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Existing advice on standardization of workloads within the European Credit Transfer and Accumulation System is criticized for its insensitivity to the constructive effects of course-load on student workload preferences. octodans Uncategorized par Alexandros Tampakis Ce projet a t financ avec le soutien de la Commission europenne. Facebook gives people the power to share and makes the world more open and connected. The hypotheses supported by the study are: the high course-load both made standardization failure useful to students seeking to manage the high course-load and contributed toward standardization failure because it rendered students’ assessments of workload untrustworthy to lecturers who regulate that workload. Join Facebook to connect with Alexandros Tampakis and others you may know. Koutagiar, Iosif P., Georgakopoulos, Alexandros T., Pouli, Anastasia G. This study aimed to identify plausible hypotheses about how high course-loads and standardization failure interact by examining credit point standardization failure at an Estonian university where students are required to take twice as many courses as their peers at better performing universities. : Papageorgiou, Christos, Zagouri, Flora, Tampakis, Konstantinos.
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Moreover, increasingly, institutions are found where students are required to take a high number of courses simultaneously. On the teachers’ side, the results highlight the need to better plan the curricula workload specifically for first-year students.įailures to standardize the work required to receive equal credit points from different courses make credit points unfit for their official purposes. These results raise questions, on the students’ side, about the potential of qualitative (self-inputted) learning analytics to raise awareness on where time investments go. While no major difference in time management and learning performance was observable, data reveals that perceived time allocation and prescribed study-time differ substantially. Time management skills are an essential component in this process and the target of this study, wherein 348 students covered a course through two conditions: the control group attended the semester in an unchanged way, while students in the experimental group were weekly invited to estimate and log their workload and time allocations, via “reflection amplifiers” provided on their mobile devices.
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This demand is further exacerbated in purely online settings such as open distant learning, MOOCs, or disruptive circumstances like the COVID pandemic. It entails well-developed self-regulated learning competences. Freshmen in Higher Education are required to exhibit a strong inclination to taking ownership of their own learning.