Implementing constructive alignment theory in a power system analysis course using a consensus model

This article presents a consensus-based course design process which considers the implementation of constructive alignment theory (CAT) in a power system analysis course. A new concept for course design which uses the consensus decision-making process involving different stakeholders in the learning process is exposed, and the considerations required to implement this approach in a power system analysis course are described. To examine the effect of this approach, three different course evaluations were conducted by querying the students during different stages of the course. These evaluations show that most of the students find a benefit for their learning in the implementation of CAT within the new course design. These observations are supported by a comparison of the students´ performance with the new course design with an antecessor course. Finally, the Two-Factor Study Process Questionnaire (R-SPQ-2F) was utilized to identify the students that adopted a deep or surface approach during the course. During this process, several limitations which affect the quality of the results from the R-SPQ-2F questionnaire were identified. In view of these limitations, and to extract relevant information from R-SPQ-2F, a ranking algorithm was developed. This information helps selecting relevant student feedback which can be used to improve the course design in subsequent deliveries.