Constructive alignment of Communication and Methods and Study Techniques subjects

Abstract

Objectives: To apply the constructive alignment to Communication and Methods and Study Techniques subjects. Methods: Research based on a quantitative - qualitative approach, with a descriptive study, in the collection and data analysis we applied a structured questionnaire about learning approaches, and content analysis template. The probability sample was of 188 students from six academic schools of the Company Sciences faculty of the Continental University. Results: 82,98% of students in the sample, presents a deep approach of learning. This approach is broken down into: low intensity 56,91%, medium intensity  21,28% and high intensity 4,79%. Meanwhile, 17,02% of the students present a superficial approach. As a result of the constructive alignment of both subjects are build their syllabi from the perception of the cognitive psychology, establishing an internal coherence between their competencies, content, methodology and evaluation. Conclusions: Students of the Companies Sciences have a deep learning approach, but with a low intensity. The subject of communication takes the approach of cognitive psychology, merges functional, procedural and content inputs of communicat ive l ingui s t ic theor ies, emphasizing the learning of the strategies and skills: speaking, listening, reading and writing. The subject of Methods and Study techniques - or skills and learning strategies - takes the cognitive psychological approach; exercises the observation, comparison, relationship, classification, ordering, analysis, synthesis and evaluation processes in the context of university studies, exercising them as cognitive tools for generating learning.