Strategies for Managing the Online Workload CADE 2003 St. John’s Newfoundland June, 2003

Program Goals Provide a brief overview of the context of the Sloan-funded project Review and distribute the results of the October/March workshop.

Research Problem Real or perceived barrier to faculty participation in online learning: Online education is MUCH MORE WORK Than face-to-face instruction

SMOW Project Purpose To identify and refine those strategies, techniques, and resources that enable faculty to manage their workload in the online teaching and learning environment.

Research Method Conducted a broad survey of expert users Distilled results into categories and topics Consolidated input into workshop document Refined/improved data at the invitational conference Generate SMOW document Disseminate findings--collect feedback and improve

Original Workshop List The Sheffield College, University of Catalunya, Open University of the Netherlands University of Illinois, Chattanooga State, University of Wisconsin, University of California, State University of New York Empire State College (SUNY), University of Illinois-Urbana, Drexel University, UC Berkeley, Kansas State University, John Hopkins, Rogers State, Penn State

Desired Workshop Outcome Generate a document which captures the most effective workload management strategies for an online environment, in order to reduce faculty workload.

Categories for SMOW Authoring Strategies Teaching Strategies Revision & Improvement Strategies Institutional Strategies

Project Results Collection of strategies organized into four categories (9 to 11 strategies/category) I.CATEGORY: (Authoring Strategies) –A.Strategy 1: Title 1.Explanation The strategy is described to provide focus, definition, and context. 2.Benefits –a)Benefits of using the strategy are listed here. 3.Limitations –a)Limitations of using the strategy are listed here. 4.Rating –a) The strategy rating on a scale of 1 to 5 is presented here. This rating represents the estimated effectiveness the strategy has in managing and reducing workload. A rating of 5 is the highest for a strategy with excellent effectiveness while a rating of 1 is good, but in some cases less effective or applicable. In some cases, teams had time to outline the rationale behind the rating they chose, and these are included where available.

Authoring Strategies Adopting a course development model, Identifying and acquiring existing learning resources, Establishing and distributing reusable templates, Providing the course author with a sample online course, Providing students with specific instruction for assignments, Applying project planning and management methods to the course development process, Establishing a course development team, Designing balanced instructional activities Finalizing one module or unit before developing the remainder of the course, Developing rubrics for each graded student assignment, and Creating a learning object database

Teaching Strategies Clarifying and enhancing students’ technical skills before registration, Providing a detailed syllabus, Defining the operating parameters of the course, Creating feedback rubrics, Establishing a routine, Incorporating a learning management system for recording course transactions, Fostering group dynamics within the course, Beginning the course with an activity that encourages interaction, and Establishing consistent, effective methods of electronic communication

Revision & Improvement Strategies Projecting the volume and frequency of revision necessary and budgeting accordingly Conducting multiple evaluations of the courses, Conducting a pilot run or initiating an expert internal review before release of the course, Managing the revision cycle as an integral part of the course, Developing methods for managing dynamic course elements (updates), Inviting student feedback at the close of the course, Developing and maintaining a course history, Involving the original course author in the revision process, and Rewarding students for reporting errors in the course material

Institutional Strategies Ensuring faculty access to instructional design and systems support, Providing adequate faculty development opportunities, Providing technical support for faculty and students, Providing an adequate learning management system, Establishing institutional parameters for online operation, Integrating institutional administrative systems and tools, Providing clear institutional policies on intellectual property rights, Defining the role of online education in the mission of the institution, Developing institutional policy for compensating and rewarding faculty and academic units, and Providing copyright and permissions support and policies

Next Steps Publish current findings Conduct additional workshops/gather more input Seek additional funding to support subsequent research –Options: Expand number of items in each category (only used 10-20% of collected data) or Select new input on additional strategies within existing categories Create additional new research questions

Strategies for Managing the Online Workload Thank you For more information: