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Image credit: Pexels/Antoni Shkraba |
In this article, we provide four strategies for rethinking how to
prioritize time and manage workload: (1) look at online teaching from an open
perspective, (2) adapt course design, (3) modify workload strategies, and (4) rethink
how to prioritize and manage workload.
Instructors who are open to new perspectives and have ventured into
online teaching have discovered differences between face-to-face and online
teaching regarding workload. These differences can be looked at in terms of
space (tangible versus elusive), time (clear sense versus flexible concept),
boundaries (specific location versus no geographical limits), use of the senses
(can see and hear learners and touch objects versus the need to adapt senses
and create closeness), level of planning (spontaneously add and adapt teaching
versus pre-planning), and mental and emotional efforts (predictable time to
focus mind and emotion versus perception of always being connected).
There are many approaches instructors must use to embark on the online
venture such as openness to these differences, organization, discipline,
ability to distinguish between work and personal life, and flexibility.
It is commonly perceived that instructors can take their face-to-face
course and move it to the online environment. However, this is a misperception.
Adapting a course requires understanding the online teaching and learning
environment, planning, and intentional design.
For a new online course, the tasks and time spent designing and
delivering the course will take longer and be time-consuming. For a course
converted from face-to-face to online, you must rethink how you can teach your
course in the new environment. For revising existing online courses, you will
need to revisit your tasks and time spent to become more efficient when
teaching the course again.
Course design should be seen as an essential aspect of teaching online.
While in a face-to-face course instructors tend to consider teaching from the
first to the last day of class, in an online course the course duration spans
from design to course delivery. Therefore, to adapt your course to the online
environment, you need to envision the “big picture.” We suggest identifying
course tasks and using an instructional design framework to systematically design
your online course.
When instructors adapt their courses to the online environment and use
a design framework to guide the course development, they become aware of the
differences between face-to-face and online courses, tasks to be accomplished
in the new environment, and the period for online courses, they realize that
they have to modify their workload strategies.
Our book, Managing Online Instructor Workload:
Strategies for Finding Balance and Success, describes four
strategies for managing workload: design, support, teaching, and time
allocation. These strategies are influenced by various institutional factors,
including the type of institution, policies and procedures that guide the
institutional practices, number of courses taught, enrollment, level of
instruction, position ranking of the instructor, and infrastructure support. Depending
on how these factors are combined, instructor workload is affected.
Teaching online can be time-consuming. It involves a combination of
institutional factors and requires different instructional preparation. It can increase
instructors' workload if they don’t know what designing and delivering online
instruction entails. Instructors who have not used a systematic approach to
adapting their materials for the online environment tend to use workload
strategies that they are familiar with but that may not necessarily be
effective or efficient in their work and personal life. To find balance and
success in online teaching, instructors must widen their perspectives, rethink
their teaching practices, and be open to new ideas.
Rethinking means considering and reconsidering your current teaching
practices in a new light. When going through this mental process, the tendency
is to reinforce old assumptions and ways of doing things. What needs to happen
is a change in mindset – abandoning old assumptions about teaching and
discovering and accepting new ones. We suggest a four-step rethinking process.
The process of rethinking starts with looking at your current teaching
practices by identifying your course tasks (design, administrative,
facilitative, and evaluative). Then, use an instructional design framework as a
systematic approach to guide you in developing a new course or revisiting an
existing one. The next step is determining what tasks you are accomplishing
when designing and delivering the course and estimating how much time you might
spend on the course.
Once you can review your process and identify strategies that best fit
your situation, consider alternatives, then decide on the workload strategies
that will balance your work and personal life. This process of rethinking your teaching
practices is a dynamic one. Your work and personal life situation are in
constant motion. You need to revisit the process regularly to find balance and success
but remember that you are the person who knows what works best for you. Check
the table below to see which chapters on our book provide the action steps.
Rethinking
Process for Prioritizing Time and Managing Workload
Action Steps
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Chapter(s) in Book
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1. Look at current teaching
practices by identifying course tasks
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Chapter 3
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2. Use an instructional
design framework to guide the design of a new course or revisit an existing
one
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Chapters 3 and 4
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3. Determine the tasks for course
design and delivery and time estimation
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Chapter 3 and 4
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4. Consider alternatives and
decide on strategies that provide balance between work and personal life
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Chapter 5
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Reference
Conceição,
S. C. O, Lehman, R. M. (2011). Managing Online Instructor Workload:
Strategies for Finding Balance and Success. San Francisco: Jossey-Bass.