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Online Teaching Workload Management in Higher Education

This study examines the impact of faculty workload allocation in online courses on educational quality and faculty engagement. Major concerns include workload distribution, teaching quality, and faculty involvement in campus activities. Possible solutions include discipline-based workload determination, mandatory on-campus presence, and regular course evaluations.

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Online Teaching Workload Management in Higher Education

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  1. To DE or not to DE “How Much?” is the question.

  2. The Problem

  3. Does the number of courses a full time faculty member teaches online matter?

  4. Keep in Mind… • Who determines how many courses an instructor teaches online? • Administrators’ right of assignment? • Union work load issues? • What role does the senate have?

  5. Major concerns? • Faculty are not available for students in ftf office hours • Administrators will chase fte by making faculty teach 100% online • Poor teachers will want to "hide" in online courses.

  6. Major concerns? • Teachers wanting to escape campus or trying to collect large salaries will try to be 100% online and do it as correspondence rather than "virtual equivalent"

  7. What are the issues? • How does this affect the involvement of FT faculty in on-campus activities? • If the course is the same as face-to-face, then why impose a limit? • How can regular effective contact be maintained if there are too many students to stay in one-on-one contact with?

  8. What are the solutions? • Qualifications could be imposed.  Some might be: • Let discipline areas (departments) determine this for themselves • office hours are required on campus • a set on-campus time commitment is imposed

  9. What are the solutions? • Qualifications could be imposed.  Some might be: • evaluation of courses every semester for 100% online situations • no over-load allowed • all committee commitments are honored. • Let administrators decide in consultation with senate & union

  10. What do you think?

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