Credit hours is not enough: Explaining undergraduate perceptions of course workload using LMS records

IF 6.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Internet and Higher Education Pub Date : 2023-01-01 DOI:10.1016/j.iheduc.2022.100882
Zachary A. Pardos , Conrad Borchers , Run Yu
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引用次数: 3

Abstract

Credit hours traditionally quantify expected instructional time per week in a course, informing student course selection decisions and contributing to degree requirement satisfaction. In this study, we investigate course load measures beyond this metric, including determinants from course assignment structure and LMS interactions. Collecting 596 course load ratings on time load, mental effort, and psychological stress, we investigate to what extent course design decisions gleaned from LMS data explain students’ perception of course load. We find that credit hours alone explain little variance compared to LMS features, specifically number of assignments and course drop ratios late in the semester. Student-level features (e.g., satisfied prerequisites and course GPA) exhibited stronger associations with course load than the credit hours of a course; however, they added only little explained variance when combined with LMS features. We analyze students’ perceived importance and manageability of course load dimensions and argue in favor of adopting a construct of course load more holistic than credit hours.

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学分是不够的:使用LMS记录解释本科生对课程工作量的看法
学分通常量化课程中每周的预期教学时间,为学生的课程选择决策提供信息,并有助于满足学位要求。在这项研究中,我们研究了超出这一指标的课程负荷测量,包括来自课程分配结构和LMS交互的决定因素。我们收集了596个关于时间负荷、心理努力和心理压力的课程负荷评分,调查了从LMS数据中收集的课程设计决策在多大程度上解释了学生对课程负荷的感知。我们发现,与LMS特征相比,仅凭学时就可以解释很少的差异,特别是学期末的作业数量和课程下降率。学生水平特征(例如,满足的先决条件和课程平均成绩)与课程负荷的相关性比课程的学时更强;然而,当与LMS特征相结合时,它们只添加了很少的解释方差。我们分析了学生对课程负荷维度的重要性和可管理性,并主张采用比学时更全面的课程负荷结构。
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来源期刊
Internet and Higher Education
Internet and Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.30
自引率
4.70%
发文量
30
审稿时长
40 days
期刊介绍: The Internet and Higher Education is a quarterly peer-reviewed journal focused on contemporary issues and future trends in online learning, teaching, and administration within post-secondary education. It welcomes contributions from diverse academic disciplines worldwide and provides a platform for theory papers, research studies, critical essays, editorials, reviews, case studies, and social commentary.
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