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
{"title":"Credit hours is not enough: Explaining undergraduate perceptions of course workload using LMS records","authors":"Zachary A. Pardos ,&nbsp;Conrad Borchers ,&nbsp;Run Yu","doi":"10.1016/j.iheduc.2022.100882","DOIUrl":null,"url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":null,"pages":null},"PeriodicalIF":6.4000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Internet and Higher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1096751622000380","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
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。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
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.
期刊最新文献
Exploratory study of an AI-supported discussion representational tool for online collaborative learning in a Chinese university Editorial Board Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability Editorial Board
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1