1 / 25

E-Teaching Workload Stephen Bright BTI Tauranga

E-Teaching Workload Stephen Bright BTI Tauranga. Gather information on models of workload calculation for the e-Learning environment, and propose a possible model for the New Zealand tertiary setting. What’s your story ?. Research literature mixed….

omana
Download Presentation

E-Teaching Workload Stephen Bright BTI Tauranga

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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. What’s your story ?

  4. Research literature mixed… • DiBiase (2000) reduced workload but perceived as more by faculty (3.2 hrs -> 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

  5. 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

  6. 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

  7. Lecturer workloads at your institution… How are your workloadsallocated ?

  8. 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

  9. Aoraki Polytechnic contract agreement

  10. Negotiated Workload Process Lecturer workload and work profile will be negotiated by mutual agreement between manager and lecturer

  11. 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

  12. Equivalency model

  13. maintenance pilot 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

  14. 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

  15. 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…

  16. Tutor Roles Model TTH TTH Duty hours Duty hours Developer subject matter expert Learning facilitator Assessor Evaluator Admin Tech support Marketing

  17. Self-care model What can lecturers do to look after themselves ?

  18. 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

  19. 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

  20. 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)

  21. 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

  22. Employment contract parameters Negotiated Workload Process Activities & tasks model Equivalency model Self-care model Phases model Lecturer Roles model Output model Workload Allocation Principles

  23. NO MODELnothingnadanil And the worst model of all is…

  24. Questions & comments ?

More Related