Student Workload

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Student Workload

• Willie Yip
• Department of Computing

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Background Information

• PBL strategy was applied to the Higher Diploma in
  Information Systems programme in 1999
• 4 subjects were integrated for Information System
  Development
• Students worked in teams of 5-6
• Students gained some PBL experience in year-1
• Use real-life application problems offered by the
  SAO to integrate three subjects in year-2
• Moving from PBL to Action Project Learning

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Planned study time for students

• 6 subjects per semester
• Class contact hours 19 per week
• Students are expected to work another 24 hours
  (i.e. 4 hours per subject)
• Total of 43 hours per week

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Problem-based learning processes (Hybrid
approach) supported by IT

• Teaching learning resources are available on
  the Web
• Students work on problem case in teams, use the
  Web in
• Problem analysis
• Identification of areas of learning
• Project planning
• Each student undertakes independent and
  small-group learning
• The progress of the students can be monitored and
  feedback is given via the Web
• Each group presents its finding through report
  and presentation
• The good work is displayed on the Web for
  Reflection

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Students feedback Time spent on the PBL
processes per problem case
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(No Transcript)
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Learning Outcomes
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Comparison with the Faculty of Engineering
  The statistical results indicate a positive
learning outcome when compared with past
engineering graduates. The results show better
outcomes, including learning outcomes, critical
thinking, creative thinking, communication
skills, interpersonal skills, and
problem-solving.
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Comparison with the PolyU
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Students views on PBL APL
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(No Transcript)
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(No Transcript)
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Workload impact on Learning

• PBL requires a number of skills problem
  analysis, project management, self-study
  (information search), teamwork (collaborative
  learning) communication (report writing
  presentation)
• Workload is dependent on prior study skills
• Learning outcomes are directly proportional to
  efforts

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1st PBL experience

• Only subject in the programme (1st semester
  year-2 ) to introduce PBL
• Students worked in teams of 5 to 6
• 7 problem cases
• 2 weeks per problem case
• Heavy complaints about workload
• Students commented PBL is bad due to lacking of
  skills

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2nd PBL APL experience

• 4 subjects are integrated (One subject in
  semester 2 year-1, 3 subjects in year-2 allowing
  gradual skills development)
• Students worked in teams of 5 to 6
• 3 problem cases followed by real-life project
• 2 half weeks per problem case
• Less complaints about workload
• Students commented PBL APL are innovative and
  effective

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Ways for motivating students to work hard

• Exemplifying their good work on the Web (reports
  presentation clips)
• Use real-life projects after PBL
• Good teamwork (peer learning)
• Interesting challenging problem cases/life
  projects

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Reflection

• PBL should be introduced in semester 1 year-1
• (development of study skills and workload will
  be lighter)
• Selected subjects for integration through problem
  cases
• Students favor hand-on experience with
  meaningful project work
• Assessments need not be very tight
• Openly award students

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Conclusion

• Students benefit from PBL with IT support through
  the integration of several subjects
• Both problem cases and real-life projects
  provided better learning outcomes
• Students have been motivated to learn better by
  posting their good work (reports presentations)
• Students enjoyed real-life projects
• Workload for both teachers and students is high