Mais conteúdo relacionado Semelhante a Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-Class) to Independent (Out-of-Class) Time Spent on Learning Activities (20) Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-Class) to Independent (Out-of-Class) Time Spent on Learning Activities4. Discipline-specific (e.g. Bonesronning & Opstad, 2012; Bower, 2012; Scully &
Kerr, 2014; Ruiz-Gallardo, Castano, Gomez-Alday & Valdes, 2011)
Student perceptions of workload (e.g. Kyndt et al 2014; Myers
& Thorn 2013; Mottet, Parker-Raley, Beebe & Cunningham, 2007; Kember & Leung, 1996, 2006)
General time use (e.g. Welker & Wadzuk, 2012; Kingsland, 1996
US Bureau of Labor
Statistics: 1.53
hours/day
Maclean’s: 10.39 to
19.96 hours/week
15. References
• Babcock, P. S., Marks, M. (2010). Leisure College USA: the decline in
student study time. Washington, DC: American Enterprise Institute.
• Bonesronning, H., Opstad, L. (2012). How much is students’ college
performance affected by quantity of study? International Review of
Economics Education, 11(2), 46-63.
• Bower, K. (2012). A model of student workload. Journal of Higher
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10.1080/1360080X.2012.678729
• Burke, L., Amselem, M.C., & Hall, J. (2016). Big debt, little study: What
taxpayers should know about college students’ time use. Report on
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http://www.heritage.org/education/report/big-debt-little-study-what-
taxpayers-should-know-about-college-students-time-use
16. • Kember, D. (2004). Interpreting student workload and the factors
which shape students’ perceptions of their workload. Studies in
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• Kember, D., Ng, S., Tse, H., Wong, E. T. T., & Pomfret, M. (1996) An
examination of the interrelationships between workload, study
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• Kyndt, E., Berghmans, I., Dochy, F. & Bulckens, D. (2014). Time is
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• McCormick, A. (2011). It’s about time: What to make of reported
declined in how much college students study. Liberal Education,
97(1), 30-39.
• Mottet, T. P., Parker-Raley, J., Beebe, S. A., & Cunningham, C.
(2007). Instructors who resist "college lite": The neutralizing
effect of instructor immediacy on students' course-workload
violations and perceptions of instructor credibility and affective
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17. • Myers, S. A., & Thorn, K. (2013). The relationship between students’
motives to communicate with their instructors, course effort, and
course workload. College Student Journal, 47(3), 485-488.
• Ruiz-Gallardo, J. R., Castaño, S., Gómez-Alday, J. J., & Valdés, A. (2011).
Assessing student workload in Problem Based Learning: Relationships
among teaching method, student workload and achievement. A case
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18. • Silva, E., White, T., Toch, T., & Carnegie Foundation for the
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