Constructive alignment is often promoted as a principle to enhance the quality of learning but the student perspective has often been neglected when exploring its influence on student learning. There is therefore a need to further explore how students’ experiences of the different elements of constructive alignment influence the approach to learning they adopt. Student perceptions and their approaches to learning were analysed. The results show that different elements of constructive alignment had a clear role in guiding student learning. The teaching and assessment related factors appeared to play a crucial role in guiding student learning and studying. Teaching and assessment that required students’ active involvement clearly encouraged students to adopt a deep approach to learning whereas the opposite was true for more traditionally organised courses. The intended learning outcomes did not seem to influence student learning much. The results also imply that the key is to find an optimal level of challenge to support student learning and studying. The study deepens our understanding of the importance and influence of constructively aligned teaching to students’ learning processes.

建构性结盟通常作为提高学习质量的原则而被提倡，但是在探索其对学生学习的影响时，往往忽略了学生的观点。因此，有必要进一步探索学生对建构性结盟不同要素的体验如何影响他们采用的学习方法。分析学生的看法及其学习方法。结果表明，建设性结盟的不同要素在指导学生学习方面具有明显的作用。与教学和评估相关的因素似乎在引导学生的学习和学习中起着至关重要的作用。要求学生积极参与的教学和评估显然鼓励学生采取深入的学习方法，而对于传统上较为组织的课程则相反。预期的学习成果似乎并未对学生的学习产生太大影响。结果也暗示关键是找到最佳水平的挑战以支持学生的学习和学习。这项研究加深了我们对结构一致的教学对学生学习过程的重要性和影响力的理解。