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Abstract

Modularisation has supported great flexibility in curriculum pathways. However, there has been little guidance to staff on the module credit weighting that is optimum to allow for this flexibility without compromising student engagement. Student engagement can include, for example, student's time and effort (workload), their participation, interest in the subject and their deeper learning. The UCD School of HIstory, with a standard module credit weighting of five ECTs credits, set out to move to 10 credit modules and to redesign for the enhancement of student engagement in their final year. Using a mixed-method approach, over a three year period student and staff views and experiences of the redesign were explored (n=187 module offerings). The themes identified are explored through the lens of Kahu's (2013) student engagement framework, with evidence of increased engagement of students and staff satisfaction with the design change.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

DOI

https://doi.org/10.21427/zk8y-5q09

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