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ERIC Number: EJ915687
Record Type: Journal
Publication Date: 2011-Apr
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Assessing Student Workload in Problem Based Learning: Relationships among Teaching Method, Student Workload and Achievement. A Case Study in Natural Sciences
Ruiz-Gallardo, Jose-Reyes; Castano, Santiago; Gomez-Alday, Juan J.; Valdes, Arturo
Teaching and Teacher Education: An International Journal of Research and Studies, v27 n3 p619-627 Apr 2011
This study examines student workload after a change in teaching style from lecture to Problem Based Learning and Cooperative Learning, and its relationship with student outcomes. Results show that the change clearly overloads students if it is not adequately planned and monitored. Marks, drop-outs and attendance were markedly better with the new instruction method, but also with a higher workload. The main conclusion is that calculating student workload in terms of hours is very important, but especially when implementing a change in teaching style. (Contains 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A