The phrase "alignment of learning" is correct and usable in written English.
It can be used in contexts related to education, training, or instructional design, where the focus is on ensuring that learning objectives and activities are in sync.
Example: "The alignment of learning outcomes with assessment methods is crucial for effective education."
Alternatives: "synchronization of learning" or "coherence of learning".
However, most applications have performed poorly in motivating employee learning, being perceived as less effective due to a lack of alignment of learning with work performance.
Building on the concept of constructive alignment, the initial pool of 12 items focused on the alignment of learning outcomes, teaching and learning activities as well as the assessment implemented within the tertiary engineering curriculum.
The findings suggest that codifying knowledge to support improvement presents distinct challenges at the group and organisational level; translating knowledge across these levels is contingent on the presence of enabling organisational factors, including the alignment of learning from clinical practice with its governance.
The alignment of learning objectives and learning assessments gives students clarity.
Particularly important is the alignment of learning outcomes with assessments (Gil-Jaurena & Kucina Softic, 2016; Hamad, 2017; O'Neill, Birol, & Pollock, 2010), meaning that appropriate assessment method should be chosen to ensure that the learning outcomes are achieved.
In particular, using the TOSLS may spur greater alignment of learning objectives, classroom activities, and assessments.
Further research is required to define this competency for better alignment and understanding of learning outcomes.
A fundamental educational principle is that there should be an alignment between instruments of learning and instruments of assessment [ 16].
The flow chart of the proposed image alignment algorithm, which consists of learning and executing phase, is illustrated in Figure 1.
The analysis resulted in three clusters: Cluster A demonstrates integration and alignment toward meaningful learning; Cluster B shows the potential for deep learning but a semi-alignment of teaching, learning, assessment, roles, and technology; and Cluster C indicates non-integration of the five elements.
To transform schools into education systems of smart learning environments, technology enabled curriculum and instruction should include: engaging content, personalization of learning activities, and alignment to formative assessment strategies.
