Involving Learners in An Original Course Mapping Exercise: Aligning Learning Outcomes with Activity Assessments, Tech-based Focus Group Survey Answers, and Whole group Discussion Opinions
Abstract: Involving learners in an original course mapping exercise reflected course learning outcomes alignment with planned content-based activities and program learning outcomes. Using a tech-based approach, the educator explored a three phase cognitive psychology course mapping endeavor. To determine if the diversified Bloom-based activities aligned with the course learning outcomes, two initiatives were carried out. Through active learning, the mixed method case study employed triangulation to collect whole group and focus group quantitative and qualitative data-driven evidence to show that rapport, technology, engagement, and confidentiality contributed to the success of the original course mapping exercise. The tabled results, conclusion and recommendations are discussed.