10 Years of Curriculum Change Viewed Through the Lens of Student Workload
Abstract
Context and Objectives
Article # 4
Title :
10 Years of Curriculum Change Viewed Through the Lens of Student Workload
Author :
Dr Katherine J . Haxton , Senior Lecturer in Chemistry School of Chemical and Physical Sciences , Keele University
Keywords :
Curriculum Design ; Assessment ; Workload ; Flipped Teaching
DOI : 10.21252 / 4czv-h521
10 Years of Curriculum Change Viewed Through the Lens of Student Workload
Abstract
The past decade has seen significant changes to the Chemistry course at Keele including two curriculum reviews , the COVID-19 pandemic , and a more gradual evolution of how we teach , particularly including flipped classroom methods . Student workload provides a means of quantifying the impact of these changes and is also a valuable tool in ensuring that all learning and teaching activities have sufficient and equitable access to time . The longer-term impact of changes to curricula has not been studied significantly , and there are limited examples of workload models that incorporate flipped classroom methods in physical science subjects . The purpose of this study is to review 10 years of semester 1 level 6 chemistry modules through the perspective of objective workload ( timetabled sessions and deadlines ) and more closely through changes in one block of taught content . Workload has been selected as a metric because objective workload is within the control of teaching staff and links to attendance , engagement , and achievement . Assessment timetables and timetables were analysed and workload week maps and credit per week map visualisations devised to represent the data . A workload model was proposed . A series of recommendations are made for the use of these visualisation to both support student learning and ensure equity across modules . Further work is required to investigate this complex issue , particularly to incorporate the student voice and perceived workload .
Context and Objectives
Over the past ten academic years chemistry teaching has seen significant changes in teaching methodologies . This takes place within a context of changing institutional requirements , the rise of flipped teaching methods , and most recently the COVID-19 pandemic . Within the chemistry courses at Keele , there have been two reviews of the curriculum ( changes to modules and ordering of material ) and establishment of BSc single honours and Master ’ s degree routes . This paper presents a case study based on part of a module taught at level 6 and views these changes through the lens of student workload .
What is Student Workload ?
Workload may be broken down into two types . Firstly , subjective , or perceived workload must be represented more qualitatively . Subjective workload varies by student dependent on their individual circumstances , characteristics , and ability , mediated by whether the student believes that they have time for study related activity ( Kyndt et al ., 2014 ). Our understanding of subjective workload is also complicated by a limited number of investigations asking students how much time they spend working and why it varies ( Ruiz-Gallardo et al ., 2011 ). The relationship between perceived workload and hours of work was found
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