Interpreting student workload and the factors which shape students' perceptions of their workload
Bibliographic Data
| ID | 5082945 |
|---|---|
| Authors | David Kember (0000-0002-1134-3741, Chinese University of Hong Kong, corresponding author) |
| Year | 2004 |
| Volume | 29 |
| Issue | 2 |
| Pages | 165-184 |
| Publication date | 2004-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0307507042000190778 |
| OpenAlex | W1969829335 |
| Language | EN |
| Citations received | 47 |
This article examines the nature of student workload and how perceptions of it are formed. Inferences are drawn from five detailed case studies, taken from a wider sample of university students who completed an hourly diary for one week. A subsample was also interviewed. Perceptions of workload are not synonymous with time spent studying, but can be weakly influenced by them. There are both class effects from contextual variables and individual differences within a class. Perceptions of workload are influenced by content, difficulty, type of assessment, teacher–student and student–student relationships. Workload and surface approaches to learning are interrelated, in what appears to be a complex reciprocal relationship. It is possible to inspire students to work long hours towards high quality learning outcomes if attention is paid to teaching approaches, assessment and curriculum design in the broadest sense. It is, therefore, important to have open evaluation systems which gather feedback on a wide array of curriculum variables
Curriculum · Higher education · Mathematics education · Pedagogy · Perception · Reciprocal · Workload · Computer Science · Evaluation of Teaching Practices · Online and Blended Learning · Psychology · Student Assessment and Feedback
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| Unique citing works | 47 |
|---|---|
| Citations per year | 2,35 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 44 |