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Contribution: In the research presented in this article, a procedure for determining student workload has been designed, tested, and validated. This procedure also makes it possible to analyze how different teaching variables are affected by workload and to visualize the learning environment generated in the course. Background: When the project-based learning (PBL) methodology is used in a course, if the students’ workload is not properly planned and controlled, important variables in the educational environment, such as the teaching organization and the students’ approach to learning, can be affected. The PBL methodology may even become unfeasible as it affects the other courses with which it shares year and semester. This justifies the need to know the student workload of a subject. The previous research has presented procedures for establishing student workload. However, they use questionnaires with a high number of questions. A questionnaire with many questions affects the reliability of students’ answers. The questionnaire presented in this article reduces the number of questions without affecting the results obtained and it is easily applicable to other courses. Research Questions: The questions to be answered in this research are: 1) is the workload of the students, when using the PBL methodology in a course, in line with the one established in the syllabus? and 2) is the learning environment created in the course as expected? Methodology: The methodology used to obtain the necessary data is based on students completing weekly surveys, two critical incident questionnaires (CIQs), and a final survey. The aim was always to minimize the number of questions to be answered, ensuring that the data collected provided a true picture of the workload and the educational environment. Findings: The analysis of the data obtained by applying the procedure provides mechanisms to control the workload, ensure involvement and motivation, improve students’ academic results and show the learning environment created in the course. The implementation of this method, during three academic years, has allowed to test its effectiveness, validate some of the initial hypotheses, and confirm the conclusions of some previous studies. [ABSTRACT FROM AUTHOR]

Covid-19 has forced most educational institutions around the world to migrate to online learning in an emergency mode to protect students from the pandemic. This sudden migration to online learning has created multi-dimensional demands on students. Therefore, student workload needs to be measured during online learning. The purpose of this study is to measure the student workload from student perception by evaluating online learning in terms of Mental demand (MD), Physical demand (PD), Temporal demand (TD), Effort (EF), Performance (PE) and Frustration (FR). This study through a cross-sectional survey analysed 223 student’s workloads on six dimensions using a NASA -TLX scale. The study finds all six components of workload significant for student assessment during online learning. Besides, the NASA-TLX scale was tested using confirmatory factor analysis for its ability to assess student workload for online learning. This is the first study to assess the student workload for online learning and hence contributes to the theory of measurement of workload assessment for online learning. The educational institutions can use this study to measure the student workload assessment for various courses offered by them using this simple tool.

Covid-19 has forced most educational institutions around the world to migrate to online learning in an emergency mode to protect students from the pandemic. This sudden migration to online learning has created multi-dimensional demands on students. Therefore, student workload needs to be measured during online learning. The purpose of this study is to measure the student workload from student perception by evaluating online learning in terms of Mental demand (MD), Physical demand (PD), Temporal demand (TD), Effort (EF), Performance (PE) and Frustration (FR). This study through a cross-sectional survey analysed 223 student’s workloads on six dimensions using a NASA -TLX scale. The study finds all six components of workload significant for student assessment during online learning. Besides, the NASA-TLX scale was tested using confirmatory factor analysis for its ability to assess student workload for online learning. This is the first study to assess the student workload for online learning and hence contributes to the theory of measurement of workload assessment for online learning. The educational institutions can use this study to measure the student workload assessment for various courses offered by them using this simple tool. [ABSTRACT FROM AUTHOR]

