Work-load and the quality of student learning
Bibliographic Data
| ID | 4096610 |
|---|---|
| Authors | Ellie Chambers (Hong Kong Metropolitan University, corresponding author) |
| Year | 1992 |
| Volume | 17 |
| Issue | 2 |
| Pages | 141-153 |
| Publication date | 1992-01-01 |
| 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 | 10.1080/03075079212331382627 |
| OpenAlex | W2134213912 |
| Language | EN |
| Citations received | 26 |
| References cited | 8 |
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 ̊s is a pre-condition of good studying and learning. Some of the ways in which workload 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 workload, 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
Curriculum · Higher education · Mathematics education · Pedagogy · Perception · Student engagement · The arts · Workload · Computer Science · Engineering · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Innovations in Educational Methods · Psychology
Student engagement in academic activities
Designing higher education to promote more time on studies and divergent learning outcomes
Analysis of Creative Thinking Skills Development under Active Learning Strategies
Assessment of Actual Workload and Student Performance in the Agricultural Engineering Final Degree Project in a Spanish Higher Education Context
Evaluating Active Learning
Students’ approach to learning
European credit transfer and accumulation system as a time-based predictor of student workload
Society, nature and place
Music students’ experienced workload in higher education
Procedure for the Determination of the Student Workload and the Learning Environment Created in the Power Electronics Course Taught Through Project-Based Learning
Assessing student workload in Problem Based Learning
What are our students doing? Workload, time allocation and time management in PBL instruction. A case study in Science Education
A multi‐faceted formative assessment approach
Students’ views of assessment in project-led engineering education
Students’ perceptions about evaluation and assessment in higher education
Critical literacy, breadth of perspective and universities
Variation in the length of an undergraduate degree
Using Learning Activities in Mathematics
Field of Study and Students' Workload in Higher Education
Can Governments Improve Higher Education Through ‘Informing Choice’
The Relationship of ECTS Credits with Study Time, Workload, and Achievement in Higher Education
ECTS credits and quality
Summative Assessment in Higher Education
A model of student workload
An adaptive methodology for curriculum redesign based on performance indicators of the student progression
An examination of the interrelationships between workload, study time, learning approaches and academic outcomes
Understanding Student Learning (Routledge Revivals)
Students' evaluations of University teaching
Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments
Improving teaching at a distance within the University of the South Pacific
On Qualitative Differences in Learning-ii Outcome as a Function of the Learner's Conception of the Task
| Unique citing works | 26 |
|---|---|
| Citations per year | 0,87 |
| Citation span | 1996 - 2025 (30) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 26 |