Teaching staff and students often view the allocation of course workloads from different perspectives. Planning workload with consideration for both perspectives is essential for supporting student learning and promoting the well-being of everyone involved. Some courses require regular attendance or the completion of practical assignments, while others involve more independent study, research and critical analysis. This means that courses carrying the same number of credits may not be equally demanding for all students. There are also significant differences between degree programmes: some focus more on practical skills, while others emphasise the development of meta-skills. For this reason, while considering the workload of individual courses is important, the overall workload at the level of entire modules and degree programmes should also be assessed. As with all curriculum work, collaboration between teachers and staff responsible for administering specialisations and degree programmes is essential.
There is no single, definitive way to model workload, as it is always an individual experience from the perspective of both teachers and students. From the teacher’s viewpoint, workload is influenced by several factors: the scope of the course, the teaching and assessment methods used, teaching experience, familiarity with the teaching methods, how and when work is distributed during the course, and personal characteristics. In general, if a meaningful framework of reference for an activity is missing (meaning that the participants cannot justify why they are doing it), the situation becomes stressful for both students and teachers. For this reason, teachers are encouraged to reflect on their own concept of learning and how their choices align with this concept. Discussing the primary course theme with students can lighten the workload and create a more meaningful learning process for both parties.
When applying collaborative teaching (co-teaching) and designing studies together, it is important to recognise that reaching a shared understanding of objectives and planning actions takes time. However, taking time for this process is important to ensure both the content coherence and pedagogical coherence of the course. In co-planning, it is also important to understand your co-teacher’s way of thinking and working, and to establish communication practices that enable you to address any issues constructively and respectfully. This approach can make teaching a more relaxing and rewarding experience. At its best, co-teaching and team teaching offer all participants an enriching experience in terms of both content and pedagogy, while clarifying and strengthening each teacher’s professional identity.