Purpose: How much time students spent on unstructured self-study activities in problem-based learning is not clear. The study addressed this issue by (1) identifying the nature of students’ unstructured learning activities in a problem-based medical curriculum, (2) measuring the unstructured student workload per week and per semester, and (3) assigning European Credit Transfer and Accumulation System units to the medical problem-based modules based on calculating the total student workload. Method: Nineteen undergraduate medical students in the pre-clerkship phase were enrolled in the study. Data about the nature of unstructured learning activities and the amount of time spent on them were collected through focus group interviews (n=19); and a log diary method (n=13) describing their unstructured educational activities over one week. A response evaluation model and a thematic description approach were employed for data collection and data analysis respectively. Results: A broad variations of unstructured learning activities were identified. The unstructured student workload ranged from 33 to 41 h/wk., while the total student workload was 63/58 h/wk. for years 2 and 3 respectively. The total student workload in a 15-week semester was 945 h in year 2 and 870 h in year 3, which equates with about 34 and 31 European Credit Transfer and Accumulation System per semester for years 2 and 3, respectively. Discussion: Measuring student total workload in a problem-based program is important for evading the associated overload, and improving the quality of teaching and learning. Calculating student workload in an integrated problem-based curriculum is a challenge. Total student workload is the foundation for determination of the European Credit Transfer and Accumulation System units. Measuring unstructured student workload (or “out-of-class” learning time) is an important component of total student workload. Assigning the European Credit Transfer and Accumulation System to problem-based programs improves its quality assurance, and has educational, curricular, and organizational impact. Therefore, student workload in such programs should be regularity monitored and evaluated.

The study aims at investigating the perceptions of both academics and students on student workload in Credit Hour System at the Faculty of Education at Alexandria University (Egypt). It uses the wider international experience of higher education reform, including Tuning Africa Project — II, to propose implications for policy and practice on how the real work hours needed by a student to achieve the learning outcomes specified in the curriculum and to pass a course or module are adequately estimated and to contribute to the definition of the basis of a Credit System for Africa. The data have been collected through questionnaires administered to 26 participants: 11 academics (one academic per course) and 15 students (each student surveyed 11 times across all courses of the Professional Diploma in Education). The main findings show significant differences between the perceptions of academics and students on student workload almost across all courses, where students’ estimation of the number of hours needed to complete the independent work during the semester were much higher than that of academics except for fieldwork (site visits). The independent workload as estimated by academics is 62% of students’ estimation. Significant differences were found between the perceptions of students on the number of hours required for each type of independent work across different courses except “preparation and follow-up work for scheduled classes”. The highest average of estimations of the number of hours was given to course N. 11 (World Trends in Quality Assurance Systems); whereas the lowest average was given to course N. 5 (Assessment of Quality in Educational Institutions) across all different types of independent work. Only 36.4% of academics have taken students’ feedback on workload into consideration when planning the workload for their courses. It was also found that 92% of students were not informed about the number of hours planned for independent work at the beginning of the course. In addition, 88% of students were not asked to express their feedback about workload. These findings indicate that there are no unified regulations among academics to the estimation of student workload. It is also made clear that the process of estimating student workload in Credit Hour System at Alexandria University is staff-centred rather than student-oriented as the majority of academics follow traditional methodologies in the estimation of student workload. It is also enunciated clearly that there is marginal coordination between academics teaching in the same programme. It can be concluded that student voice about their workload is not adequately considered as their feedback is not taken into consideration, which can be interpreted in light of the absence of a “paradigm shift” from staff-centred to student oriented approaches to the estimation of student workload.

This study compared student workload and perceived value of coursework assigned for a matching set of semester and term general education courses at Brigham Young University. Statistically significant differences in workloads were found between most semester and term courses. While term workloads were slightly lighter in general, both could be called "university lite," in that students did not spend the expected two hours outside of class per hour in class. Math and physics courses came closest to meeting the expected workloads, which tended to remain constant between semesters and terms. Differences in the value students reported for homework varied significantly by the autonomy of the instructor to adapt his own course section. Some of the curricular differences between sessions might be attributed to efficiencies instructors incorporated for shorter sessions without affecting overall course quality. Typically, reading- and writing-intensive courses showed the most negative impact when offered in a term format. The findings from this study suggest that, while some subjects lend themselves well to a compressed-time format, not all courses are suited to being taught in this way. [ABSTRACT FROM AUTHOR]

