After hours. Teacher time in online learning
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Published
Dec 15, 2017
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Abstract
This paper reports the results of a research study on the problem of online teaching time.
The study was based on a qualitative approach that combined digital ethnography with thematic and
content analysis. It comprised analysis of online communications between academics and experts of
different nationalities engaged in the LinkedIn professional network. Content analysis relating these
professional conversations enabled the authors to reach the following conclusions: a) university teachers
who deliver online courses, particularly those based on constructivist and collaborative approaches, have
a perception of high workload connected to this activity; b) intrinsic motivation hence becomes crucial to ensure continuity in pedagogical practices of this type; c) the lack of acknowledgement of this activity atinstitutional level generates frustration; d) awareness of the issue and related problems seems to be scarce at the level of institutional governance and also among faculty members.
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Articles - General topics
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References
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Cho, J. Y., & Lee, E. H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. The Qualitative Report, 19(32). Retrieved from http://www.nova.edu/ssss/QR/QR19/cho64.pdf
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46.
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de Vries, F. J., Kester, L., Sloep, P., Van Rosmalen, P., Pannekeet, K., & Koper, R. (2005). Identification of critical time-consuming student support activities in e-learning. ALT-J. Research in Learning technology, 13(3), 219-229.
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Ghislandi, P. M. M., Calidoni, P., Falcinelli, F., & Scurati, C. (2008). e-university: a cross-case study in four Italian universities. British Journal of Educational Technology, 39(3), 443–455.
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Gorard, S., & Cook, T. (2007). Where does good evidence come from? International Journal of Research & Method in Education, 30(3), 307–323.
Gorsky, P., & Blau, I. (2009). Online teaching effectiveness: A tale of two instructors. The International Review of Research in Open and Distributed Learning, 10(3), 1-27.
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Paccagnella, L. (1997). Getting the seats of your pants dirty: Strategies for ethnographic research on virtual communities. Journal of Computer-Mediated Communication, 3(1).
Ranieri, M. (2005). E-learning: modelli e strategie didattiche. Trento, IT: Erickson
Salmon, G. (2002). E-tivities: The key to active online learning. London, UK: Routledge.
Shaw, D., & Young, S. (2003). Costs to faculty in delivering equated online and on campus courses. The Journal of Interactive Online Learning, 1(4).
Shea, P., Hayes, S., & Vickers, J. (2010). Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach. The International Review of Research in Open and Distributed Learning, 11(3), 127-154.
Thompson, M. M. (2004). Faculty self-study research project: Examining the online workload. Journal of Asynchronous Learning Networks, 8(3), 84-88.
Tomei, L. A. (2006). The impact of online teaching on faculty load: Computing the ideal class size for online courses. Journal of Technology and Teacher Education, 14(3), 531-541.
Tynan, B., Ryan, Y., Hinton, L., & Lamont Mills, A. (2012). Out of hours: final report of the project e-teaching leadership: planning and implementing a benefits-oriented costs model for technology enhanced learning. Retrieved from http://www.olt.gov.au/system/files/resources/CG9_1242_Tynan_Report_2012_0.pdf
Tynan, B., Ryan, Y., & Lamont-Mills, A. (2015). Examining workload models in online and blended teaching. British Journal of Educational Technology, 46(1), 5-15.
Van de Vord, R., & Pogue, K. (2012). Teaching time investment: Does online really take more time than face-to-face? The International Review of Research in Open and Distributed Learning, 13(3), 132-146.
Angrosino, M. (2007). Doing ethnographic and Observational Research. London & New York: Sage.
Bright, S. (2012). eLearning lecturer workload: working smarter or working harder. Hamilton, NZ: Waikato Centre for eLearning, University of Waikato.
Budka, P., & Kremser, N. (2004). CyberAnthropology - Anthropology of CyberCulture. In S. Khittel, B. Plankensteiner & M. Six-Hohenbalken (Eds.), Contemporary issues in socio-cultural anthropology. Perspectives and research activities from Austria (pp. 213-226). Vienna, AT: Loecker.
Cavanaugh, J. (2005). Teaching online. A time comparison. Online Journal of Distance Learning Administration, 8(1), 1-9.
Cho, J. Y., & Lee, E. H. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. The Qualitative Report, 19(32). Retrieved from http://www.nova.edu/ssss/QR/QR19/cho64.pdf
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46.
Conceição, S. C., & Lehman, R. M. (2011). Managing online instructor workload: Strategies for finding balance and success (Vol. 33). San Francisco, CA: Jossey-Bass.
Coppola, N. W., Hiltz, S. R., & Rotter, N. (2001). Becoming a virtual professor: Pedagogical roles and ALN. IEEE. In Proceedings of the 34th Annual Hawaii International Conference on System Sciences. Retrieved from http://ieeexplore.ieee.org/document/926183/?reload=true
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
de Vries, F. J., Kester, L., Sloep, P., Van Rosmalen, P., Pannekeet, K., & Koper, R. (2005). Identification of critical time-consuming student support activities in e-learning. ALT-J. Research in Learning technology, 13(3), 219-229.
