Moreover, increasingly, institutions are found where students are required to take a high number of courses simultaneously. On the teachers’ side, the results highlight the need to better plan the curricula workload specifically for first-year students.įailures to standardize the work required to receive equal credit points from different courses make credit points unfit for their official purposes. These results raise questions, on the students’ side, about the potential of qualitative (self-inputted) learning analytics to raise awareness on where time investments go. While no major difference in time management and learning performance was observable, data reveals that perceived time allocation and prescribed study-time differ substantially. Time management skills are an essential component in this process and the target of this study, wherein 348 students covered a course through two conditions: the control group attended the semester in an unchanged way, while students in the experimental group were weekly invited to estimate and log their workload and time allocations, via “reflection amplifiers” provided on their mobile devices. This demand is further exacerbated in purely online settings such as open distant learning, MOOCs, or disruptive circumstances like the COVID pandemic. It entails well-developed self-regulated learning competences. As regard the students’ estimation, seems that personal study predominates in their preferences.įreshmen in Higher Education are required to exhibit a strong inclination to taking ownership of their own learning. Both parts agree that daily study is the key in order to pass the final exam. Results indicate that students’ estimations (SE) does not always keep pace to professors’ ones (PE) in order for the students to achieve the minimum passing grade.

In order to collect the related data, questionnaires, personal interviews and surveys were used. Consequently, for the estimation of this parameter, we take into account, professors’ estimation (PE) and students’ estimation (SE). In the context of seeking the responsible factors it seems reasonable to assume that student’s workload is related with the examination results. The motivation for this research was the high average of years for graduation that the students of the aforementioned department usually have. This project addressed the difficulties of measuring students’ workload for four major courses, of the Department of Physics, University of Patras.

Alexandros tampakis