Student Learning
Ion Albulescu
3
TL;DR: Student workload is a crucial factor affecting engagement with a course of study. It is a neglected issue in research literature and practice. A more rigorous method of calculating student work-load is needed to inform curriculum and course design.
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Abstract: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. of ABS'rgAC'; For many undergraduates, the amount of work they are asked or expected to do is among the most crucial factors affecting their engagement with a course of study. Yet student work-load is a neglected issue, in research literature as in practice among teachers in higher education. In the context of increasing concern among educationists about the quality of students" learning, and some discussion of recent research findings, it is argued that 'reasonable work-load' is a precondition of good studying and learning. Some of the ways in which work-load can be measured are discussed and, in particular, the methodological difficulties involved in relying on students' perceptions of it. A more rigorous method of calculating student work-load, in advance of course presentation, is outlined. Arguments and evidence are drawn largely from studies of adult part-time students of the arts and humanities at the Open University (OU), but are applicable more widely in higher education. Suggestions are offered about how student work-load can be regulated and some implications of this for curriculum and course design, as well as for the quality of student learning, are presented.
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Citations
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