The Impact of Online Teaching on Faculty Load: Computing the Ideal Class Size for Online Courses
Article
Lawrence Tomei, Robert Morris University, United States
Journal of Technology and Teacher Education Volume 14, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
This study examined the impact of substituting didactic instruction, face-to-face advisement, and conventional evaluation with distance-based delivery of content, electronic counseling, and online assessment. It analyzed the impact of distance learning demands on faculty teaching loads and computed the ideal class size for an online course. Specifically, this article sought answers to the following questions. 1. What are the teaching demands of an online course? 2. What is the impact of distance learning demands on faculty teaching loads? Does teaching at a distance require more or less of an instructor's time? 3. What is the ideal class size for an online course versus the traditional classroom? The research reflected in this study found that online teaching demanded a minimum of 14% more time than traditional instruction, most of which was spent presenting instructional content. The weekly impact on teaching load also varied considerably between the two formats. Traditional teaching was more stable across the semester while online teaching fluctuated greatly during periods of advisement and assessment. Finally, the ideal class size was calculated for both instructional formats.
Citation
Tomei, L. (2006). The Impact of Online Teaching on Faculty Load: Computing the Ideal Class Size for Online Courses. Journal of Technology and Teacher Education, 14(3), 531-541. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/5626/.
© 2006 Society for Information Technology & Teacher Education
Keywords
References
View References & Citations Map- American Association of University Professors (1968). Statement on faculty workload. AAUP Journal, 54 , 256-257.
- Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.
- Mancing , H . (1991) . Teaching , research , service: The concept of facul ty workload . ADFL Bulletin , 22(3).
- McLellan , H . (1991) . Teachers and c lassroom management in a computer
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Teaching time investment: Does online really take more time than face-to-face?
Rebecca Van de Vord & Korolyn Pogue, Center for Distance and Professional Education, Washington State University
The International Review of Research in Open and Distributed Learning Vol. 13, No. 3 (May 22, 2012) pp. 132–146
-
The Effectiveness of the Cohort Block Pedagogical Design Model in Asynchronous Online Courses
Bruce Doney, Mercer University, United States; Karen McFerrin, Northwestern State University, United States; Elaine Artman, Mercer University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 237–240
-
Code Red – Return of the Talking Heads!
Craig Scanlan, UMDNJ, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 1927–1932
-
An Investigation of Teaching and Learning: Using Course Management Software (CMS) in a Typically Face to Face Course
Marcia Burrell-Ihlow, State University of New York College at Oswego, United States
International Journal on E-Learning 8 (January 2009) pp. 5–16
-
Cousins Virtual Jane and Virtual Joe, Exceptional Students
Seugnet Blignaut, North-West University, South Africa; Lynette Nagel, University of Pretoria, South Africa
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 657–665
-
Teaching Asynchronous Online Course—Where Does the Time Go?
Qi Wang, Gallaudet University, United States; Mark Harris, Nova Southeastern University, United States
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 651–656
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.