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DETERMINING STUDENT WORKLOAD IN HIGHER EDUCATION
UNIVERSITY OF OULU
TEACHING DEVELOPMENT UNIT
ASKO KARJALAINEN
KATARIINA ALHA
SUVI JUTILA
-DETERMINING STUDENT WORKLOAD-
ASKO KARJALAINEN
KATARIINA ALHA
SUVI JUTILA
ISBN 951-42-8020-2
-DETERMINING STUDENT WORKLOAD-
CONTENTS
FOREWORD 6
TEACHING METHODS 40
ASSESSMENT METHODS 62
CONVERSION TO ECTS-CREDITS 66
FOLLOW-UP 69
EPILOGUE 70
REFERENCES 72
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FOREWORD
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learning.1
1 See Kember & Leung, 1998; Lizzio et. al. 2002; Entwistle &
Smith, 2002.
2 Relevant studies in this area are for example : Marton, 1976;
Entwistle & Tait, 1990; Entwistle & Ramsden 1983; Chambers 1992;
Garg, Panda & Panda, 1992; Kember & Leung, 1998; Lawless, 2000.
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11
We have deliberately chosen to use the concept an ordinary
student instead of an average student because we want to
emphasise the idea that the qualities of a student and the features of
his behaviour should not be described mathematically or
quantitatively, but rather in a qualitative way.
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And finally,
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Academic
discipline
Professional
skills
During the core analysis, the teacher (or some other agent
or team in charge of the course, module etc.) uses CCD to
sort the components of the subject under the core
categories. Categories on the rows may differ depending
on the interest of the analysis. For example, a division
between factual knowledge, skills and attitudes may
sometimes be found useful.
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CORE 1 less
time than the
ordinary student
..with
HIGH and can
teaching/tutoring
About 15% of all therefore reach
provided when
students NEED very good
needed.
learning
outcomes also
on the levels C2
and C3
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TEACHING METHODS
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A) INFORMATION TRANSMISSION
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1 3
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1 2
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1 2-3
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1 2
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1 3
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1 2
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1 5
B6) Seminars
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1 2-4
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D) READING LITERATURE
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DEMANDING 70 WORDS/MINUTE
20 Chambers 1992. See also: Garg, Panda & Panda 1992. The
authors originally suggest reading a text only once. According to
Finnish book examination practises, three readings are advisable for
deep learning.
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Time required for reading the books and time required for
completing a written product partially overlap in this
method. For this reason, the reasonable time necessary
for literature reading is obtained by using the word-based
calculation model for one reading time.23
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26 This dead time (or meta time) use should be noted by ICT
based teaching coordinators, as it is likely to have a significant effect
on learning results.
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ASSESSMENT METHODS
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BACHELOR STUDIES 1
MASTER STUDIES 2
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SWL
AMOUNT
_______ x 60 = OF ECTS
CREDITS
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FOLLOW-UP
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EPILOGUE
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REFERENCES
Badaranayake,R. 2000. The Concept and practicability of a
core curriculum in basic medical education. Medical Teacher
22:6,560-563.
Chambers, E. 1992. Work-load and the Quality of student
learning. Studies in Higher Education 17:2.
Entwistle , N.J & Tait, H. 1990. Approaches to learning,
evaluation of teaching and preferences for contracting
academic environments. Higher Education 19: 169-194.
Entwistle, N. & Smith, C. 2002. Personal understanding and
target understanding: Mapping influences on the outcomes of
learning. Bristish Journal of Educational Psychology. 72, 321-
342.
Entwistle, N.J & Ramsden, P. 1983. Understanding Student
Learning. London: Croom Helm.
Garg, S; Panda, V. & Panda, S. 1992. A Preliminary Study of
Student Workload for IGNOU Physics Elective Cources. Indian
Journal of Open learning 1:2.
Harding, T. 2004. An honest look at cheating. Industrial
Engineer. 36: 9, p. 16-17.
Kember, D; Leung, D.Y.P. 1998. Influences upon students
perceptions of workload. Educational Psychology. 18:3.
Lawless, C. 2000. Using Learning Activities in Mathematics:
workload and study time. Studies in Higher Education. 25:1.
Lizzio, A.; Wilson, K. & Simons, R. 2002. University
StudentsPerceptions of the Learning Environment and
Academic Outcomes: implications for theory and practice.
Studies in Higher Education. 27:1,27-52.
Marton, F. 1976. What does it take to learn? Some
implications of an alternative view on learning. In: Entwistle,
N.J.(Ed.) Strategies for Research and Development in Higher
Education. Amsterdam: Swets & Zeitlinger.
Olkkonen, T. & Vanhala, M. 2001. Ossaakko n ohojata.
Ministry of Education.2002. Yliopistojen kaksiportaisen
tutkintorakenteen toimeenpano (Report of the committee for the
development of university degree structure) Ministry of
Education committee reports 39. Published by Ministry of
Education (abstract in English).
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Im tired
of waiting
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Contact information
ASKO KARJALAINEN (asko.karjalainen@oulu.fi)
KATARIINA ALHA (katariina.alha@oulu.fi)
SUVI JUTILA (suvi.jutila@oulu.fi)
ISBN 951-42-8020-2