DiBiase, D. (2000). Is distance teaching more work or less work? American Journal of Distance Education, 14(3), 6-20.
Donaghy, A., & McGee, C. (2003). E-education: Case studies of university lecturers’ experiences. Hamilton, NZ: Wilf Malcolm Institute of Educational Research, University of Waikato.
Escobar, A., Hess, D., Licha, I., Sibley, W., Strathern, M., & Sutz, J. (1994). Welcome to Cyberia: Notes on the Anthropology of Cyberculture [and comments and reply]. Current Anthropology, 35(3), 211-231.
Fox, S., & MacKeogh, K. (2003). Can elearning promote higher-order learning without tutor overload? Open Learning, 18(2), 121-134.
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2-3), 87-105.
Ghislandi, P. M. M., Calidoni, P., Falcinelli, F., & Scurati, C. (2008). e-university: a cross-case study in four Italian universities. British Journal of Educational Technology, 39(3), 443–455.
Ghislandi, P. M. M., Margiotta, U., Raffaghelli, J. E. (Eds.) (2014). Scholarship of teaching and learning: per una didattica universitaria di qualità. Scholarship of teaching and learning for a quality higher education. Formazione & Insegnamento. European Journal of Research on Education and Teaching, 12(1), 1–289.
Gorard, S., & Cook, T. (2007). Where does good evidence come from? International Journal of Research & Method in Education, 30(3), 307–323.
Gorsky, P., & Blau, I. (2009). Online teaching effectiveness: A tale of two instructors. The International Review of Research in Open and Distributed Learning, 10(3), 1-27.
Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer-mediated conferencing environment. American Journal of Distance Education, 11(3), 8-26.
High Level Group on the Modernisation of Higher Education. (2014). Report to the European Commission on New modes of learning and teaching in Higher Education. Luxembourg, BE: Publications Office of the European Union. Retrieved from http://ec.europa.eu/education/library/reports/ modernisation-universities_en.pdf
Hine, C. (2000). Virtual ethnography. London, UK: Sage.
Kuttner, P., Threlkeld, A., & Haste, H. (2008). Thematic Analysis § Q: Foundations of Qualitative Research in Education. Retrieved from http://isites.harvard.edu/icb/icb. do?keyword=qualitative&pageid=icb.page340897
Mason, R. (2002). Review of E-learning for Education and Training. In Proceedings of the Networked Learning Conference, University of Sheffield, 26-28 March 2002. Retrieved from http://www. networkedlearningconference.org.uk/past/nlc2002/proceedings/symp/02.htm#02a
McAleese, M. (2013). Report to the European Commission on Improving the quality of teaching and learning in Europe’s higher education institutions. Luxembourg, BE: Publication Office of the European Union.
Moretti, F., van Vliet, L., Bensing, J., Deledda, G., Mazzi, M., Rimondini, M., & Fletcher, I. (2011). A standardized approach to qualitative content analysis of focus group discussions from different countries. Patient Education and Counseling, 82(3), 420-428.
Paccagnella, L. (1997). Getting the seats of your pants dirty: Strategies for ethnographic research on virtual communities. Journal of Computer-Mediated Communication, 3(1).
Ranieri, M. (2005). E-learning: modelli e strategie didattiche. Trento, IT: Erickson
Salmon, G. (2002). E-tivities: The key to active online learning. London, UK: Routledge.
Shaw, D., & Young, S. (2003). Costs to faculty in delivering equated online and on campus courses. The Journal of Interactive Online Learning, 1(4).
Shea, P., Hayes, S., & Vickers, J. (2010). Online instructional effort measured through the lens of teaching presence in the community of inquiry framework: A re-examination of measures and approach. The International Review of Research in Open and Distributed Learning, 11(3), 127-154.
Thompson, M. M. (2004). Faculty self-study research project: Examining the online workload. Journal of Asynchronous Learning Networks, 8(3), 84-88.
Tomei, L. A. (2006). The impact of online teaching on faculty load: Computing the ideal class size for online courses. Journal of Technology and Teacher Education, 14(3), 531-541.
Tynan, B., Ryan, Y., Hinton, L., & Lamont Mills, A. (2012). Out of hours: final report of the project e-teaching leadership: planning and implementing a benefits-oriented costs model for technology enhanced learning. Retrieved from http://www.olt.gov.au/system/files/resources/CG9_1242_Tynan_Report_2012_0.pdf
Tynan, B., Ryan, Y., & Lamont-Mills, A. (2015). Examining workload models in online and blended teaching. British Journal of Educational Technology, 46(1), 5-15.
Van de Vord, R., & Pogue, K. (2012). Teaching time investment: Does online really take more time than face-to-face? The International Review of Research in Open and Distributed Learning, 13(3), 132-146.