Instructors’ Stories about Balancing Workload

 

For the next few weeks, we will share instructors’ stories about balancing their workload when teaching online based on the approaches they used. These stories are the result of 14 interviews with online instructors in higher education. More detailed instructors’ stories can be found in our book, Managing Online Instructor Workload: Strategies for Finding Balance and Success, published in 2011.

 

The 14 stories we selected represent a variety of disciplines (education, health care, linguistics, sociology, science, and early childhood), positions held (tenure-track instructor, teaching academic staff, learning designers, consultants, etc.), course duration (semester, 3-6 weeks, etc.), level of instruction (graduate or undergraduate), and instructor experience. We use pseudonyms to identify the instructors in our stories and maintain confidentiality. The aim is to focus on the strategies that most concern instructors who teach online. In some cases, these strategies overlap. It is our hope that you will be able to identify with some of these stories, learn from them, and apply them to your own practice.  

 

Stay tuned!

 

References

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

Using the Template for Managing Tasks and Prioritizing Time

 

As we noted in our previous postings, our “Being There for the Online Learner Model” and “Framework for Creating Presence” (Lehman & Conceição, 2010) were developed to help you understand that presence, which is “perceptual” in nature, is an important part of designing and delivering an online course. With this in mind, you are better able to bring the human aspect into your online course, make it a personal experience, and more effectively engage your students.

This week, we’re introducing our “Template for Managing Tasks and Prioritizing Time,” found in our book, Managing Online Instructor Workload: Strategies for Finding Balance and Success (Conceição & Lehman, 2011). This template helps you look at any type of course from a broad perspective and better manage your tasks and time.

• For new courses, the template can help you estimate the tasks you may do and the time you may spend during the design and delivery of the course. 
• For converting courses, the template can assist you in rethinking how you can teach your course in the new environment.
• For existing online courses, the template can help you revisit your tasks and your time spent to become more efficient and effective when teaching the same course again. 

 

Template for Managing Tasks and Prioritizing Time

 

Course Sequence	Type of Task	Week #	Time Spent
Before the course	Design
During and end of course	Administrative
	Facilitative
	Evaluative

 

Download the Template for Managing Tasks and Prioritizing Time.

 

In addition to the template, our book provides examples of how this template can be used in each of the three instances. It also suggests strategies that instructors can use to maintain their quality of life. Teaching online can be overwhelming if you let it control you. Managing workload and prioritizing time help put you “in control.”

 

References

Lehman, R. M. & Conceição, S. C. O. (2010). Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners. San Francisco: Jossey-Bass

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

Looking at Online Instructor Workload from Course Task Categories

 

It’s helpful to divide the tasks into categories. Though not all-inclusive, we’ve identified four task categories: design, administrative, facilitative, and evaluative.

 

Design Tasks

Design Tasks occur mainly before the course begins and are determined by the type of course that is being taught - a new course, a converted course, or a revised course. These tasks also indicate your role or roles and clarify your workload, which depends on the type and focus of the content, the course format, interactive strategies, technology use, and the support provided.

Administrative Tasks

Administrative Tasks involve those non-content course areas of communication, management, and support. Workload in this category is determined by the number of students enrolled, their experience, and the technology used. Administrative tasks start before the course begins with the orientation activities for learners. During the course, these tasks involve continuing communication (for example, twitter), managing assignments, and providing technical support.

Facilitative Tasks

Facilitative Tasks require instructor and learner engagement. Here, workload is determined by the depth of engagement during the delivery of course. To help manage workload in this category, you can limit the number of learner posts, set strict discussion guidelines, use group work to share class leadership with learners, and avoid group work when there is high enrollment or when learners have time constraints. You might also choose to hold synchronous chats when course content requires demonstration, language skills, or participation with guest speakers.

 

Evaluative Tasks

Evaluative Tasks include individual and group/team assessment and involve formative feedback on learner experience. To manage evaluation, first determine appropriate approaches, then consider enrollment, course strategies, the technology used, and the time of evaluation. You might also want to use a grading grid and create a file with feedback comments to help save. Other options are group rather than individual grading, peer grading, prompt feedback to save time, and assigning virtual team projects.

