I'm looking for studies on the correlation between workload lectures (or other learning approach) in the college cognitive performance of students.
Learning should help individuals develop the intellectual, personal and social resources that will enable them to participate as active citizens, contribute to economic, social or community development, and flourish as individuals in a diverse and changing society.
A common problem
Course design and review seem to concentrate attention on specific module outcomes rather than on these more fundamental goals. This can mean that students fail to make connections between topics and do not see the subject as an integrated whole.
http://www.tlrp.org/pub/documents/UKHEfinal.pdf
I would agree with Krishnan. Also, if the lecturer teaches the same classes many times over then he/she masters the subject faster. But, if the lecturer teachers many different subjects, I can see where there may not be enough time to put the same effort into all lectures. As a result, some lectures being better than others and by extension impact the depth of learning by students.
Many thanks,
Debra
Work load in higher education is a effective problems for the students & sometimes for the parents also .
Workload in higher education to be carefully examine by the academician & the experience teachers & members of the education board .
They may not be in position to change the syllabus but to make the examination system less over burden for the student by giving the timely gap so that student may enter examination hall comfortably .
Fine, I found this work, I hope it helps you.
http://www.oulu.fi/w5w/tyokalut/GET2.pdf
Reified knowledge, formally delivered, fails to enable accomplished teaching
googleweblight.com/?lite_url=http://www.leeds.ac.uk/educol/documents/00003330.htm&ei=NigRReiu&lc=en-IN&s=1&m=498&ts=1446977819&sig=APONPFlAFCXRG32npCyuYoa2Og4zOt712w
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