An examination of the interrelationships between workload, study time, learning approaches and academic outcomes

Kember, David; Ng, Sandra; Tse, Harrison; Wong, T. T.; Pomfret, Mike

doi:10.1080/03075079612331381261

Cited by 79 publications

(59 citation statements)

References 11 publications

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“…The research is often quantitative and seeks to identify associations between the different aspects of the student experience. Research into the relationships between learning approaches, study motivation, hours of study and perceived workload suggest that workload and motivation are significantly associated to the quality of the experience (Kember, Ng, Tse, Wong, & Pomfret, 1996). Other research has used self-report inventories and closed-ended questionnaires to investigate associations between learning and workload.…”

Section: Workload Awarenessmentioning

confidence: 99%

E‐learning in higher education: some key aspects and their relationship to approaches to study

Ellis

Ginns

Piggott

2009

Higher Education Research & Development

171

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While there has been systematic and on-going research into e-learning in universities for over two decades, there has been comparatively less evidence-based research into how key aspects of e-learning are internally constituted from a student perspective and how these aspects might be related to university students' learning experiences. The purpose of this paper is to explore key aspects of e-learning that might be related to university student approaches to study, so that a better understanding of the internal structure of these aspects is achieved. Student responses to surveys are analysed at the level of each item to identify which items made the most sense to over 200 third-year economics students. Data was also analysed both at the variable level, to identify which items coalesce to determine the structure of e-learning variables, and at the student level, to see if there were groups of students in the sample that shared similar experiences of e-learning when it was used to support a predominately campus-based learning experience. The results suggest several implications for improving particular aspects of the student experience of e-learning when it is used to support a campus-based experience.Keywords: approaches to study; experiences of e-learning; quantitative analyses Introduction E-learning is being introduced as a fundamental part of the student learning experience in higher education. It is no longer core business only for those universities with a mission for distance education, its affordances are being systematically integrated into the student learning experience by predominately campus-based universities. Evidence of this widespread uptake can be seen in reputable research journals and on the websites of national bodies responsible for leading learning and teaching in higher education. Examples of these include the websites of the Higher Education Academy in the UK, Educause in the USA and the Australian Learning and Teaching Council in Australia.While we can recognize sustained research interest into e-learning in the student experience in higher education over the last two decades (Goodyear, 1984(Goodyear, , 1991Goodyear, Jones, Asensio, Hodgson, & Steeples, 2005;Laurillard, 1993Laurillard, , 2002Salmon, 2002aSalmon, , 2004, more focused explorations into how key aspects of e-learning are associated with the students' face-to-face experience of learning are relatively

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Section: Workload Awarenessmentioning

confidence: 99%

E‐learning in higher education: some key aspects and their relationship to approaches to study

Ellis

Ginns

Piggott

2009

Higher Education Research & Development

171

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“…A possible limitation of using this method is the risk of students' over-or underestimating study hours because it's difficult for students to retrospectively remember the time that they spent studying. Another readily available method is for students to keep records for short periods of time, usually up to 1 week (Kember, 2004;Kember, Ng, Tse, Wong, & Pomfret, 1996). Since this method tracks study time daily, it eliminates the previous risk of recall error in over-or under estimation.…”

Section: Self-report Methods Of Self-studymentioning

confidence: 99%

Validation of a Self-report Tool to Measure Self-study in Medical School – Applying the Triads Method

Barbosa

Silva

Ferreira

et al. 2018

EURASIA J MATH SCI T

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Many students have difficulty mastering the demands of medical courses. Applying the Triads method, the present research compares the validity of three self-reported methods that measure self-study hours in a medical course. Thirty randomly selected students participated in this study. Three surveys were developed: continuous weekly records (WR) and two end-course retrospective self-reported surveys, AR (asking average hours/week during academic year) and FR (asking study frequency throughout academic year and mean hours of studying on a given day). Validity coefficients (VCs), which measure the correlation between observed and "true" self-study, were estimated using the Triads method. The estimated VC was 0.86, 0.94 and 0.87 for WR, FR and AR, respectively. Therefore, given the demands of WR and, since FR showed more accuracy than AR, we propose a novel method, FR, to retrospectively estimate self-study in a medical course.

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“…Some assessments require the students to spend long hours of ineffective memorization, these kind of assessments would not be considered as assessments that can positively support students learning. Kember et al (1996) point out that, students" performance may not be directly associated with a number of hours that they spent to study, but the quality of students" effort is far more significant.…”

Section: 32quality and Level Of Students' Effortmentioning

confidence: 99%

WRITING ASSESSMENT: STUDENTS‟ RESPONSE AND INSTRUCTORS‟ RESPONSE TOWARDS FORMATIVE & SUMMATIVE ASSESSMENT.

Adilah.

Nursyuhada.

Rozienna.

et al. 2016

PIJSS

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An examination of the interrelationships between workload, study time, learning approaches and academic outcomes

Cited by 79 publications

References 11 publications

E‐learning in higher education: some key aspects and their relationship to approaches to study

E‐learning in higher education: some key aspects and their relationship to approaches to study

Validation of a Self-report Tool to Measure Self-study in Medical School – Applying the Triads Method

WRITING ASSESSMENT: STUDENTS‟ RESPONSE AND INSTRUCTORS‟ RESPONSE TOWARDS FORMATIVE & SUMMATIVE ASSESSMENT.

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