Once a starting point for course design has been determined, you should select a framework for designing the course. A suggested framework is our "Framework for Designing Online Courses with a Sense of Presence."

 

References

 

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

Lehman, R. M., & Conceição, S. C. O. (2010). Creating a sense of presence in online teaching: How to “be there” for distance learners. San Francisco: Jossey-Bass.

Managing Online Instructor Workload Using the Determinants of Presence

Once a starting point for course design has been determined, you should select a framework for designing the course. Our suggested framework is the “Framework for Creating Online Presence” (Lehman & Conceição, 2010).

 

Revisiting the Framework for Creating a Sense of Presence

Looking at our Framework, you see the “Being There for the Online Learner Model” on the left. The Model and Framework can help you become aware of and understand what is necessary to make presence happen online and help manage your workload (Lehman & Conceição, 2011). The arrow running from the model to the instructor represents the instructor’s awareness of how presence occurs online. The arrow from the instructor to the determinants of presence represents the path the instructor takes to design the course with a sense of presence. The determinants of presence are the components of the design process that guide the instructor’s creation of presence in the online environment and determine the strategies used. The arrows from the determinants of presence to the model and from the model to the determinants of presence show the continuous action involved in using and revisiting the components of the framework.

Determinants of Presence

Let’s look at the determinants of presence more closely:

            Content is the first determinant and can be process-based, content-based, or a mix of the two. In process-based courses, workload is more intense in the beginning, diminishes as learners become more independent and diminishes as learners work collaboratively in teams. In content-based courses, there is a steady flow of discussion on topics throughout and workload can vary based on the depth of the discussions. In a mix of both approaches, there is a need to balance workload between the two.

            Format is the second determinant and can be either self-paced, group-based, or a mix of both. In self-paced courses learners’ background and needs dictate instructor workload. In group-based courses, group structure and learner interaction and working with others in the group affects workload. In a mix of both formats, by interspersing periods of high and low intensity, the instructor can control and manage workload.

            Strategies is another determinant. In instructor-led strategies, workload is contingent on intensity and the management of tasks. When strategies are logistical/Instructional, workload varies depending on preplanning and instructor role(s). If they are cooperative/collaborative, workload can be high in the beginning of course and then diminish as learners become more independent. Group grading and periodic feedback are other strategies that can greatly reduce workload.

            Instructor Role is a fourth determinant. Before the course begins, planning can reduce workload as the course continues and then comes to an end. Instructor roles vary depending on whether the courses are self-paced or group-based. In self-paced courses, learners work independently, and the instructor plays the roles of tutor, mentor, and support personnel. In group-based courses, the instructor engages in course activities as facilitator, catalyst, observer, and supporter. The choice of role(s) affects workload. Always, advance planning is suggested.

            Technology is another determinant that has a definite impact on workload. Technologies can be either asynchronous, synchronous, or a blend of both. Asynchronous technologies provide flexibility with place, time, and pace, but also give the instructor and learner the feeling of always being connected. With these technologies it is important to define boundaries to eliminate the 24/7 feeling. Synchronous technologies that are used in real time, require preplanning, but once the event is completed it is over. A blend of both is a method we often use for specific design purposes and for added interest and variety.

            Support is the final determinant in our Framework. Support can be either instructional or technical and can include a well-designed orientation that will reduce future questions and provide one-on-one time with learners. Support can also be included in the form of “help forums” to allow learners to help each other and minimize instructor involvement for technical problem. Another suggestion is timely instructor feedback on assignments which can help learners become more independent and self-motivated.

By using the Framework in this way you can better manage workload for your online course.

References

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

Lehman, R. M. & Conceição, S. C. O. (2010). Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners. San Francisco: Jossey-Bass.

Looking at Online Instructor Workload Through Tangible Course Factors

 

The difference between face-to face and online environments has implications for designing online courses and managing instructor workload. It’s essential to understand this difference and then to look at the overall course and identify course tasks.

You can accomplish this by looking at tangible course factors such as:

·      the number of students in the course.

·      the type of course content.

·      the course format.

·      the interactive strategies.

·      the instructor role or roles that you’ll be taking on.

