1. 1 E-Teaching Workload Stephen Bright BTI Tauranga

2. 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. 3

4. 4 What’s your story ?

5. 5 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

6. 6 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

7. 7 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

8. 8 Lecturer workloads at your institution… How are your workloads allocated ?

9. 9 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

10. 10 Aoraki Polytechnic contract agreement

11. 11 Negotiated Workload Process Lecturer workload and work profile will be negotiated by mutual agreement between manager and lecturer

12. 12 E-learning workload factors Professional development Quality assurance requirements Peer/mentor support Course development support Employment contracts Student numbers & expectations Financial pressure on department Type eg. Blended, hybrid,fully online Workload measures Technical & admin support Manager knowledge Staffing deploymen t Degree, diploma or certificate Tutor experience level Course design & assessment LMS software

13. Introduction to Leadership 20 credit course 200 SLH 12 x 1.5 TTH = 18 hours ftf lecturing Introduction to Leadership (blended version) 6 hours ftf 12 hours online = equivalent to 18 hours ftf lecturing Equivalency model

14. 14 Phases model Allocate hours/workload separately for each phase eg. Development phase 60 hours Pilot phase 18 hours + 10% = 20 TTH Maintenance phase 18 hours development pilot maintenance

15. 15 Activities & Tasks model APL Assessment activities Development & maintenance of resources Delivery activities – FTF lectures, e-learning, teleconferences, videoconferences Tasmania TAFE Negotiated workload up to 1300 hours per annum

16. 16 Output model course EFTS as a % of lecturer EFTS e.g. one course = 4 EFTS 16 EFTS is 1 FTE fulltime tutor output 25% of workload for the year…

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

18. 18 Self-care model What can lecturers do to look after themselves ?

19. 19 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

20. 20 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

21. 21 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)

22. 22 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

23. 23 Workload Allocation Principles Employment contract parameters Negotiated Workload Process Activities & tasks model Equivalency model Phases model Lecturer Roles model Self-care model Output model

24. 24 NO MODEL nothing nada nil And the worst model of all is…

25. 25 Questions & comments ?