Complete thesis - Murdoch University

This suggested further examination of the pedagogical aspect, in terms of approaches tolearning, was necessary in order to explore this perception.Kember (2006), describing his earlier work (Kember, 2004), acknowledges that perceivedworkload is a complex construct which could be influenced by a wide range of aspects ofteaching and learning, all interrelated. However, he hypothesised that students could beencouraged to work hard, without perceiving that workload was excessive, by creating asuitable teaching and learning environment, that, among other aspects concentrates on keyconcepts and promoting understanding, includes assessment which tests understanding andpromotes a climate in which student-student relationships and class coherence can develop -particularly through group discussion, assignments and projects (Kember, 2004, p 181-182).These become aspects to be considered in relationship to workload, in this cycle.This was in addition to the issue flagged by the problem encountered during a follow-onunit. This indicated that the curriculum knowledge (ie the expectation I had, as teacher,of where the students should be in terms of their engagement with the profession and thediscipline) also needed further consideration. As a summary of this problem, while studentswere more comfortable with the idea of directing their own learning during the capstoneprojects, they felt (very strongly, at times) that within a formal unit, they should be taught.This highlighted a need to emphasise student-centred learning earlier in the curriculum.Figure 7.1: Education for RE – Action Research Cycle 2273