The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education

Abstract

Researchers have tried to induce a deeper approach to learning by means of student-centred learning environments. Findings did not always confirm the positive hypotheses. This has given rise to the question as to what the discouraging or encouraging factors are for inducing a deep approach to learning. The aim of this research study is to determine whether perceived workload and task complexity are discouraging or encouraging factors. In addition, these relationships will be investigated under different induced conditions which offer the potential to deepen our understanding of the nature of the investigated relationships. Participants were 128 second year Bachelor level students in educational sciences. After an introduction with the theory, students were given four tasks with various workloads and task complexities after which they filled out questionnaires on learning approaches, perceived workload and perceived task complexity. For every task, correlations and multiple stepwise regressions were calculated. The information from the interviews was used to support and illustrate the results of quantitative analyses. In general, results show no significant relationship between perceived workload and students' approaches to learning. For perceived task complexity, it was found that a perceived lack of information is a discouraging factor for inducing a deep learning approach. A lack of information consistently increases students' surface approaches to learning regardless of the induced workload and task complexity.Successful functioning in a continuously changing society demands more than a basic knowledge and understanding of a domain of study and specific learning methods such as problem-based learning or team learning Gijbels 2007). Higher education has been criticised for not developing the competences specific for professional Eur J Psychol Educ (2011) 26:393-415

Vocation, motivation and approaches to learning: a comparative study

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The Role of Motivation, Cognition, and Conscientiousness for Academic Achievement

“…However, it is doubtful if the students with this profile develop a reflected expertise and a deep learning approach (Janssen, 1996). Alternatively, it might very well be the case that for this group, which comes with rather high prior knowledge, the course does not offer enough of a challenge to engage in deeper learning activities (Kyndt, Dochy, Struyven, & Cascallar, 2011).…”

Are Students Overworked? Understanding the Workload Expectations and Realities of First-Year Engineering

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