Comparison of Workload for University Core Courses Taught in Regular Semester and Time-Compressed Term Formats

Autor/inn/en	Lutes, Lyndell; Davies, Randall
Titel	Comparison of Workload for University Core Courses Taught in Regular Semester and Time-Compressed Term Formats
Quelle	In: Education Sciences, 8 (2018), Artikel 34 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	College Students; Student Attitudes; Scheduling; Study Habits; Core Curriculum; Semester System; Acceleration (Education); Homework; Curriculum Design; Course Organization; Minicourses; Mixed Methods Research; Multivariate Analysis; Assignments; Surveys; Interviews; Utah + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Disposition; Study behavior; Study behaviour; Studienverhalten; Kerncurriculum; Semester; Semesterferien; Acceleration; Beschleunigung; Hausaufgabe; Lehrplangestaltung; Course organisation; Kurskonzept; Kurzlehrgang; Multivariate Analyse; Assignment; Auftrag; Zuweisung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik
Abstract	This study compared student workload and perceived value of coursework assigned for a matching set of semester and term general education courses at Brigham Young University. Statistically significant differences in workloads were found between most semester and term courses. While term workloads were slightly lighter in general, both could be called "university lite," in that students did not spend the expected two hours outside of class per hour in class. Math and physics courses came closest to meeting the expected workloads, which tended to remain constant between semesters and terms. Differences in the value students reported for homework varied significantly by the autonomy of the instructor to adapt his own course section. Some of the curricular differences between sessions might be attributed to efficiencies instructors incorporated for shorter sessions without affecting overall course quality. Typically, reading- and writing-intensive courses showed the most negative impact when offered in a term format. The findings from this study suggest that, while some subjects lend themselves well to a compressed-time format, not all courses are suited to being taught in this way. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01