1. Principles of Managing Time and Boundaries in the Virtual Classroom Harry Starn, Jr., MS, CFA, CFP® Director of Distance Learning

2. How Many Students in the Class? “The Most Needed Competency for Online Instructors” by Daniel Fusch, AI Academic Impressions http://www.academicimpressions.com/news/most-needed-competency-online-instructors “A faculty member told me once that he was just overwhelmed, just swamped, by the amount of communication needed in his online course. He just couldn’t handle it.”

3. Introduction “Workload Management Strategies for Online Educators” by Tena Crews and colleagues. http://www.thejeo.com/Archives/Volume10Number2/MandernachHudsonWise.pdf Time issues: -Student contact -Course admin -Grading

4. 8 Suggestions for managing your time and boundaries in the virtual classroom

5. #1 – Establish Expectations for Student-Contact Responsiveness Set bar for how quickly will you respond to student inquiries – During the week – During the weekend Office hours Scheduling of appointment Online learning is 24/7 but that doesn’t mean you are in the virtual classroom all day and night

6. Course Expectations Thread Set a reasonable standard

7. #2 – Sustainable Pace / Daily Routine

8. Daily Routine You select time and place to check in When are you most effective? Consider blocking out time You may have to adapt for rhythms of the class (they will be different dynamics) Tip: Higher frequency / less time per engagement

9. #3 – Aim for “Strategic Presence” Communicate regularly (e.g., class reminders, group emails) Balance synchronous and asynchronous contact Show discussion board presence several times in the week Meaningful, timely feedback Establishing the right balance… not too little, not overload, but just right “Instructor Presence in the Online Class – Key to Learner Success” Online Learner Insights https://onlinelearninginsights.wordpress.com/2012/05/18/instructor-presence-in-the-online-class-key-to-learner-success/

10. Strategic Presence So professor… “What’s the answer” Guiding the discussion 2 Personal Case Studies

11. #4 – Think Leverage for Group Communication Use live chats as your face-to-face session to answer content questions Send out group announcements Consider building a resource of FAQs Weekly one-minute surveys When can group communication replace 1-on-1? What is the best communication tool?

12. One-on-One  Class Feedback Answer student questions during the live chats or discussion board thread, rather than by email.

13. #5 – Shift Student/Faculty Roles Student-led activities Study groups Research activities in discussion board “Flipped classroom” concept even in fully- online environment Students learning from students

14. Students as the Instructor

15. Interactive Live Chats

16. #6 – Leverage the LMS Detailed, automatic grading and feedback on quizzes Resource links Learner analytics Course shells / course copy Let the learning management system do some of the work for you. “Instructor Presence in the Online Class – Key to Learner Success” Online Learner Insights https://onlinelearninginsights.wordpress.com/2012/05/18/instructor-presence-in-the-online-class-key-to-learner-success/

17. Efficiencies of the LMS Taking the time to create detailed feedback can save hours of work in answering student questions.

18. Learner Analytics

19. #7 – Setting the Stage User-friendly course navigation “Self-help” introductory materials Student orientation to the online environment Technology training and help desk information Detailed syllabus Course expectations thread Broadcast letter Reduces administrative/technology questions

20. Broadcast Letter (pre-class)

21. #8 – Use Institutional Resources Center for Teaching and Learning Distance Learning Group ISS Your colleagues Ask for help and you will get it

22. In summary… 1. Set the boundaries (expectations) on day one 2.Incorporate time-management efficiencies so that you can focus your energies on student learning outcomes

23. Discussion

24. Resources “Effective Workload Management Strategies for the Online Environment,” Lawrence C Regan and Sara L Terheggen, Penn State University World Campus, 2003. http://www.worldcampus.psu.edu/sites/default/files/legacy_static/pdf/fac/workload_strat.pdf http://www.worldcampus.psu.edu/sites/default/files/legacy_static/pdf/fac/workload_strat.pdf “Faculty Strategies for Balancing Workload When Teaching Online,” Simone C O Conceicao and Rosemary M Lehman, University of Wisconsin-Milwaukee, 2010. https://www.msu.edu/~mwr2p/ConceicaoLehman-MR2P-2010.pdf https://www.msu.edu/~mwr2p/ConceicaoLehman-MR2P-2010.pdf “Where has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom,” B Jean Mandernach, Swinton Hudson and Shanna Wise, Grand Canyon University http://www.thejeo.com/Archives/Volume10Number2/MandernachHudsonWise.pdf http://www.thejeo.com/Archives/Volume10Number2/MandernachHudsonWise.pdf “The Most-Needed Competency for Online Instructors,” Daniel Fusch, Director of Penn State’s Center for Online Innovations in Learning, Academic Impressions, 2014. http://www.academicimpressions.com/news/most-needed-competency-online-instructors http://www.academicimpressions.com/news/most-needed-competency-online-instructors

25. Harry Starn Jr. MS, CFA, CFP® Director of the Financial Planning Program hstarn@callutheran.edu (805) 493-3410