Group items tagged

Written in 2006, the author shares his tips and tricks for reducing instructor workload after teaching both online and hybrid courses. Two useful tips the author shared are: 1) to create a reference list and share links to references as applicable in each learning module, and 2) to setup appropriate assessments when developing course assignments (such as mixing instructor, peer, and self-assessments) to help instructor manage workload assessment per student.

Brief article by online instructor sharing tips on managing online courses. Two tips I think would be especially useful include: 1) using a "What's New" section for adding content so students can find it easily and 2) for large classes to keep personalized grading assignments and high tech features to a minimum.

Kristy, thanks for this good resource, I think that author has several good points. There are ways to think about the "What's New" area. There is a module page within the site that can be used, I've added one in our class, just so you can see. Learners can also use the Global Navigation at the top right of the Bb site to see all (or to filter specific courses) of all new and up-to-date happenings. There are definitely strategies of workload management including team and peer-review assignments. You can also have student-led discussions. Large online classes are there own beast - and I think SON is facing it. I believe that we can come up with some solid solutions that still meet the instructional goals without burning out the faculty.

This is a report from 2002 that outlines the importance of certain tasks to be able to effectively management workload in the online environment.  May have some applications to residential teaching, as well.

This article seems a good (and brief) overview of issues we may encounter transitioning from face-to-face to online teaching. It is not limited to the question of workload, but it does report that online teaching takes up to 40% more time.

The 40% is for first time, and should decrease when we teach again.

Here is the very large report following ten years of studying online education. I think it probably has been or will be cited in other postings in this bibliography, but I thought it would be good to post the whole thing here. It's is very comprehensive but also easy to access. Enjoy!

Tenth annual report on the status of online learning in U.S. higher education. The survey is based on the response from more than 2,800 colleges and universities and addresses the status of Massive Open Online Courses (MOOCs), the increasing importance of a long-term teaching strategy, ther percentage of students learning online, does it take more time and effort for faculty, is online comparable to F2F learning, faculty acceptance to online learning, and barriers to the adoption of online learning.

This study of 80 faculty breaks out how they spend their time while teaching online.

Comprehensive. Several individual topics covering course management to syllabus design. I couldn't find a date of publication, however. The website facultyfocus.com has other good blog posts.

Peggy, this was a great find. I thoroughly enjoyed reading these tidbits and tips. Thanks so much. The get acquainted idea and cultural diversity ideas were wonderful.

This is a great resource... I really liked the different ideas about how to organize the course.

Online teaching redefines the faculty member's schedule. The feeling of being a 24/7 professor can lead to frustration. Managing one's time as an online teacher can be a challenge. As the popularity of online education continues to grow, teaching faculty need to develop effective time management behaviors to be efficient and not just busy.

Thank you for sharing this! I find the tips all very useful. As one example, I am going to give the students a syllabus quiz, for sure. When I took the Zaption quiz Leah prepared during M1, I was a bit surprised by how much information my brain did not retain reading through the course guidelines. The quiz was obviously helpful.

Perhaps just another "hack"

Actually, Leah, I really like this! I had no idea about the audio commenting -- I was using 'jing', but this is better. Thanks for sharing this. Peggy

Discusses the difficulty of changing the educational paradigm to a servant professor instead of a professor led classroom--both virtual and real. How steep will be the learning curve to replace lecture-test evaluation with student driven and student centered needs.

from the 2005 ASCUE (Association Supporting Computer Users in Education) Conference. I thought this was particularly good with respect to issues of the time demands an online course places on instructors (especially in terms of development and roll-out), as well as on students.

This is a special report that features 12 articles from "Online Classroom" that offers some insight into how to assess online learning at the course, program, and institutional levels.