higher education policy; time-shortened courses; student workload, university teaching, learning and curriculum design
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
Original Publication Citation
Lutes, L., & Davies, R. (2018). Comparison of Workload for University Core Courses Taught in Regular Semester and Time-Compressed Term Formats. Education Sciences, 8(34) 1-12.
BYU ScholarsArchive Citation
Lutes, Lyndell and Davies, Randall, "Comparison of Workload for University Core Courses Taught in Regular Semester and Time-Compressed Term Formats" (2018). All Faculty Publications. 2095.
MDPI, Basel, Switzerland.
David O. McKay School of Education
Instructional Psychology and Technology
© 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
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