2. 2
Gather information on models of
workload calculation for the
e-Learning environment, and
propose a possible model
for the New Zealand tertiary setting
4. 4
Literature inconclusive…
• DiBiase (2000) reduced workload but perceived
as more by faculty (3.2 hrs -> 2.7 hrs. per student)
• Lazarus, (2003) workload about the same
• Thompson (2004)workload about the same but
‘chunking’ of time for e-learning made e-learning
more efficient
• Goodfellow (1999) more work than FTF
• Tomei (2006) online 14% more work than FTF
• Cavanaugh, (2003) more than 200% more work
than a FTF class
5. 5
Why is e-Teaching workload
important ?
• If lecturers have fair, equitable and
reasonable workloads, then…
• students (both FTF and distance) can have
the best possible learning experience
• a learner focus can be maintained
• learner preferences can be accommodated
• lecturer satisfaction and motivation is
increased
6. 6
Principles of Good Practice
in workload allocation
• Adequate staffing levels
• Transparency of process
• Safe, equitable, reasonable workloads
• Recognition of professionalism and
autonomy of teaching staff
TEU proposed standards for e-education
Professionalism Online Conference June, 2004
7. 7
Example Employment
Contract
• TEU contract - ITPNZ sector Timetabled
teaching hours 825 TT hours per annum
maximum
• Over a 36 week teaching year
= 23 TT hours per week
• Duty hours – maximum of 36 hours/week
• about 1440 duty hours/year
• Individual contract – varies per institution
8. 8
TEU proposed contract clauses
5.2.4 Calculation of the workload for
e-education and other flexible delivery must
be equitable and include the processes of
design, teaching and evaluation
5.2.5 A joint working party will be established to
develop a policy relating to workload for
e-education and other flexible teaching within
existing workload parameters
11. Introduction to
Leadership
10 credit course
36 TTH* ftf
teaching
*TTH = Timetabled
Teaching hours
Introduction to
Leadership
(blended version)
10 credit course
6 hours ftf
30 hours online
= equivalent to
36 hours TTH ftf
teaching
Equivalency model
12. 12
Phases model
• Allocate hours/workload separately for
each phase
• eg. Development 72 hours (not TTH)
• Pilot TTH 36 hours + 10% = 40 TTH
• maintenance TTH 36 hours
development pilot maintenance
13. 13
Activities & Tasks model
• Tasmanian TAFE workload agreement
teaching modes are direct learning & distance learning
• Distance Learning – 1300 hours per year of delivery
activities
• Assessment activities
• APL activities
• Delivery activities including ftf sessions, online,
videoconference, teleconference incl. preparation
• Development and maintenance of learning and assessment
resources, enrolments and course advice
• Workload is individually negotiated within the broad
1300 hours total per annum
14. 14
Output model
course EFTS as a % of lecturer EFTS
e.g. course = 1.6 EFTS
16 EFTS is 1 FTE fulltime lecturer output
10% of output = 10% of 825 TTH = 82.5 TTH
16. 16
Self-care model
• Use pre-existing online resources
• Develop subject resources that can be
used in multiple modes e.g. ftf or online
• Using admin staff for some admin duties
• Develop FAQ sections for common
questions
• Have limited ‘virtual office’ hours
• Explicit protocols (e.g. response times) to
manage student expectations
17. 17
Self-care model
• Encourage use of asynchronous
discussion
• Develop student – student learning
activities that don’t require lecturer input
• Courses are not over-assessed
• Assessment is embedded in the online
courses – e.g. completed online, marked
online
Kia ora koutou. For those of you who don’t know me my name is Stephen Bright and I work as the e-learning developments manager at Bethlehem Institute of Technology, a private training establishment in Tauranga. This presentation was developed as part of the Flexible Learning Leaders scholarship I was granted over 2004 – 2005 so my thanks is due to those involved in this project and I would like to acknowledge the work of Nola Campbell, the project leader, who died in 2005 and was a real help and inspiration to many including myself.
So this was the goal I formulated as part of the FLLinNZ projects and in the process of seeking answers to the questions I had I talked to a number of people, both in New Zealand and overseas, including staff at University of Phoenix Online, University of Central Florida, University of Southern Queensland, TAFE Tasmania, Riverina Institute of TAFE in NSW, Canberra TAFE, University of Victoria in NZ, Otago Polytechnic, CPIT, MIT, Northland Polytechnic, Tairawhiti polytechnic and Western Institute of Technology in Taranaki. Hands up who here has been a lecturer on an online course ? Talk to your neighbour for a minute about how this is factored into your workload. So as I began to get some ideas I looked for a metaphor of what was going on at institutions (particularly in New Zealand) and this short movie clip seemed to me to be a very apt metaphor for what was going on in NZ ITPNZ educational institutions…
There is now some research emerging about e-Teaching workload but this is contradictory, and often based on individual experience (e.g. Cavanaugh) or with very small groups of lecturers. For example the study done by Cavanaugh on himself includes as part of the workload answering student enrolment enquiries and other administrative tasks that would often be done by other people in an educational institution
lecturer workload and work profile will be negotiated by mutual agreement between manager and lecturer
