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

Abstract

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.This research was funded by the UNIVERSIDAD de ALICANTE, Programa de Redes de investigación en docencia universitaria del Instituto de Ciencias de la Educación de la Universidad de Alicante (convocatoria 2022), ref. 5924