Balancing load in engineering education through student learning time (SLT) in hybrid and online learning environments

Abstract

Malaysian higher education institutions started using Student Learning Time (SLT) as a quantitative scientific tool to adjust the loading of the individual course, semester, and overall curriculum. The SLT calculations are based on the time a student may spend on multiple learning activities. The idea is simple yet comprehensive to cater and balance operative time for instruction, assessments, and self-learning. SLT also provides a guideline to recommend the modification and updating of the course or curriculum. In the Covid-19 and post era, the instructional mode has been changed to the synchronous and asynchronous, online and offline manner; there is a need to re-evaluate and adjust the course delivery and activities to adapt to the situation. The change should accommodate the shift in education, modifying the time allocation for instructional and assessment preparation duration. The study aims to provide theoretical calculations to quantitatively adjust the course loading using SLT, not to hamper the student's learning process. The technique can be equally valuable for other modes of instruction. Several tables listed with multiple instructional and self-learning activities are provided so that SLT can be calculated for engineering courses in higher education.