In this series of three posts, we\u2019ll be looking at student workload mapping. This first post explains why planning is so important from a student perspective \u2013 and some of the thinking behind it.<\/p>\n
| Alex is studying a 60 credit Level 1 module. Curriculum guidance suggest this should\u00a0involve around 20 hours of study per week, 65% of which is module directed (direct teaching) and 35% student directed (personal study and revision around the subject). Subsequently, Alex expects around 13 hours of module directed workload each week.<\/em><\/span><\/p>\n The first few weeks go well, with Alex getting the hang of both study and the subject. The teaching scales up to the 13 hour mark \u2013 and Alex gets used to balancing study against other life commitments, such as work and family. Confidence builds up, and Alex is on course\u00a0to pass the module.<\/em><\/span><\/p>\n Unfortunately Alex hits a stumble in week 5. A large unit collides with assessment preparation and a group activity, and suddenly Alex needs to squeeze 20 hours of work in to 13. If we assume Alex is studying Monday-Friday then this is a jump of 1.4 hours a day to 4. If also working full time (with a 9 hour day including commute, a conservative estimate for modern adult learners) then the scale of the problem becomes even more apparent…<\/em><\/span><\/p>\n …<\/i>r<\/i>esult<\/i>ing<\/i> in a <\/i>22.5<\/i> hour<\/i> day, leaving and hour and a half<\/i>\u00a0to fit in\u00a0<\/i>cooking, eating, washing, shopping, waking up and the rest of life.<\/i>\u00a0<\/span><\/p>\n In this case, Alex attempts to study in the same manner as <\/i>before, but<\/i> is unable to keep up. The first blow is to confidence, \u2018Am I falling behind because I\u2019m not up to it?\u2019 Unable to find additional time during the week, Alex squeezes’ in a few hours at the weekend, and plans to play catch up next week.<\/i>\u00a0<\/span><\/p>\n Unfortunately<\/i> the assessment is due next week, and Alex\u2019s performance on it takes a hit. The following week is another unexpectedly lumpy one \u2013 and Alex gives up on playing catch up in order to try and nail the new material. <\/i>Unfortunately<\/i> there just isn\u2019t enough time in the day, and Alex starts the following week with a another backlog of teaching.<\/i><\/span>\u00a0\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n In this example, a three week spike in workload <\/span>could have<\/span> resulted in a student suffering:<\/span>\u00a0<\/span><\/p>\n Alex may choose to drop out of the <\/span>module, or<\/span> stay on with the risk of the issues worsening. If the <\/span>blow to confidence is really big, Alex may withdraw from study altogether, a decision that could have a profound impact on Alex\u2019s life \u2013 and it\u2019s all entirely avoidable<\/span>.<\/span>\u00a0<\/span><\/p>\n In \u2018Student workload: a case study of its significance, evaluation and management at the Open University\u2019 (Whitelock, Thorpe and\u00a0Galley, 2014), workload was cited as a significant factor in student withdrawals in both the Open University and the wider HE <\/span>sector<\/span>.<\/span><\/p>\n In the next post in this series, we\u2019ll take a look at one of the ways the Open University addresses this through the module design process.<\/span>\u00a0<\/span><\/p>\n |