Interpreting Student Workload and the Factors Which Shape Students' Perceptions of Their Workload.

By David Kember. 2004

287 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0f0c1dd4fe882c8bf6a5f6498b39758a55af9ec3

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Citations in the corpus

Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive (2006, methodology): “One of the two commented, ‘the workload of this course is not very great but is time demanding’ (Kember, 2004, p. 175).”
The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity (2011, background): “Perceived workload is a feeling of pressure or stress (Kember, 2004) placed on students in terms of the syllabus and assessment demands (Entwistle & Ramsden, 1983).”
‘Time is not enough.’ Workload in higher education: a student perspective (2014, unknown): “Assessment that aims at memorising lists encourages the perception of an unmanageable workload (Segers, Nijhuis, & Gijselaers, 2006) and decreases motivation (Kember, 2004).”
Beyond ‘doing time’: investigating the concept of student engagement with feedback (2011, background): “This is a serious omission if we accept the premise that the strongest influence on students is not the ‘teaching’ they receive but the assessment and feedback processes with which they engage (e.g. Gibbs & Simpson, 2004; Kember, 2004).”
Seeking support: researching first‐year students’ experiences of coping with academic life (2010, unknown): “This is well‐acknowledged in existing scholarship (Christie, Tett, Cree, Hounsell, & McCune, 2008 ; Kember, 2004 ).”
‘Teach as you preach’: the effects of student‐centred versus lecture‐based teaching on student teachers’ approaches to teaching (2010, background): “Moreover, educational literature repeatedly established the relation between perceived workload and surface approaches to learning (Entwistle and Ramsden 1983; Kember 2004).”
Development of a questionnaire for assessing students’ perceptions of the teaching and learning environment and its use in quality assurance (2009, background): “perceptions of other elements of their learning environment ( Kember 2004 ).”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, methodology): “…(2005), Crawford et al. (1998), Diseth (2007a, 2007b), Diseth et al. (2006), Entwistle and Tait (1990), Karagiannopoulou and Christodoulides (2005), Kember (2004), Kember and Leung (1998), Kember et al. (1996), Lawless and Richardson (2002), Lizzio et al. (2002), Svirko and Mellanby (2008) and…”
A comparison of Chinese and Australian university students' attitudes towards plagiarism (2016, unknown): “For example, prior research has indicated that university workloads tend to be very high for Chinese students (Kember 2004).”
A structural model of student well-being (2014, background): “Study demands encompass the ‘work load’ students have to contend with, which is accompanied by time pressure as deadlines have to be met to succeed with their study-related goals (Kember, 2004).”
Students’ approaches to learning and assessment preferences in a portfolio-based learning environment (2008, background): “Firstly, some researchers referred to the perceived workload (Birenbaum and Rosenau 2006; Entwistle and Tait 1990; Kember 2004; Nijhuis et al. 2005).”
The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education (2010, methodology): “This different research conditions were implemented because, despite of the fact that a clear hypothesis can be formulated for the relationship of workload with students’ approaches to learning, previous research suggests that differences in results exist between the different research studies inves”
Dynamic Task Prioritization for Multitask Learning (2018, methodology): “This idea is supported by the task management and cognitive workload literature [4, 5].”
Learning environment, learning process, academic outcomes and career success of university graduates (2008, background): “It is known that supportive, co‐operative, and responsive staff affects the learning of students positively (Arends 2001 ; Hativa, Barak and Simhi 2001 ; Kember 2004 ).”