Teaching workload in 21st century higher education learning setting
A standard equation on teaching workload calculation in the previous academic setting only includes the contact hours with students through lecture, tutorial, laboratory and in-person consultation (i.e. one-to-one final year project consultation). This paper discusses teaching workload factors accor...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia
2020
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/46369/1/EJ1246415.pdf http://ir.unimas.my/id/eprint/46369/ https://ijere.iaescore.com/index.php/IJERE/article/view/20419 http://doi.org/10.11591/ijere.v9i1.20419 |
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| Summary: | A standard equation on teaching workload calculation in the previous academic setting only includes the contact hours with students through lecture, tutorial, laboratory and in-person consultation (i.e. one-to-one final year project consultation). This paper discusses teaching workload factors according to the current higher-education setting. Devising a teaching workload equation that includes all teaching and learning strategies in the 21st century higher education learning setting is needed. This is indeed a challenging task for the academic administrators to scrutinize every single parameter that accounted for teaching and learning. In this work, we have discussed the parameters which are significant in teaching workload calculation. For instance, the conventional in-person contact with the students, type of delivery, type of assessment, the preparation of materials for flipped classroom as well as MOOC, to name a few. Teaching workload also affects quality teaching and from the academic perception, the higher workload means lower-quality teaching. |
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