Thoughts on semesterisation

Most Irish universities are now modularised and semesterised. Modularisation was largely an exercise in repackaging but there are good reasons to believe that semesterisation has fundamentally changed the way students learn and not, perhaps, for the better.

There is plenty of evidence in the cognitive science and education literature that we retain content in our long term memory only if we revisit it multiple times. We rapidly forget that which we only study once.

Under the current semesterised system, students typically have 12 weeks of contact and 1 to 2 weeks of exam preparation time. Furthermore, continuous assessment is increasingly becoming a feature of the majority of modules. And finally, many modules are taught in ‘blocks’ by more than one lecturer – often to suit our increasingly busy schedules.

In that sort of learning environment, one in which students are constantly meeting deadlines and in which they are ‘jumping’ from one topic to the next, and not always in the ideal order, it is hard to imagine that students are really spending much time revisiting content in an organised and effective way throughout the semester. In fact it is very likely that most students revisit content for the first time in the couple of weeks before the examination. This may be enough for them to pass but because they have studied the material only once in an intense burst of cramming, they will rapidly forget it. And hence when we ask a question in class, the answer to which requires knowledge acquired in the previous semester, we are often met with blank faces.

In contrast, in the pre-semesterised era, there were fewer CA deadlines for students and, most importantly of all, the extended Easter break provided students with the time to really lay the foundations for the intense pre-exam study period. In theory at least, this meant that students’ retained content for longer and were in a better position to draw on that knowledge in future years.

We made the transition from the year-long to the semesterised system without ever thinking seriously about how that might affect student learning. People who opposed the semesterised approach (I wasn’t one of them) were portrayed as reactionaries. Now that we have a far better understanding of how people learn, it is worth having another look at semesterisation. I’m not suggesting that we should turn back the clock – that’s never going to happen – but we need to think very carefully about how we organise our semesters and how we teach to ensure that students revisit material multiple times.


3 thoughts on “Thoughts on semesterisation

  1. The problem is not the semester system then but students not having enough time over the week to study the material taught. Spreading over the teaching to a whole calendar year does is not a solution, neither for the students nor for the academics (can’t do much research, write journal papers or supervise research students when teaching happens all around the year).


    1. I don’t buy the no-time thing; that is if you take the 125-hour module seriously. Suppose a semester is 12 weeks with two weeks of study and two weeks of exams. Students normally do 6 modules per semester and even if they have 30 hours contact, that leaves 95 hours of independent learning per module. That works out as 35 hours of independent learning per week. That is a lot for sure but it is indicative of what our expectations are at this level. Most students though are doing less than 10 hours per week. I suspect leaving cert students are studying harder.
      Also, I don’t think it is only possible to do research when you have absolutely no teaching. It’s really about effective timetabling and time management.


      1. My point is that we may have to rethink the 30 contact hours/week model. However, this has to be directed self-learning and not simply ‘additional time for study’ (as most students, either undergrad or postgrad, will find it hard to self-manage their time).

        Totally agree on the timetabling and time management, however the first requires a streamlined & optimised system in place. Time management is indeed an issue (for most academics) and a continuous practice (rather than trying to find big blocks of free time) seems to work better when one wants to be more productive in research. Spreading, however, the teaching activity throughout the calendar year will impose more distractions to those who find it hard to manage their time (e.g. as there will always be something urgent to handle in relation to a course they teach, marking, etc).


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