There is growing consensus in Latin America on the necessity to reorganize the degree profiles in a competence-based and student-centred system, with identified learning outcomes, innovative learning and teaching strategies, and new methodologies for assessing competences which could be useful for students. There is also agreement on the need to build up a solid Latin America Higher Education Area —based on common benchmarks—among which a shared regional academic credit system is highly relevant. Not all Latin American higher education institutions are familiar with an academic credit system. In the countries where academic credits do exist they are generally based on traditional views which focus on teaching and transmission, rest on different concepts and definitions and consider diverse scopes for their application. With few exceptions, these countries do not use a credit system as a unit of measure of student workload to achieve learning outcomes and competences. This paper sheds light on a proposal for a common academic credit system for Latin America (CLAR) which comes out of one of the many nuances of Tuning discussion and is referred to the expected outcome 6: “Political-and educational orientations for the establishment of a system of academic credits for Latin America” (Proyecto Alfa Tuning América Latina: Innovación Educativa y Social, 2011-2013). The new credit system that this paper advocates for Latin America is based on the principle that 60 credits measure the workload of a full-time student during one academic year. As such, a CLAR credit is conceived as a unit of value that estimates the student workload, measured in hours, which he/she typically requires to achieve learning outcomes and pass a course or a semester. In order to calculate the value of CLAR credit two elements are considered: the duration of the academic year and the annual student workload. To estimate the annual student workload, a specific survey was applied in 18 countries, 189 universities and 15 subject areas. This paper shows the major results that were brought out by 10,086 questionnaires, which were responded to by students and university professors. As a result of this survey, the student workload of a full-time study programme in Latin America amounts to around 1,440 to 1,980 hours per year and in those cases one credit stands for around 24 to 33 working hours.

This study compared student workload and perceived value of coursework assigned for a matching set of semester and term general education courses at Brigham Young University. Statistically significant differences in workloads were found between most semester and term courses. While term workloads were slightly lighter in general, both could be called “university lite,” in that students did not spend the expected two hours outside of class per hour in class. Math and physics courses came closest to meeting the expected workloads, which tended to remain constant between semesters and terms. Differences in the value students reported for homework varied significantly by the autonomy of the instructor to adapt his own course section. Some of the curricular differences between sessions might be attributed to efficiencies instructors incorporated for shorter sessions without affecting overall course quality. Typically, reading- and writing-intensive courses showed the most negative impact when offered in a term format. The findings from this study suggest that, while some subjects lend themselves well to a compressed-time format, not all courses are suited to being taught in this way.

Objective: This integrative review will examine the current literature assessing student workload, outcomes of increased workload and cognitive load, and approaches to evaluate and reduce student workload. Recommendations to better inform curriculum planning efforts will be presented along with a call to action to address the dilemma of student workload and curricular efficiency efforts., Findings: Literature supports that perceptions of heavy workload can influence students' approach to learning and lead to the adoption of surface learning rather than a deep approach that involves higher-order processing and critical thinking. Additionally, ongoing evidence suggests that workload expansion affects student well-being and potential burnout in professional programs, and specifically that students perceive workload as directly related to their well-being and satisfaction. Intentional planning by faculty and programs can address this issue through streamlining classroom content, reducing lecture time, and modifying preclass work to allow for efficient learning. Even if the curriculum is lecture-based, workload perceptions can be affected by developing clearer guidance to set expectations for learners, intentionality in classroom design, and creating opportunities for student engagement., Summary: Cognitive overload is multifactorial and complicated, given the increased standards of professional education accreditation and licensure requirements. As the Academy deliberately considers methods to improve curricular efficiency, there is an opportunity to focus on curriculum delivery with an appropriate balance of breadth and depth of instruction to ensure effective assessment and cognitive load., (Copyright © 2023 American Association of Colleges of Pharmacy. Published by Elsevier Inc. All rights reserved.)

Online learning offers great potential for higher education in terms of scalability, flexibility and instructional design. However, the suitability of open online formats for beginning students is open for discussion. In this paper, we thus describe beginning students' learning processes in an open online course within a longitudinal workload study. All in all, 238 students were surveyed continuously over one semester via diary method, which led to an overall collection of 10,540 individual activities. Results indicate that the students' actual workload was consistently lower than the intended target workload, and that it was also unevenly distributed. In line with existing research, a weak positive association between time-on-task and learning outcome was found. Implications for the course design and follow-up research are discussed. 16.12.2015 | Tobias Kärner, Marc Egloffstein, Florian Binöder, Clemens Frötschl & Thomas Schley (Bamberg, Mannheim)

