Interpreting student workload and the factors which shape students' perceptions of their workload
Interpreting student workload and the factors which shape students' perceptions of their workload
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DOI：
10.1080/0307507042000190778
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发表时间：
2004-04-01
影响因子：
4.2
通讯作者：
David, K
中科院分区：
文献类型：
--
作者：
David, K
本文探讨了学生的工作量的性质，以及如何形成的看法。推论来自五个详细的案例研究，从更广泛的样本的大学生谁完成了一个星期的每小时的日记。还对一个次级样本进行了访谈。对工作量的看法并不等同于花在学习上的时间，但可能受到它们的微弱影响。既有来自背景变量的类效应，也有类内个体差异的类效应。学生对工作量的感知受到内容、难度、评估类型、师生关系和学生关系的影响。学习的直接方法和表面方法是相互关联的，似乎是一种复杂的相互关系。如果在最广泛的意义上重视教学方法、评估和课程设计，就有可能激励学生长时间学习，取得高质量的学习成果。因此，重要的是要有一个开放的评价系统，收集反馈意见的一系列广泛的课程变量。
This article examines the nature of student workload and how perceptions of it are formed. Inferences are drawn from five detailed case studies, taken from a wider sample of university students who completed an hourly diary for one week. A subsample was also interviewed. Perceptions of workload are not synonymous with time spent studying, but can be weakly influenced by them. There are both class effects from contextual variables and individual differences within a class. Perceptions of workload are influenced by content, difficulty, type of assessment, teacher-student and student-student relationships. Workload and surface approaches to learning are interrelated, in what appears to be a complex reciprocal relationship. It is possible to inspire students to work long hours towards high quality learning outcomes if attention is paid to teaching approaches, assessment and curriculum design in the broadest sense. It is, therefore, important to have open evaluation systems which gather feedback on a wide array of curriculum variables.