2015 ivabs student workload workshop

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


Filename: Save date: 4/11/2014 0 words

excess material

superficial approach

lack of connections

inability to be selective

perception of overload


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


excess material


lack of connections



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

http://stream.massey.ac.nz/course/view.php?id=11331

http://stream.massey.ac.nz/course/view.php?id=11331



excess material


lack of connections



http://www.slideshare.net/liznorman