Objectivism and/or positivism are dead, leaving constructivism as the dominant philosophical position in the SoTL and educational development communities. Yet the death of objectivism has not been fully accepted, nor have the full implications of constructivism been recognized. As a result, the effects of constructivism’s dominance in the minds of scholarly teachers and educational developers have been bewilderingly superficial. Thoughtful constructivists now find themselves facing situations in which constructivist pedagogies lead to counter-intuitive consequences – for instance, students forced to take surface learning approaches out of desperation. This unwelcome situation of absurdity is explored through a philosophical analogy, which unearths causes and indicates necessary changes to bring into practice a full and committed constructivist education.

The purpose of this study was to determine how a real-world, sustainability-focused engineering capstone course affected students' critical thinking skills, student knowledge of sustainability, and student and faculty workloads. The research also investigated the effectiveness of a classwide jigsaw team approach. A combination of qualitative and quantitative assessment tools, including surveys, journals, interviews, and timecards, was employed to investigate the research questions. Results revealed that a real-world project with a focus on sustainability positively impacted students' critical thinking skills and led to increased knowledge of sustainability, but it also correlated with a high workload for students and faculty. Additionally, the jigsaw organization structure proved successful and yielded a positive team-building experience for the students. These results suggest open-ended problems with real project constraints can yield a uniquely beneficial learning experience without sacrificing the quality of student design or project deliverables. [ABSTRACT FROM AUTHOR]

Objectivism and/or positivism are dead, leaving constructivism as the dominant philosophical position in the SoTL and educational development communities. Yet the death of objectivism has not been fully accepted, nor have the full implications of constructivism been recognized. As a result, the effects of constructivism's dominance in the minds of scholarly teachers and educational developers have been bewilderingly superficial. Thoughtful constructivists now find themselves facing situations in which constructivist pedagogies lead to counter-intuitive consequences - for instance, students forced to take surface learning approaches out of desperation. This unwelcome situation of absurdity is explored through a philosophical analogy, which unearths causes and indicates necessary changes to bring into practice a full and committed constructivist education. [ABSTRACT FROM AUTHOR]

This paper describes the evaluation and review process conducted at the University of Montreal for the bachelor of pharmacy program. The study assessed the successful implementation of the program's educational objectives across the new curriculum. The assessment involved revisiting the educational objectives, describing the teaching and evaluation methods, evaluating the program strengths and weaknesses perceived by faculty and students and investigating student's academic workload. The analysis indicated that objectives related to intellectual skills were emphasized in all disciplines while objectives related to attitudes were weakest. The majority of teaching methods used a combination of lectures and low problem solving. Problem complexity could be increased to improve knowledge integration across disciplines. The workload analysis revealed that students allocate less hours per week than the recommended standard and that a better balance between semesters should be reached. Based on the information gathered, the academic policy committee, in collaboration with faculty members devised an effective tool to modify the program; the tool included an efficient reporting and recording procedure, a plan of action and an implementation schedule. The evaluation and subsequent modification process allocated clear responsibilities and used a step-by-step methodology that allowed all stakeholders to participate. The approach resulted in a broad buy-in and successful improvement of the program. [ABSTRACT FROM AUTHOR]

Despite the rapid adoption of bilingual programs (English–Chinese) in Chinese higher education institutions (HEIs), concerns have been raised about perceived language hindrance to students' academic comprehension and performance. In response to these concerns, we investigated the effects of bilingual instruction on content-based learning, and provide empirical evidence after testing influential factors in bilingual environments. Analyzing a sample of 498 undergraduate students enrolled in a fundamental business course at a sample university in China, we found insignificant statistical differences in the students' academic performance between bilingual and L1 (Chinese) classes. We attribute this to the English language support provided by the university, and show that learning competence can help students minimize language barriers and solve common learning problems facing both bilingual and L1 students. Overall, our paper aimed to identify key determinants of students' academic performance during bilingual instruction, and provide policy implications for developing desirable bilingual programs in HEIs. [ABSTRACT FROM AUTHOR]