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WCET 2008 Conference presentation

WCET 2008 Conference presentation

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Faculty Time Faculty Time Presentation Transcript

  • Myth Busters: The Truth about Time Requirements for Teaching Online Lee A. Freeman The University of Michigan – Dearborn
  • Introduction
    • Myths and misconceptions
    • Anecdotal and empirical
    • Survey basics
      • 42 respondents across 4 units (1 university)
      • Self-reported time and commitment
      • Courses with >80% online content delivery
      • Many other details from course(s)
      • Looking to expand respondent set
  • Myths and Questions
    • Is it more time-consuming to develop an online course than a face-to-face course?
      • 41% strongly agree
      • 21% agree
      • 21% somewhat agree
      • 14% disagree
      • 3% strongly disagree
  • Myths and Questions
    • Is it more time-consuming to teach an online course the first time than a face-to-face course the first time?
      • 41% strongly agree
      • 34% agree
      • 17% somewhat agree
      • 7% disagree
  • Myths and Questions
    • Is it more time-consuming to teach an online course the second time than a face-to-face course the second time?
      • 18% agree or strongly agree
      • 37% somewhat agree
      • 19% neutral
      • 11% somewhat disagree
      • 15% disagree or strongly disagree
  • Myths and Questions
    • Is it more time-consuming to teach an online course the third time than a face-to-face course the third time?
      • 11% agree or strongly agree
      • 33% somewhat agree
      • 26% neutral
      • 4% somewhat disagree
      • 26% disagree or strongly disagree
  • Myths and Questions
    • Is it more time-consuming to develop a second online course than to develop a first online course?
      • 4% agree
      • 4% somewhat agree
      • 22% neutral
      • 37% somewhat disagree
      • 33% disagree
  • Myths and Questions
    • Is it more time-consuming to develop a third online course than to develop a second online course?
      • 4% agree
      • 4% somewhat agree
      • 17% neutral
      • 33% somewhat disagree
      • 42% disagree or strongly disagree
  • Myths and Questions
    • Is course content development more time consuming for online courses than face-to-face courses?
      • 93% agree; 0% disagree – 1 st time
      • 65% agree; 12% disagree – 2 nd time
      • 37% agree; 21% disagree – 3 rd time
  • Myths and Questions
    • Is pre-semester preparation more time consuming for online courses than face-to-face courses?
      • 82% agree; 0% disagree – 1 st time
      • 80% agree; 4% disagree – 2 nd time
      • 53% agree; 0% disagree – 3 rd time
  • Myths and Questions
    • Is faculty-student interaction more time consuming for online courses than face-to-face courses?
      • 69% agree; 7% disagree – 1 st time
      • 59% agree; 10% disagree – 2 nd time
      • 54% agree; 12% disagree – 3 rd time
  • Myths and Questions
    • Is grading and assessment more time consuming for online courses than face-to-face courses?
      • 55% agree; 3% disagree – 1 st time
      • 54% agree; 18% disagree – 2 nd time
      • 70% agree; 18% disagree – 3 rd time
  • Myths and Questions
    • Is course involvement more time consuming for online courses than face-to-face courses?
      • 75% agree; 6% disagree – 1 st time
      • 69% agree; 8% disagree – 2 nd time
      • 61% agree; 6% disagree – 3 rd time
  • Myths and Questions
    • After how many times teaching your first online course did you make it through the technology learning curve for e-learning?
      • 42% once
      • 35% twice
      • 4% three times
  • Myths and Questions
    • After how many times teaching an online course have you made it through the pedagogical learning curve for that course?
      • 20% once
      • 36% twice
      • 32% three times
  • Myths and Questions
    • After how many times teaching a face-to-face course have you typically made it through the pedagogical learning curve for that course?
      • 41% once
      • 48% twice
      • 7% three times
  • More Interesting Data…
    • 81% enjoy teaching online courses; 76% enjoy developing online courses
    • 86% initially excited to develop 1 st course
    • 60% prefer f2f for UG; 23% prefer online
    • 37% prefer f2f for Grad; 33% prefer online
    • Overall, 47% prefer f2f; 23% prefer online
  • More Interesting Data…
    • Online course development begins twice as early as f2f course development
    • In 3 out of 4 cases, the f2f course pre-dates the online course
    • 14 years of average post-PhD teaching experience
    • Developed and taught 1 st online course in 2001; developed 2.5 on average
  • Data Yet to Analyze…
    • Effects of development support
    • Effects of unit
    • Effects of preference and enjoyment
    • Effects of enrollment
    • Effects of pedagogical choices
      • Tool usage and CMS usage
      • Interaction and engagement
  • Conclusion
    • Development comes easier than teaching
    • Experience helps alleviate time-consuming factors of online teaching
    • Technology learning curve is shorter than online pedagogical learning curve
    • Much more to analyze and more data to collect…
  • Additional Data Collection
    • Interested in helping? Let me know...
    • Lee A. Freeman
    • Director of Technology & Online Education
    • School of Management
    • University of Michigan – Dearborn
    • [email_address]
    • 313-593-5008
  • Q & A
    • Thank you very much for your attention!
    • Questions???