‘Time is not enough.’ Workload in higher education: a student perspective

Kyndt, Eva; Berghmans, Inneke; Dochy, Filip; Bulckens, Lydwin

doi:10.1080/07294360.2013.863839

Cited by 77 publications

(73 citation statements)

References 20 publications

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“…Workload for this purpose is the number of hours that students are expected to study, which is difficult to measure as student start their learning journey at various different points and as a consequence, vary in the amount of time that they need to meet the assessed learning outcomes (Thorpe, ). Although the workload for individual students is likely to be different, it is important to estimate anticipated workload for the module as a whole as this has been “recognised as a major factor in the teaching and learning environment” (Kyndt, Berghmans, Dochy & Bulckens, , p. 684). For example, if 120 out of 200 hours planned in a particular module are focused on assimilative activities, with the remaining activities focused on assessment, this was coded as 60% for assimilative and 40% for assessment, with the other five activities coded as 0% as displayed in Figure .…”

Section: Introductionmentioning

confidence: 99%

Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making

Toetenel¹,

Rienties²

2016

Brit J Educational Tech

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Educators need to change their practice to adapt to a shifting educational context. By visualising learning design decisions, this article highlights the need to capture educators' "tacit" knowledge relating to course material, activity types and workload, through employing learning analytics methods in order to analyse the learning designs of courses taken by 60,000+ students, common pedagogical patterns are identified. When analysing 157 learning designs using a taxonomy of seven different learning activities, we found that the majority of educators used two types of learning activities most widely, namely assimilative activities (reading, watching videos and listening to audio) and assessment activities. Surprisingly, educators do not choose different activity types based upon function (eg, replace one type of student-activating activity by another), but patterns can be seen where educators combine assimilative, productive and assessment activities or assimilative, finding and handling information and communication tasks. While educators rely heavily on assimilative and assessment activities, no positive correlation was found between any of the seven learning design activity types and student outcomes. Our initial findings suggest that student outcomes are negatively correlated with a high proportion of assimilative activities. Further studies are needed to establish whether particular learning design decisions are related to student outcomes and whether these findings can be replicated in different research settings.

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Section: Introductionmentioning

confidence: 99%

Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making

Toetenel¹,

Rienties²

2016

Brit J Educational Tech

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“…This shows that most items demonstrated good temporal stability. The lower correlation of this behavioural belief could be because students' time varies from week to week (Kyndt, Berghmans, Dochy, & Bulckens, 2014). In support of this, the control belief 'a lack of time' was the item with the next lowest correlation.…”

Section: Discussionmentioning

confidence: 83%

The development of a reliable theory-based psychological instrument to measure cognitions relating to participation in university recreational sports

Quinton¹,

Brunton

2018

jhse

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Background: It is important that theoretically informed questionnaires developed using guidelines outlined within the Theory of Planned Behaviour demonstrate reliability. Objective: The aim of the study was to assess the reliability of direct and indirect items examining perceptions towards recreational sports participation by university students. Method: A convenience sample of 28 participants undertaking various degree programmes was used (age M = 18.89, SD = 0.62, female n = 18, male n = 10). Participants completed a theory-based questionnaire at time 1 and two weeks later at time 2. Internal consistency between direct items and correlations between indirect items was conducted. Results: Results showed all constructs measured through direct items had Cronbach's alphas over 0.8 and all indirect items measuring beliefs were significantly correlated (p < 0.01). Conclusion: The findings demonstrate the reliability of a questionnaire to be used for a future study aimed at identifying specific belief-based intervention targets. The result of such work provides the foundations for interventions promoting participation in recreational university student sport, an expanding yet under-researched population of study.

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“…In turn, this process is linked to research concerned with internal and internal loci of control found within the field of curriculum (Camilloni, 2013;Kyndt et al, 2014;Maggio, 2013;Schön, 1992).…”

Section: Resultsmentioning

confidence: 99%

“…That helped me realize that failing an exam was not the end of the world." Both facets of this internal locus of control were articulated by those stories we retrieved unveiling strategies for coping with subjectively perceived curricular demands and academic work overload (Kyndt, Berghmans, Dochy, & Bulckens, 2014). Juana indicated that "if I want to graduate .…”

Section: Discussionmentioning

confidence: 99%

A Narrative Inquiry Into Pre-Service English Teachers’ Temporal Investments in Their Initial Education Curriculum

Sarasa

2017

HOW

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Una indagación narrativa en las inversiones temporales de estudiantes de grado del profesorado de inglés en su currículo de formación inicial * María Cristina Sarasa mcsarasa@hotmail.com Universidad Nacional de Mar del Plata, Mar del Plata, Argentina This paper originates from a narrative inquiry into English teachers' identity carried out with 24 undergraduates at an Argentinean university English as an international language teacher education program. Grounded in a narrative conceptualization of identity, this enquiry gathered participants' storied field texts that were analyzed narratively. This paper explores how students' narratives disclosed the exercise of their agency concerning the program's curriculum by deciding how and when (not) to invest, reinvest, or divest their personal time in scheduled courses. We problematize these categories originating in undergraduates' narratives, connecting them to literature in the field of curriculum. The conclusion suggests the implications these situated findings entail for English as an international language teacher education curriculum and research.Key words: English as an international language, teacher education, narrative inquiry, teacher identity, temporal investments, university curriculum.Este trabajo se origina en una indagación narrativa sobre la identidad profesional docente de veinticuatro estudiantes de grado del profesorado de inglés en una universidad argentina. Anclada en HOWMaría Cristina Sarasa una conceptualización narrativa de la identidad, esta indagación recogió textos de campo de los participantes, analizándolos narrativamente. Exploramos el ejercicio de agenciamiento frente al currículo revelado por las narrativas. Éste implica (no) invertir, reinvertir o desinvertir el tiempo personal en las asignaturas. Problematizamos estas categorías originadas en las narrativas estudiantiles vinculándolas con la literatura en el campo del currículo. Las conclusiones sugieren las implicancias de estos hallazgos para el currículo de, y la investigación sobre, la formación inicial del profesorado de inglés.Palabras clave: currículo universitario, formación del profesorado de inglés, identidad docente, indagación narrativa, inversiones temporales.

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‘Time is not enough.’ Workload in higher education: a student perspective

Cited by 77 publications

References 20 publications

Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making

Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making

The development of a reliable theory-based psychological instrument to measure cognitions relating to participation in university recreational sports

A Narrative Inquiry Into Pre-Service English Teachers’ Temporal Investments in Their Initial Education Curriculum

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