Electrical Engineering (EES), Electric Power Systems.
2013 (English)In: IEEE Transactions on Education, ISSN 0018-9359, Vol. 56, no 4, 443-452 p.Article in journal (Refereed) Published
Abstract [en]

Individuals perceive their environment in terms of their individual mental structures that in turn determine their attitudes toward that environment. This is the focus of personal construct theory (PCT), which states that experiences are meaningful only in relation to the way they are "constructed." Within the higher education system, the "constructs" developed by students determine the way in which they perceive their learning environment and are used to judge or evaluate their learning experiences. To reveal the constructs developed by students, a structured interview methodology known as the repertory grid technique can be used. In this paper, the repertory grid technique is exploited to evaluate a consensus-based constructive alignment theory implementation in a M.Sc.-level power systems analysis course. The repertory grid technique is utilized as an approach to effectively gather feedback from students through interviews during course evaluation meetings. It is shown that the repertory grid technique provides much valuable, insightful quantitative and qualitative data. Experience in using this technique revealed shortcomings that are illustrated and discussed in detail. Various visual and statistical methods are applied to analyze the elicited repertory grids. These analyses, along with the other traditional feedback channels, gave insight into the teaching and learning activities (TLAs) involved in implementing Constructive Alignment Theory in a course and helped determine specific elements of the course design needing improvement for future course deliveries, thus helping to improve education in a cornerstone course of power systems engineering.

Place, publisher, year, edition, pages
2013. Vol. 56, no 4, 443-452 p.
Keyword [en]
Consensus-based course design, constructive alignment theory (CAT), personal construct theory (PCT), power engineering education, power systems analysis, repertory grid, revised two-factor study process questionnaire
National Category
Other Electrical Engineering, Electronic Engineering, Information Engineering
URN: urn:nbn:se:kth:diva-136490DOI: 10.1109/TE.2013.2255876ISI: 000326651700011ScopusID: 2-s2.0-84887839874OAI: diva2:677384

QC 20131209

Available from: 2013-12-09 Created: 2013-12-05 Last updated: 2013-12-09Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Vanfretti, LuigiFarrokhabadi, Mostafa
By organisation
Electric Power Systems
In the same journal
IEEE Transactions on Education
Other Electrical Engineering, Electronic Engineering, Information Engineering

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Altmetric score

Total: 40 hits
ReferencesLink to record
Permanent link

Direct link