Rosalina Teaches a Recurring Mixed-Mode Online Course

 

Image credit: Pexels/Jordan Benton

Rosalina is an academic staff for an outreach institution. Her experience with online education involves co-teaching a grant-funded one-credit graduate-level course in the discipline of education. This online course has an enrollment of 15 participants and is offered for six semesters on a recurring basis for a total of three years. This online course involved considerable preparation in the beginning because it is offered as a mixed-mode approach using synchronous videoconferencing and asynchronous online interactions. Her role in the outreach institution involves instructional design, teaching, training, and instructor support. Teaching counts for 15% of her workload. Rosalina uses design, teaching, and time allocation strategies to manage her time.

 

Design	Puts herself in the role of the learner. Develops the syllabus and course units, gathers electronic resources, creates protocols for videoconferencing, develops videos on DVD, practices videoconferencing before the beginning of the course, and places the course materials in the learning management system. Shares the course design with two other instructional designers. One designer assists with developing content and activities, while the other one incorporates the content and activities into the learning management system.
Teaching	Provides an orientation on videoconferencing and online activities. Uses project-based activities (group and individual) and the discussion forum. Conducts formative evaluation during the online course with the purpose of refining and reshaping the course. Learners work independently and co-instructors serve as content experts, facilitators, and resources during the online course.
Time-Allocation	Co-teaching is a way to manage her workload. Each course instructor is responsible for specific duties related to the online course. Has strict guidelines for the discussion forum including the maximum number of meaningful postings per week, limited number of words per posting, and learner-shared leadership roles. Takes on the role of resource specialist allowing learners to work more independently.

 

Online courses that are offered on a recurring basis can provide time-saving benefits. In Rosalina’s situation, the team knew the mixed-mode online course was going to be taught for the duration of the grant project. Knowing this, the team invested a sizeable amount of time in the design phase of the online course. They also knew that once the course design was completed, there would be less time spent on revisions in future course offerings. The team approach is also a way to balance the workload because each team member can be assigned specific tasks before and during the course. Courses that include synchronous and asynchronous technologies can increase instructor workload. However, with the use of protocols, guidelines, and sufficient practice, workload can be reduced.

 

Reference

 

Conceição, S. C. O, Lehman, R. M. (2011). Managing Online Instructor Workload: Strategies for Finding Balance and Success. San Francisco: Jossey-Bass.