ETeaching Workload

1
E-Teaching Workload Stephen Bright BTI
Tauranga
2
Gather information on models of workload
calculation for the e-Learning environment, and
propose a possible model for the New Zealand
tertiary setting
3
(No Transcript)
4
Whats your story ?
5
Research literature mixed

• DiBiase (2000) reduced workload but perceived as
  more by faculty (3.2 hrs -gt 2.7 hrs. per
  student)
• Lazarus, (2003) workload about the same
• Thompson (2004)workload about the same but
  chunking of time for e-learning made e-learning
  more efficient
• Goodfellow (1999) more work than FTF
• Tomei (2006) online 14 more work than FTF
• Cavanaugh, (2003) more than 200 more work than a
  FTF class
• Mupinga Maughan(2008) more work than FTF

6
Mupinga Maughan (2008)

• analysis of a survey of Community College
  lecturers in the USA (National Study of
  Post-Secondary Faculty, 2002)
• American Association of University Professors 40
  40 -20 standard guideline for workload (40
  teaching, 40 research, 20 community service)
• No single formula was found to calculate the
  workload for faculty teaching online courses
• Faculty spend more hours attending to online
  courses than FTF courses
• There are inconsistent practices within and
  between institutions for calculating online
  workload

College Teaching, v56 n1 p17-21 Winter 2008
7
Why is e-Teaching workload important ?

• If lecturers have fair, equitable and reasonable
  workloads, then
• students (both FTF and distance) can have the
  best possible learning experience
• a learner focus can be maintained
• learner preferences can be accommodated
• lecturer satisfaction and motivation is increased

8
Lecturer workloads at your institution
How are your workloadsallocated ?
9
Principles of Good Practice in workload
allocation

• Adequate staffing levels
• Transparency of process
• Safe, equitable, reasonable workloads
• Recognition of professionalism and autonomy of
  teaching staff
• ASTE proposed standards for e-education
• Professionalism Online Conference June, 2004

10
Aoraki Polytechnic contract agreement
11
Negotiated Workload Process

• Lecturer workload and
• work profile will be
• negotiated by mutual agreement between
• manager and lecturer

12
Professional development
Quality assurance requirements
Course development support
LMS software
Workload measures
Technical admin support
Course design assessment
Peer/mentor support
Type eg. Blended, hybrid,fully online
E-learning workload factors
Manager knowledge
Tutor experience level
Staffing deployment
Degree, diploma or certificate
Student numbers expectations
Employment contracts
Financial pressure on department
13
Equivalency model
14
Phases model
development

• Allocate hours/workload separately for each phase
• eg. Development phase 60 hours
• Pilot phase 18 hours 10 20 TTH
• Maintenance phase 18 hours

15
Activities Tasks model
APL
Tasmania TAFE Negotiated workload up to 1300
hours per annum
Assessment activities
Development maintenance of resources
Delivery activities FTF lectures, e-learning,
teleconferences, videoconferences
16
Output model

• course EFTS as a of lecturer EFTS e.g. one
  course 4 EFTS16 EFTS is 1 FTE fulltime tutor
  output25 of workload for the year

17
Tutor Roles Model
TTH
TTH
Duty hours
Duty hours
Developer subject matter expert
Learning facilitator
Assessor Evaluator
Admin Tech support Marketing
18
Self-care model
What can lecturers do to look after themselves ?
19
Self-care model course content

• Introductory activities for students to
  familiarise them with the online environment
• Use pre-existing online resources
• Develop subject resources that can be used in
  multiple modes e.g. ftf or online
• Form teams to develop teach courses share the
  load
• Very clear instructions for assignments and tasks

20
Self-care model - interaction

• Have an FAQ forum so all students see answers to
  common questions
• Encourage use of asynchronous peer-led discussion
• Develop student student learning activities
  that are moderated by lecturer
• Use self-marking quizzes as formative assessment

21
Self-care model - interaction

• Set clear limits to response times (e.g. forum
  postings) to manage student expectations
• Set office hours for informal student enquiries
• Set aside 20 -30 mins each working day as
  scheduled online course time per course
• Direct student queries to specified channels e.g.
  Dialogue module, course enquiries forum (NOT
  email)

22
Self-care model support services

• Use admin staff for admin functions e.g. scanning
  documents, converting files etc.
• Use WCeL Educational Developers to help design
  learning activities, get new ideas
• Let Helpdesk know if particular technical
  problems are happening /or persisting

23
(No Transcript)
24
NO MODELnothingnadanil
And the worst model of all is
25
Questions comments ?