ABSTRACT

In this article, we propose a new model of student workload. We conducted an extensive literature review of student workload, its impact on students’ lives, factors influencing student workload, objective and subjective measurements. The previous conceptualizations of student workload conflate student work and course workload, two related but distinct concepts. By synthesizing prior research and concepts from Newtonian physics such as work, force, and distance, we have discovered a model that better explains and differentiates the nature of and the various factors contributing to student work and load. We re-define student work as the product of student academic effort and their achievement in the course. In this model, student academic effort is generated to meet course demands in four domains (cognitive, physical, social, and psychological) with specific challenges and resources associated with each one. This new model will help us to better understand the student experience of academic work, effort, and the challenges students face so that we can make changes to enhance learning.

摘要

在本文中，我们提出了一种新的学生工作量模型。我们对学生工作量、其对学生生活的影响、影响学生工作量的因素、客观和主观测量进行了广泛的文献回顾。以前对学生工作量的概念化将学生工作和课程工作量混为一谈，这是两个相关但截然不同的概念。通过综合牛顿物理学的先前研究和概念，例如功、力和距离，我们发现了一个模型，可以更好地解释和区分影响学生工作和负荷的各种因素的性质和各种因素。我们将学生作业重新定义为学生学术努力和他们在课程中取得的成就的产物。在这个模型中，学生的学业努力是为了满足四个领域的课程需求（认知、身体、社交、和心理）具有与每一项相关的特定挑战和资源。这种新模式将帮助我们更好地了解学生的学术工作体验、努力以及学生面临的挑战，以便我们做出改变以加强学习。