Academic activities include all teaching and study-related activities in which the students participate during the degree programme. This includes all the activities in which the students in a sense are expected to take part, and therefore includes not only what takes place in class, but also to a large extent what the students do outside of class.
Examples of academic activities:
Class participation
Preparation for classes, e.g. reading, group work, assignment work,
Various events, e.g. seminars, debate forums, homework cafés, etc.
Orientation and participation in Brightspace
Work placement
Preparation for exams, e.g. information searches, cramming for exams, practice exams with fellow students
The exam itself
Each semester contains 30 ECTS credits, corresponding to an average full-time workload (approximately 37-40 hours per week) over the semester. This should be spread across courses for the semester, such that a course of 10 ECTS credits is half as demanding as a course of 20 ECTS credits. Each ECTS credit corresponds to approximately 25-30 hours of coursework, depending on the degree programme, and covers all types of academic activities. It is therefore important that you do not plan the course with an excessive workload during the course itself, as the students' work also extends to the exam period and the actual exam.
It is important that your course planning takes account of the amount of work you can expect from the students in terms of the number of ECTS credits allocated to the course. For example, select content so you avoid too much material in relation to the working hours available in the classroom and in the students' preparation time.
The study activity model provides an overview of the various academic activities that students are expected to take part in during the degree programme, and illustrates who initiates and participates in the various activities on the course. The model can also help in course planning with regard to allocating student workload realistically, and with regard to aligning expectations between teachers and students about what the students should spend their time on.
The model identifies and distinguishes between the roles of the teacher and the students in different types of academic activities. Both the teacher and students can be:
Initiator: Is the framework set by the teacher or the students, and who initiates the activity?
Participant: Do the teacher and students participate together, or only the students?
These divisions of roles form a total of four categories of academic activities, which represent all the different activities contained in the degree programme, and which teaching staff should consider when planning courses.
| CATEGORY 1 | CATEGORY 2 | CATEGORY 3 | CATEGORY 4 | |
|---|---|---|---|---|
| PARTICIPANTS | Teacher and students | Students | Students | Teacher and students |
| INITIATOR AND FRAMER | Teacher | Teacher | Students | Students (possibly where the teacher has set the overall framework) |
| EXAMPLES OF ACTIVITIES | All types of teaching where a teacher is present. Supervision Feedback Exam | Student preparation (as set by the teacher) Project and group work Online learning activities in the students' preparation time Written exam Fieldwork Teaching evaluation | Student preparation at the students' own initiative Work in study group at own initiative (e.g. reviewing texts or discussing academic topics) Literature search Student café Preparation of study products | Presentation of study products Theme days Debates Student guidance Own summary of group work |
The study activity model can be used to decide which academic activities to include in a course, and to gain an overview of the teaching resources and teaching materials required for the course. It is important to note that, even if an activity is initiated by students (categories 3 and 4), the teacher can set the overall framework for the activity. For example, if the students are responsible for preparing an academic day (category 4). In this context, the teacher can set the overall framework for the activity, e.g. by setting general requirements for the day, allocating time and booking rooms, but the students must take the initiative and responsibility to carry out the activity.
Students are rarely aware of what is expected of them, unless you make it very clear. Therefore, do not assume that they will form groups themselves, organise academic debates or participate in homework cafés, etc. Feel free to tell the students that this is either expected of them or can benefit their coursework for various reasons.
Show the students the study activity model to illustrate this, and hopefully motivate them to take responsibility for their own learning process and engage in activities not initiated by you the teacher. You can base this on the description of the study activity model in AU Studypedia, which is designed to target the students. The model can also be a tool for students to prioritise their academic activities and plan their time realistically in relation to what you expect of them.
Each course will vary in terms of scope, form and division of roles in academic activities, depending on the didactic framework and choices you make when planning your course. Below are some examples of how academic activities can be distributed across the categories in the study activity model, such that all ECTS credits are allocated in the model, including the exam.
The course is based on a combination of lectures, class lessons and academic activities in Brightspace based on a flipped classroom model, where the out of class academic activities (categories 2 and 3) are used to learn and revise academic material, while the in class academic activities (category 1) are used to test and discuss the material. The course ends with a written on-site exam.
Contact hours 2.5 ECTS = 75 hours 45 hours of lectures 30 hours of classroom instruction | Other hours 2.5 ECTS = 75 hours Preparation of study products Peer feedback on study products |
Preparation for contact hours 5 ECTS = 150 hours Independent study Online academic activities in Brightspace and academic presentations on video |
The course is based on the students' work on a project, e.g. an individual or group assignment, within a defined subject area. The course is characterised by a combination of project work, collective supervision and classroom instruction. The course ends with the students submitting a major written assignment, on which they have received peer feedback during the course, and which is followed by an oral defence.
Contact hours 1.8 ECTS = 55 hours 30 hours of classroom instruction 25 hours of collective supervision Oral exam | Other hours 2.5 ECTS = 75 hours 50 hours of project work 25 hours of peer feedback on other students' products Written assignment |
Contact hours 0.7 ECTS = 20 hours 20 hours of peer feedback with the teacher as an observer | Preparation for contact hours 5 ECTS = 150 hours Project work, logbook and learning portfolio Independent study |
Contact hours on the course take place online with synchronous group sessions. During the course, the students prepare a group product, on which they receive supervision, and where a number of sub-assignments must be submitted. Finally, the students must present their products online and give presentations to the class about their product and their process. The teacher is present and has set the overall framework, but the students give their own presentations and coordinate their oral peer feedback between the groups. This is combined with extensive use of online academic activities in Brightspace. The students submit the group product as a written exam at the end of the semester.
Contact hours 2.5 ECTS = 75 hours Online synchronous teaching with group sessions Online group supervision | Other hours 3 ECTS = 130 hours Group work on products Sub-assignment |
Contact hours 0.2 ECTS = 20 hours Online presentation of study products and process, including oral peer feedback. Online 'exhibition' of group product | Preparation for contact hours 2.5 ECTS = 75 hours Literature search Independent study Participation in online academic activities in Brightspace, including discussions and tests Academic presentation on video |
What can the students manage on average per week on your course compared with other courses on the same semester?
Has the amount of reading material been adjusted to the time available? (Content selection)
Which learning objectives have been set for the course, and which academic activities can support these?
Mølgaard, H., & Qvortrup, A. (2015). Studieaktivitetsmodellen–erfaringer og refleksioner. Aarhus: Systime Profession.
Undervisnings- og forskningsministeriet. Vejledning til indbereting af undervisnings- og vejledningstimer mv. Tilgået juli 2023 på: https://ufm.dk/uddannelse/statistik-og-analyser/timetal/vejledning-oktober-2022.pdf
Danske professionshøjskoler (2020). Vejledning til studieaktivitetesmodellen for undervisere og uddannelsesledere. https://xn--danskeprofessionshjskoler-xtc.dk/wp-content/uploads/2020/01/Vejledning_studieaktivitetsmodel__undervisere.pdf
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