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.