Abstract
Research suggests that faculty perceive greater workload for online teaching. These perceptions have little quantitative support. This study utilized seven online graduate courses, over a three year period to estimate faculty and student workload for interaction via online discussions and electronic mail using average reading and typing speeds. Weekly faculty workload estimates for interaction did not exceed normal expectations for faculty “office hours” for six of the seven courses. Perceptions of excessive workload for communication may be better explained by the dynamics of online interaction found in this study. Online students attempted to contact their instructors, twenty-four hours per day, seven days per week, at least every fourteen hours. Further research is needed to establish the time needed for FTF teaching interaction and to validate actual typing and reading speeds for more accurate estimates of the time needed for online course interaction.
Highlights
The scope and number of internet-based distance learning programs in American colleges and universities continues to increase each year
Established measures of faculty workload and compensation are being challenged by distance learning faculty and their labor unions, who assert that development of online courses is not a normal faculty activity, and online teaching takes more time and effort [1]
This perception was not supported by the interaction workload estimates utilized in this study
Summary
The scope and number of internet-based distance learning programs in American colleges and universities continues to increase each year. Established measures of faculty workload and compensation are being challenged by distance learning faculty and their labor unions, who assert that development of online courses is not a normal faculty activity, and online teaching takes more time and effort [1]. Because of a lack of precedents and substantive research, compensation models for online teaching workload and course development vary erratically across the country [2]. Most experts and accrediting guidelines maintain that interaction is a vital component in successful online learning. Oncampus class sessions contain blended interactions, with a percentage of time spent in content presentation via lectures, intermingled with announcements and active student participation. Instruction time outside of the traditional class includes administrative duties, grading, preparation of materials or lectures, and communication with students via email, phone or in person. No research was found which provided data regarding faculty workload for interaction in FTF (face-to-face) instruction
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