·      the types of technology you’ll select.

·      the support that will need to be provided.

 

By looking at these tangibles, you will be able to determine the time you will spend on each task before, during and at the end of the course. You’ll also be able to plan the entire course experience, prioritize the tasks, and be better able to manage your workload.

References

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

Lehman, R. M., & Conceição, S. C. O. (2010). Creating a sense of presence in online teaching: How to “be there” for distance learners. San Francisco: Jossey-Bass.

Institutional Issues and Challenges Related to Instructor Workload

 

We only need to look around to see that the landscape of higher education is being transformed due to increasing market demands for online learning. To remain competitive, institutions need to embrace the concept of online education rather than fear it, acknowledge its benefits and limitations, and act upon it.

As institutions embrace online education and online instructors become involved, educational and instructional issues and challenges must be faced. Policy personnel need to be aware of the impact of online courses on institutional growth and equally important, they need to understand what is involved in online instructor training and the impact online teaching will have on an instructor’s workload. Online teaching is demanding and doesn’t just happen!

Designing for teaching online calls for intentional design and creating a sense of presence and connection between the instructor and learners (Lehman & Conceição, 2010.) Creating a sense of presence involves an awareness and understanding of how to “be there” for the online learner to bring the “human aspect” into the online environment. Teaching online also requires a distinctive type of management to help instructors find success and balance in their lives.

The Design Process Difference

The process for designing, delivering, and evaluating online instruction is different than the process used for face-to-face instruction. From a design perspective, the type of management for an online instructor depends on the components of the design process (such as content type, course format, strategies, instructor role, technology, and support) and factors that influence workload (such as number of courses taught, learner enrollment, position held, and instructor responsibilities).

References

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

Lehman, R. M., & Conceição, S. C. O. (2010). Creating a sense of presence in online teaching: How to “be there” for distance learners. San Francisco: Jossey-Bass.

Walking in the Student and Instructor Footsteps

 

Central to our book is a model for how to be aware of, think about, and understand creating a sense of presence in the online environment, and a framework for designing online courses with a sense of presence. The activities for creating a sense of presence that create a sense of presence connect to the model and framework, along with approaches and questions for gathering information on how presence is “there” in an online course.

Framework for Designing Online Courses with a Sense of Presence

As you progress through our book, you’ll walk in the footsteps of Amanda, a newly enrolled learner in an online master’s program in adult education and Carlos, an instructor of twenty-seven years who has recently been asked to offer his communications courses online. On this walk, you’ll find out about:

• the role of presence in the online environment and the difference between presence and engagement. 
• ways in which presence can be experienced and how you can use our online learner model to help you better understand online learners.
• how to design your online course with a sense of presence and how to use our framework to guide you through the process.
• activities that create a sense of presence in your online course before the course begins,  during the course, and end of the course.
• tools for tracking the creation of presence.
• three in-depth case example scenarios with activities, activity tasks, how presence was experienced, and tools for tracking presence, along with a sample syllabus that incorporates a sense of presence. 

Remember, presence is about thinking, feeling, and behaving, and creating a sense of “being there” and “being together” with others online.

References

 

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

Palloff, R., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.

Informal and Formal Online Presence

 

Technology has become a vital part of our lives, bringing us information about what is going on in the world from the palm of our hands, through the tips of our fingers. For educational purposes, technology brings us the opportunity to expand our knowledge and extend our reach to people and places never considered before. The benefits save us time, travel, and cost; help us avoid risks by not having to travel; provide us with information and knowledge in devices we can carry wherever we go; bring us together with people from around the world; and give us the opportunity to work, collaborate, and “be there” in virtual communities.

Informal and Formal “Being There”
The sense of “being there” in virtual space happens informally and spontaneously as we use technology in our everyday lives. However, when we try to create this sense of “being there” in formal, virtual educational settings, it requires intention and a different way of thinking, feeling, and behaving from various perspectives. From the more structured perspective of an organization - policies, procedures, and credentialing need to be taken into consideration. From an instructional perspective - planning, intention, and design need to meet standards and ensure effective learning. The importance of creating a sense of presence in online teaching and learning environments cannot be overestimated. The separation of instructor and learners often leads to feelings of isolation for learners and is a major cause of learner dissatisfaction in the virtual environment.

