Evaluating Active Learning: The Role of Non-Presential Workload Monitoring in Academic Achievement and Student Satisfaction in Architecture Programs Within the European Higher Education Area
The European Higher Education Area (EHEA) university learning framework, structured around the European Credit Transfer and Accumulation System (ECTS), integrates classroom hours with independent, non-classroom workloads outside the university, where students engage in self-directed learning. This s...
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2025-01-01
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| author | César Daniel Sirvent-Pérez Carlos Pérez-Carramiñana Pascual Saura-Gómez Ángel Benigno González-Avilés José Ángel Ruiz-Cáceres |
| author_facet | César Daniel Sirvent-Pérez Carlos Pérez-Carramiñana Pascual Saura-Gómez Ángel Benigno González-Avilés José Ángel Ruiz-Cáceres |
| author_sort | César Daniel Sirvent-Pérez |
| collection | DOAJ |
| description | The European Higher Education Area (EHEA) university learning framework, structured around the European Credit Transfer and Accumulation System (ECTS), integrates classroom hours with independent, non-classroom workloads outside the university, where students engage in self-directed learning. This study aimed to develop a standardized protocol to monitor and quantify non-presential study hours to identify and adjust anomalous workload values. Over a two-year period, data were gathered from two distinct student groups (local Spanish students and international exchange students) enrolled in the same fourth-year architecture course at the University of Alicante. The data analysis allowed for an exploration of correlations among three key variables: non-presential study hours, final grades, and student satisfaction (self-assessed course perceptions). The results reveal a direct proportional relationship among these variables, whereby an increase in weekly study hours corresponds with both higher final grades and improved student satisfaction with the course. |
| format | Article |
| id | doaj-art-21d7d2c283d44f28ba73951a2ef41e1e |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-21d7d2c283d44f28ba73951a2ef41e1e2025-01-24T13:30:19ZengMDPI AGEducation Sciences2227-71022025-01-011514110.3390/educsci15010041Evaluating Active Learning: The Role of Non-Presential Workload Monitoring in Academic Achievement and Student Satisfaction in Architecture Programs Within the European Higher Education AreaCésar Daniel Sirvent-Pérez0Carlos Pérez-Carramiñana1Pascual Saura-Gómez2Ángel Benigno González-Avilés3José Ángel Ruiz-Cáceres4Departamento de Construcciones Arquitectónicas, Escuela Politécnica Superior, Universidad de Alicante, 03690 Alicante, SpainDepartamento de Construcciones Arquitectónicas, Escuela Politécnica Superior, Universidad de Alicante, 03690 Alicante, SpainDepartamento de Construcciones Arquitectónicas, Escuela Politécnica Superior, Universidad de Alicante, 03690 Alicante, SpainDepartamento de Construcciones Arquitectónicas, Escuela Politécnica Superior, Universidad de Alicante, 03690 Alicante, SpainDepartamento de Construcciones Arquitectónicas, Escuela Politécnica Superior, Universidad de Alicante, 03690 Alicante, SpainThe European Higher Education Area (EHEA) university learning framework, structured around the European Credit Transfer and Accumulation System (ECTS), integrates classroom hours with independent, non-classroom workloads outside the university, where students engage in self-directed learning. This study aimed to develop a standardized protocol to monitor and quantify non-presential study hours to identify and adjust anomalous workload values. Over a two-year period, data were gathered from two distinct student groups (local Spanish students and international exchange students) enrolled in the same fourth-year architecture course at the University of Alicante. The data analysis allowed for an exploration of correlations among three key variables: non-presential study hours, final grades, and student satisfaction (self-assessed course perceptions). The results reveal a direct proportional relationship among these variables, whereby an increase in weekly study hours corresponds with both higher final grades and improved student satisfaction with the course.https://www.mdpi.com/2227-7102/15/1/41workloadnon-presentialECTS creditsfinal gradesstudent satisfactionbachelor’s degree |
| spellingShingle | César Daniel Sirvent-Pérez Carlos Pérez-Carramiñana Pascual Saura-Gómez Ángel Benigno González-Avilés José Ángel Ruiz-Cáceres Evaluating Active Learning: The Role of Non-Presential Workload Monitoring in Academic Achievement and Student Satisfaction in Architecture Programs Within the European Higher Education Area Education Sciences workload non-presential ECTS credits final grades student satisfaction bachelor’s degree |
| title | Evaluating Active Learning: The Role of Non-Presential Workload Monitoring in Academic Achievement and Student Satisfaction in Architecture Programs Within the European Higher Education Area |
| title_full | Evaluating Active Learning: The Role of Non-Presential Workload Monitoring in Academic Achievement and Student Satisfaction in Architecture Programs Within the European Higher Education Area |
| title_fullStr | Evaluating Active Learning: The Role of Non-Presential Workload Monitoring in Academic Achievement and Student Satisfaction in Architecture Programs Within the European Higher Education Area |
| title_full_unstemmed | Evaluating Active Learning: The Role of Non-Presential Workload Monitoring in Academic Achievement and Student Satisfaction in Architecture Programs Within the European Higher Education Area |
| title_short | Evaluating Active Learning: The Role of Non-Presential Workload Monitoring in Academic Achievement and Student Satisfaction in Architecture Programs Within the European Higher Education Area |
| title_sort | evaluating active learning the role of non presential workload monitoring in academic achievement and student satisfaction in architecture programs within the european higher education area |
| topic | workload non-presential ECTS credits final grades student satisfaction bachelor’s degree |
| url | https://www.mdpi.com/2227-7102/15/1/41 |
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