Teaching Online: Where Do Faculty Spend Their Time?

Autor/inn/en	Mandernach, B. Jean; Holbeck, Rick
Titel	Teaching Online: Where Do Faculty Spend Their Time?
Quelle	In: Online Journal of Distance Learning Administration, 19 (2016) 4, (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-3847
Schlagwörter	Online Courses; College Faculty; Faculty Workload; Correlation; Time Management; Scheduling; Class Size; Faculty Development; Teaching Experience; Grading; Feedback (Response); Asynchronous Communication; Teacher Student Relationship; Benchmarking; Statistical Analysis; Diaries; Teacher Attitudes + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Fakultät; Korrelation; Zeitmanagement; Disposition; Klassengröße; Notengebung; Schulnote; Teacher student relationships; Lehrer-Schüler-Beziehung; Statistische Analyse; Diary; Tagebuch; Lehrerverhalten
Abstract	An understanding of online teaching time requirements provides essential information to inform scheduling, course size and instructor workload; in addition, awareness of the distribution of time across online teaching tasks provides insight to focus faculty efforts and tailor professional development to target instructional needs. The purpose of the current study is to examine the investment and distribution of instructional time as a function of instructor experience, class size and course duration. Findings reveal instructors spend 12.69 hours per week per online course (with an average class size of 22 students); teaching time is distributed across a range of instructional activities with approximately 40% spent on grading and feedback, 30% on discussion facilitation, 10% on asynchronous, one-to-one communication, 10% on synchronous communication, and 10% on content development. While there was a trend for novice instructors to require more time than more experienced faculty, there was not a relationship between instructional time and number of students in the course. Recognizing the ubiquitous nature of the online classroom lacks inherent benchmarks to guide start or stop times, results are discussed in relation to mental anchors that may influence faculty time investment in online teaching. (As Provided).
Anmerkungen	State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: distance@westga.edu; Web site: http://www.westga.edu/~distance/ojdla
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01