How would university students prefer their classes to be timetabled?

Adam, C., Piraveau, N and Gardner, M. 2019. How would university students prefer their classes to be timetabled? BPS DART-P Annual Conference 2019. Cardiff University 04 - 05 Jun 2019 BPS.

TitleHow would university students prefer their classes to be timetabled?
AuthorsAdam, C., Piraveau, N and Gardner, M.
TypeConference paper
Abstract

Purpose

This presentation reports a student-staff partnership project. By engaging Psychology students in research, the project aimed to determine how university students would prefer their classes to be timetabled.

Background

Timetabling teaching events is a challenging optimisation problem tackled annually by Higher Education Institutions across the world. It requires the allocation of finite resources to meet competing requirements of stakeholders, while satisfying various hard and soft constraints. This is hard to get right, yet crucial to an effective learning environment, given that the timetable underpins engagement and student satisfaction (cf. Organisation and Management section of NSS). The academic literature on timetabling currently focusses on algorithms for optimisation, while estate management statistics used by universities tend to focus on efficiency (e.g., ‘space utilisation’ metrics). To date, there has been surprisingly little attention paid to attributes of the timetable valued by students. To address this issue, 364 students attending a teaching-focussed metropolitan university were recruited to take part in an online survey. Student respondents undertook a budgeting task that required trade-offs between a set of desirable timetable attributes.

Conclusions

Attributes most valued by our sample were: 3 days of teaching maximum, 10am earliest start, finish time no later than 5pm. In our context, students appear to prefer condensed learning at University, with a preference for shorter days, or less days in total, over more breaks or Wednesday afternoons free from teaching. Ensuring that timetable design addresses the priorities of student stakeholders may encourage student attendance, satisfaction, and achievement.

Year2019
ConferenceBPS DART-P Annual Conference 2019
PublisherBPS
JournalPsychology Teaching Review

Related outputs

At what stage in the drinking process does drinking water affect attention and memory? Effects of mouth rinsing and mouth drying in adults
Edmonds, C.J., Skeete, J., Klamerus, E. and Gardner, M. 2019. At what stage in the drinking process does drinking water affect attention and memory? Effects of mouth rinsing and mouth drying in adults. Psychological Research. Advanced online publication. doi:10.1007/s00426-019-01229-8

Teaching Reproducible Research: Brief report on a DART-P workshop
Gardner, M. 2019. Teaching Reproducible Research: Brief report on a DART-P workshop. Psychology Teaching Review.

How does drinking water affect attention and memory? The effect of mouth rinsing and mouth drying on children's performance
Edmonds, C.J., Harte, N. and Gardner, M. 2018. How does drinking water affect attention and memory? The effect of mouth rinsing and mouth drying on children's performance. Physiology & Behavior. 194, pp. 233-238. doi:10.1016/j.physbeh.2018.06.004

Implicit mentalising during level-1 visual perspective-taking indicated by dissociation with attention orienting
Gardner, M., Bileviciute A.P. and Edmonds, C.J. 2018. Implicit mentalising during level-1 visual perspective-taking indicated by dissociation with attention orienting. Vision. 2 (1), p. 3. doi:10.3390/vision2010003

'Spontaneous' Visual Perspective-Taking Mediated by Attention Orienting that is Voluntary and not Reflexive
Gardner, M., Taylor, D.A., Hull, Z. and Edmonds, C.J. 2018. 'Spontaneous' Visual Perspective-Taking Mediated by Attention Orienting that is Voluntary and not Reflexive. Quarterly Journal of Experimental Psychology. 71 (4), pp. 1020-1029. doi:10.1080/17470218.2017.1307868

Developing cross-disciplinary education by facilitating collaboration within and between diverse teams
Gardner, M. 2017. Developing cross-disciplinary education by facilitating collaboration within and between diverse teams. Educational Developments. 18 (2), pp. 14-17.

Visual mismatch negativity to masked stimuli presented at very brief presentation rates
Flynn, M., Liasis, A, Gardner, M. and Towell, A. 2017. Visual mismatch negativity to masked stimuli presented at very brief presentation rates. Experimental Brain Research. 235 (2), pp. 555-563. doi:10.1007/s00221-016-4807-1

Dose-Response Effects of Water Supplementation on Cognitive Performance and Mood in Children and Adults
Edmonds, C.J., Crosbie, L., Fatima, F., Hussain, M., Jacob, N. and Gardner, M. 2017. Dose-Response Effects of Water Supplementation on Cognitive Performance and Mood in Children and Adults. Appetite. 108, pp. 464-470. doi:10.1016/j.appet.2016.11.011

Embodied perspective-taking indicated by selective disruption from aberrant self motion
Gardner, M., Stent, C., Mohr, C. and Golding, J.F. 2017. Embodied perspective-taking indicated by selective disruption from aberrant self motion. Psychological Research. 81 (2), pp. 480-489. doi:10.1007/s00426-016-0755-4

Observed bodies generate object-based spatial codes
Taylor, A., Flynn, M., Edmonds, C.J. and Gardner, M. 2016. Observed bodies generate object-based spatial codes. Acta Psychologica. 169, pp. 71-78. doi:10.1016/j.actpsy.2016.05.009

Strategy modulates spatial perspective-taking: evidence for dissociable disembodied and embodied routes
Gardner, M., Brazier, M., Edmonds, C.J. and Gronholm, P.C. 2013. Strategy modulates spatial perspective-taking: evidence for dissociable disembodied and embodied routes. Frontiers in Human Neuroscience. doi:10.3389/fnhum.2013.00457

Subjective thirst moderates changes in speed of responding associated with water consumption
Edmonds, C.J., Crombie, R. and Gardner, M. 2013. Subjective thirst moderates changes in speed of responding associated with water consumption. Frontiers in Human Neuroscience. doi:10.3389/fnhum.2013.00363

Drink availability is associated with enhanced examination performance in adults
Pawson, C., Gardner, M., Doherty, S., Martin, L., Soares, R. and Edmonds, C.J. 2013. Drink availability is associated with enhanced examination performance in adults. Psychology Teaching Review. 19 (1), pp. 57-66.