A Sense of Presence
“Being there,” in our book, means being present with others in online teaching and learning in a virtual space. However, this feeling of presence in virtual space does not just happen; rather, this sense of presence needs to be created. The concept of presence begins with an understanding that we are perceivers and that this has an influence on the creation of presence.  As perceivers, learners and instructor are psychologically, emotionally, and behaviorally present when they connect with others in an authentic way during the online learning experience. Understanding how to connect psychologically, emotionally, and socially can influence the way learners connect and feel in the online environment and enhance effective learning.

References

 

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

 

Instructor Strategies to Balance Workload

 

Being an online instructor gives you more flexibility in terms of where and when you can work, but it can also be a trap, unless you allocate your time strategically and balance your work and personal life. Organization, discipline, and flexibility are essential.

Organization provides structure and helps with pre-planning and course delivery. Blocking out specific time for course design and delivery prior to the course can help you predict how many hours you would spend on your online course. This can also give you more time to concentrate on actual teaching during course delivery. For some instructors, this can mean being able to balance workload more efficiently between co-instructors and cohort groups. In addition, pre-course organization can help you allocate time for non-course administrative, research, and service responsibilities. 

Discipline can help you adhere to your schedule and maintain a set routine during the term of their course and can be a time-saver. Blocking out specific time during the day or weekend for learner responses and sticking to it can reduce workload. To avoid letting work take over your personal life, learn to set boundaries. Setting aside time for personal obligations is an important aspect of maintaining quality of life. Using the following strategies can help you maintain a work-life balance:

• Work from home, in a family environment, to gain freedom

• Avoid working on the online course on weekends

• Maintain a separate physical location for teaching online to allow for mental separation between work and personal life.

• Avoid responding to emails on weekends. If you have the need to write your response, do so, but wait to send it during regular work hours to prevent learner expectation that you are constantly available.  

• Distinguish between work and personal life when teaching online exclusively from home

• Manage learner expectations through explicit communication about email response and assignment feedback

Flexibility is important in the area of personal matters. For a period of time you may have to rearrange your schedule to accommodate personal issues. This is okay. You must find a way to manage workload and prioritize your time to find balance and success in your personal and work life. Below is a Table of Strategies for Balancing Workload.

Table of Strategies for Balancing Workload

Design	Support	Teaching	Allocate Time
Pre-plan course	One on one	Administrative	Be Organized
Know responsibilities	Institutional	Facilitative	Be disciplined
Prioritize activities	Peer	Evaluative	Set boundaries
Anticipate needs	External	Be flexible	Reflect on/revise

          

References

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

Template for Managing Tasks and Prioritizing Time

 

  

Our “Being There for the Online Learner Model” and “Framework for Creating Presence” were developed to help you understand that presence is “perceptual” in nature and is an important part of designing and delivering an online course. With this in mind, you are better able to bring the human aspect into your online course, make it personal experiences, and more effectively engage your learners.

 

Our “Template for Managing Tasks and Prioritizing Time” in our book, Managing Online Instructor Workload: Strategies for Finding Balance and Success (Conceição & Lehman, 2011) helps you look at your course from a broad perspective and is a valuable template to use when planning your course design and delivery. It can serve as a guide for managing and balancing workload when creating your new online course, converting a face-to-face course to the online environment, or revising a course already taught online.

For new courses, the template can help you estimate the tasks you may do and the time you may spend during the design and delivery of the course. For converting courses, the template can assist you in rethinking how you can teach your course in the new environment. For existing online courses, the template can help you revisit your tasks and your time spent to become more efficient and effective when teaching the same course again. Our book, Managing Online Instructor Workload: Strategies for Balance and Success (Conceição & Lehman, 2011) also provides examples on how this template can be used in each of the three instances.

Next week we’ll follow up with "Strategies for Balancing Online Instructor Workload."

References

Lehman, R. M. & Conceição, S. C. O. (2010). Creating a Sense of Presence in Online Teaching: How to “Be There” for Distance Learners. San Francisco: Jossey-Bass.

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