Vining Robert D, Millard Timothy
J Chiropr Educ. 2021 Mar 1;35(1):28-37. doi: 10.7899/JCE-19-4.
To report the development and initial testing of a questionnaire designed to assess the concept of learning alignment within chiropractic college courses.
A 36-item questionnaire, Educator's Learning Alignment Instrument (ELAI), was created to evaluate how learning goals, course activities, and assessments align within a college course. Questionnaire development was informed by learning theories and tested using a 2-phased electronic survey mechanism among a chiropractic college faculty. Phase 1 included completing the ELAI for a currently implemented course. Phase 2 included questions about confidential reports generated from ELAI data.
Thirty-one of 46 (67%) respondents completed an ELAI. Twelve (38%) participated in phase 2. Twenty-one (68%) courses demonstrated consistent learning focus across goals, activities, and assessments. Aggregate data from early, middle, and late chiropractic program courses revealed progressive shifts toward higher-level learning. Eighty-seven percent of courses contained 1 or more individual learning areas with potentially misaligned goals, activities, or assessment. Ninety-seven percent of respondents completed ELAI questions within 20 minutes. Most (87%) phase 2 respondents noted the report accurately reflected the course. Sixty-seven percent of phase 2 respondents agreed that confidential reports provided useful information to inform course design.
The ELAI is a nonburdensome instrument that can facilitate faculty reflection on how aligned learning concepts are applied in a course and provide novel data to assess general learning focus within college courses and within programs. Results indicate ELAI questions can be revised to improve clarity. Additional research comparing ELAI responses from experts, peer educators, and students is recommended.
报告一份旨在评估整脊学院课程中学习一致性概念的问卷的开发及初步测试情况。
创建了一份包含36个条目的问卷，即教育者学习一致性工具（ELAI），以评估大学课程中学习目标、课程活动和评估之间的一致性。问卷开发以学习理论为依据，并通过两阶段电子调查机制在整脊学院教师中进行测试。第一阶段包括为当前实施的课程完成ELAI。第二阶段包括有关从ELAI数据生成的保密报告的问题。
46名受访者中有31名（67%）完成了ELAI。12名（38%）参与了第二阶段。21门（68%）课程在目标、活动和评估方面表现出一致的学习重点。整脊课程早期、中期和后期的汇总数据显示向更高层次学习的渐进转变。87%的课程包含1个或更多在目标、活动或评估方面可能不一致的个别学习领域。97%的受访者在20分钟内完成了ELAI问题。大多数（87%）第二阶段的受访者指出报告准确反映了课程。67%的第二阶段受访者同意保密报告为课程设计提供了有用信息。
ELAI是一种不繁琐的工具，可促进教师思考学习概念在课程中的应用方式，并提供新颖数据以评估大学课程及项目中的总体学习重点。结果表明ELAI问题可进行修订以提高清晰度。建议开展更多研究，比较专家、同行教育者和学生对ELAI的回答。
