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Student workload workshopLiz Norman
IVABS Student Workload Workshop, 3 September, 2015
Parkinson, Gilling & Suddaby (2006). Workload, study methods, and motivation of students within a BVSc program. Journal of Veterinary Medical Education, 33(2), 253-265.
Why student workload is important
Why student workload is important
Filename: Save date: 4/11/2014 0 words
excess material
superficial approach
lack of connections
inability to be selective
perception of overload
superficial approach
Excess material leads to rote learning strategies
Entwistle & Ramsden (1982) Understanding student learning. Kent, UK.Kember & Leung (1998) Influences upon students’ perceptions of workload. Educational Psychology, 18(3), 293-307Kember & Leung (2006) Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive. Studies in Higher Education, 31(2), 185-198
.
lack of connections
Superficial learning is unlikely to develop solid connected knowledge.
lack of connections
Superficial learning is unlikely to develop solid connected knowledge.
insufficient disconnecteddisordered
connectedordered
Biggs & Collis (1982) Evaluating the quality of learning: The SOLO taxonomy (structure of the observed learning outcome). New York: Academic Press
inability to be
selectiveLack of connected knowledge leads to difficulty identifying relevant and irrelevant material.
perception of
overload
Teachers and students may have very different perceptions of the course workload
perception of
overload
Filename: Save date: 4/11/2014 0 words
excess material
superficial approach
lack of connections
inability to be selective
perception of overload
But what about…
Studies of award winning teachers show that they place high demands on students
Kember & McNaught (2006) Excellent university teaching: The Chinese University Press.
‘Good’ vs ‘bad’ workload
• Differential effect of ‘bad’ and ‘good’workload on evaluations of teaching:
• an increase in work the student considers valuable for learning is associated with increased course satisfaction. (up to a point)
• an increase in work not considered valuable is negatively related.
Marsh (2001) Distinguishing between good (useful) and bad workloads on students’ evaluations of teaching. American Educational Research Journal, 38(1), 183-212.
‘Perceived’ vs ‘actual’ workload
• Differential effect of ‘perceived’ and ‘actual’ workload
• actual workload is only a minor contributor to variances in perceived workload
• we can lower the perceived workload without reducing the amount of work
Kember & Leung (1998) Influences upon students’ perceptions of workload. Educational Psychology, 18(3), 293-307Kyndt, Berghmans, Dochy & Bulckens (2013) ‘Time is not enough.’ workload in higher education: A student perspective. Higher Education Research & Development, 33(4), 684-698.
What influences perceptions of workload?
surface approach
perceived
workload
Kember D, & Leung DYP (1998). Influences upon students’ perceptions of workload. Educational Psychology, 18(3), 293-307. Kember D (2004). Interpreting student workload and the factors which shape students' perceptions of their workload. Studies in Higher Education, 29(2), 165-184.
surface approach
perceived
workload
Biggs & Collis (1982) Evaluating the quality of learning : The SOLO taxonomy (structure of the observed learning outcome). New York: Academic Press.
assessment
Parkinson, Gilling & Suddaby (2006). Workload, study methods, and motivation of students within a BVSc program. Journal of Veterinary Medical Education, 33(2), 253-265.
What influences perceptions of workload?
Complex interplay of factors including:• Surface vs deep learning approaches by the student• Assessment• Motivation and interest of the student• Time savers: clear structure, asking Qs• Contact hours (but not independent study time)• Projects – ‘active’ learning activities• Student-student relationships • Difficulty of the subject• Concentrated deadlines• Other stressors going on in the student’s life• English ability
So what can we do?
• Reducing ‘bad’ workload• Reducing actual workload• Reducing perceptions of excessive workload
The problem:
• Teaching small animal clinical endocrinology to 100 year-4 vet students
• 32 hours worth of reading in their textbook• But only 11.4 hours of their time to learn it• Also less than 43% of class interested in this
Timetabled sessions
• 6 hours lectures• 2 hours tutorials• 3.7 hours self study
What I did
• 5 hours case-based guided self study (individual or group)
• 3 hours discussion sessions (with me)
• 2 hours case-based workbook tutorials (with me)
• 1.4 hours spare for any unanticipated reading and general tasks eg downloading materials, reading the instructions
How I controlled actual workload
• Concentrated on key knowledge for new graduates
• Did not reteach basic sciences• Used shorter readings (including abstracts)• Reduced ‘bad’ workload
How I controlled perceived workload
• Relevance – introduction, clinical scenarios• Enthusiasm – motivation and interest• Active learning• Allowed students to share work and work in teams• Reduced contact hours (but not independent study time)• Clear structure and learning outcomes – they knew what
they had to do• Discussion sessions extended what they had been doing, did
not repeat it• Alignment of assessment• Reduced ‘bad’ workload
How I reduced ‘bad’ workload• Put all the materials into one download• Made the download easy to find on Stream• Made the document accessible for computers, tablets or
print• Ensured the information they needed was in the readings• Provided page numbers for finding information• Provided clear instructions and clearly navigable
documents (followed guidelines for good document layout)
• Converted units for them where they were not si
Other examples?
• How do you show students the relevance of your subject?
• How do you make it clear what they should be doing to learn your subject?
• How do you make sure the actual workload is not too high?
• How do you ensure that the assessment is encouraging the type of learning we want?
• What do you do to remove ‘bad’ workload?
Working out actual workload
1. Calculate the face-to-face time2. Calculate the hours of exams or tests. Add on 9 hours
of study for each hour of exam/test3. List all the required learning activities and calculate
the time for eacheg reading material, self tests, videos to watchFor reading work out the word count and allow 70 words per minute.
4. List any other assessments and calculate the time for each
eg 5 hours to produce a 10 minute oral presentation
5. Calculate total
Some helpful metricsStudent task Time to allow
Reading time 70 words per min
Examination/Test preparation time
9 hours per hr of exam/test
Prep time for a 10 min oral presentation
5 hours
Poster preparation 10 hours
1500 word assignment 10 hours
Available student time (hours) = 10 x the credit value
Workload calculator and resources
IVABS community Stream site http://stream.massey.ac.nz/course/view.php?id=11331
Why student workload is important
Filename: Save date: 4/11/2014 0 words
excess material
superficial approach
lack of connections
inability to be selective
perception of overload
http://www.slideshare.net/liznorman