Water consumption, not expectancies about water consumption, affects cognitive performance in adults
Edmonds, C.J., Crombie, R., Ballieux, H., Gardner, M. and Dawkins, L. 2013. Water consumption, not expectancies about water consumption, affects cognitive performance in adults. Appetite. 60, pp. 148-153. doi:10.1016/j.appet.2012.10.016

Sex differences in components of imagined perspective transformation
Gardner, M., Sorhus, I., Edmonds, C.J. and Potts, R. 2012. Sex differences in components of imagined perspective transformation. Acta Psychologica. 140 (1), pp. 1-6. doi:10.1016/j.actpsy.2012.02.002

Empathic and non-empathic routes to visuospatial perspective-taking
Gronholm, P.C., Flynn, M., Edmonds, C.J. and Gardner, M. 2012. Empathic and non-empathic routes to visuospatial perspective-taking. Consciousness and Cognition. 21 (1), pp. 494-500. doi:10.1016/j.concog.2011.12.004

Domain general mechanisms account for imagined transformations of whole body perspective
Gardner, M. and Potts, R. 2011. Domain general mechanisms account for imagined transformations of whole body perspective. Acta Psychologica. 137 (3), pp. 371-381. doi:10.1016/j.actpsy.2011.04.006

Hand dominance influences the processing of observed bodies
Gardner, M. and Potts, R. 2010. Hand dominance influences the processing of observed bodies. Brain and Cognition. 73 (1), pp. 35-40. doi:10.1016/j.bandc.2010.02.002

Can illusory deviant stimuli be used as attentional distractors to record vMMN in a passive three stimulus oddball paradigm?
Flynn, M., Liasis, A., Gardner, M., Boyd, S. and Towell, A. 2009. Can illusory deviant stimuli be used as attentional distractors to record vMMN in a passive three stimulus oddball paradigm? Experimental Brain Research. 197 (2), pp. 153-161. doi:10.1007/s00221-009-1901-7

Hopping, skipping or jumping to conclusions? Clarifying the role of the JTC bias in delusions
Fine, C., Gardner, M., Craigie, J. and Gold, I. 2007. Hopping, skipping or jumping to conclusions? Clarifying the role of the JTC bias in delusions. Cognitive Neuropsychiatry. 12 (1), pp. 46-77. doi:10.1080/13546800600750597

P36.42 Identification of a pre-attentive visual discrimination response
Flynn, M., Liasis, A., Gardner, M. and Towell, A. 2006. P36.42 Identification of a pre-attentive visual discrimination response. Clinical Neurophysiology. 117 (Supplement 1), p. 194. doi:10.1016/j.clinph.2006.06.651

Attentional demands of continuously monitoring orientation using vestibular information
Yardley, L., Papo, D., Bronstein, A.M., Gresty, M.A., Gardner, M., Lavie, N. and Luxon, L. 2002. Attentional demands of continuously monitoring orientation using vestibular information. Neuropsychologia. 40 (4), pp. 373-383. doi:10.1016/S0028-3932(01)00113-0

Interference between postural control and mental task performance in patients with vestibular disorder and healthy controls
Yardley, L., Gardner, M., Bronstein, A.M., Davies, R., Buckwell, D. and Luxon, L. 2001. Interference between postural control and mental task performance in patients with vestibular disorder and healthy controls. Journal of Neurology, Neurosurgery and Psychiatry. 71 (1), pp. 48-52. doi:10.1136/jnnp.71.1.48

Seeing how it's done: matching conditions for observer rats ( Rattus norvegicus ) in the bidirectional control
Ray, E.D., Gardner, M. and Heyes, C. 2000. Seeing how it's done: matching conditions for observer rats ( Rattus norvegicus ) in the bidirectional control. Animal Cognition. 3 (3), pp. 147-157. doi:10.1007/s100710000069

Book review: Budiansky, S. (1998). If a lion could talk: How animals think. London: Weidenfeld and Nicolson. Pp. 234. ISBN 0297819321. £20.00 (Hbk). ISBN 0753807726. £7.99 (Pbk).
Gardner, M. 2000. Book review: Budiansky, S. (1998). If a lion could talk: How animals think. London: Weidenfeld and Nicolson. Pp. 234. ISBN 0297819321. £20.00 (Hbk). ISBN 0753807726. £7.99 (Pbk). Quarterly Journal of Experimental Psychology Section B. 53 (3), pp. 286-287. doi:10.1080/713932730

Permalink - https://westminsterresearch.westminster.ac.uk/item/qv691/how-would-university-students-prefer-their-classes-to-be-timetabled


Share this
Tweet
Email