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Learning outcomes and opportunities in property education through constructive alignment
Conference paper   Open access   Peer reviewed

Learning outcomes and opportunities in property education through constructive alignment

Steven Boyd
Proceedings of the 21st Pacific-Rim Real Estate Society Conference, pp.1-18
Pacific-Rim Real Estate Society (PRRES) Conference, 21st (Kuala Lumpur, Malaysia, 18-Jan-2015–21-Jan-2015)
Pacific Rim Real Estate Society (P R R E S)
2015
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Abstract

Building Other Economics Business and Management constructivism property education learning outcomes constructive alignment
Active learning, through problem-based learning activities, compels non-academic students to employ a higher level cognitive activity, making them learn more like their academic counterparts. In turn this less passive approach to learning is said to lead to good teaching where students use the level of cognitive processes needed to achieve the intended outcomes that more academic students use spontaneously. The active approach to learning and teaching is not without criticism, in particular the supportive theory underlines the idea that knowledge is not transmitted to the student, but rather constructed through activity or social interaction. From an objectivist perspective the lack of direction, or control in the activity or social interaction, leads to academic chaos. Similarly, a conflict exists in property education with some stakeholders prescribing the coverage and retention of knowledge as paramount. While other stakeholders underscore the value of students undertaking less formative activities to develop knowledge through their experience of successes and failures. This research considers the application of learning activities from other disciplines to activate learning in a property program. Constructive alignment is applied as the outcomes based conceptual framework for reflecting on the relevance of existing and emergent problem-based learning activities and assessment. This paper presents a review of extant research into the learning theory, as it applies to property education practice in Australian property programs. Through systematically defining and then aligning intended learning outcomes, the relevance or otherwise of active learning and teaching activities and assessment is discussed.

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