Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive
By David Kember, D. Leung. 2006
142 citations recorded by the source corpus.
A qualitative study of perception of workload found that it was very weakly related to hours of work. The complex construct was better characterised as being influenced by a broadly conceived teaching and learning environment. It appeared to be possible to encourage students to perform a great deal of high‐quality work, without complaining about excessive workload, by attention to this environment. This hypothesis was tested quantitatively with structural equation modelling with a sample of 3320 undergraduate students at a university in Hong Kong. The hypothesised model had nine factors of the teaching and learning environment grouped under three higher‐order latent variables: teaching, teacher–student relationships and student–student relationships which have influences on perceived workload. The model showed a good fit to the data, confirming the hypothesis that attention to the teaching and learning environment can spur students to work hard without feeling overly stressed. The questionnaire could be used as a diagnostic tool to discover which aspects of the environment need attention.
Subfields: Clinical Psychology, Education, Organizational Behavior and Human Resource Management
View Paper: https://www.semanticscholar.org/paper/d393a6266cc966cf26d75828b438a97e07152581
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In Clinical Psychology
In Education
In Organizational Behavior and Human Resource Management
Citations in the corpus
- ‘Time is not enough.’ Workload in higher education: a student perspective (2014, unknown): “These components can be divided into three main categories: (1) characteristics of the teaching and learning environment, (2) characteristics of the assignment and (3) personal characteristics of the learner (Kember & Leung, 2006).”
- Teachers experiences of stress and their coping strategies during COVID - 19 induced distance teaching (2020, background): “When teachers experienced that their students were overstrained by distance teaching and learning, they may have feared a tendency for them to employ a surface learning approach (Kember & Leung, 2006), which in turn might prevent them for reaching the learning goals.”
- Development of a questionnaire for assessing students’ perceptions of the teaching and learning environment and its use in quality assurance (2009, background): “Therefore, workload can be modelled as being weakly influenced by most of the variables in this characterisation of a teaching and learning environment ( Kember and Leung 2006 ), which makes its inclusion in the model problematic.”