Time and Workload In Distant Education Distant Education and Management of Time and Workload
Development and Preparation Time in Distance Learning
With the rise of online education, the demands on faculty have shifted significantly. Research by Pachnowski and Jurczyk (2003) highlights that teaching online courses often requires more preparation time compared to traditional classroom settings. This extra time is primarily attributed to the need to adapt course materials and teaching methods to an online format.
The study revealed that faculty members typically need substantial additional preparation time when teaching an online course for the first time. Specifically, 50% of the educators reported spending over 30 hours preparing for their initial online course. However, as instructors become more familiar with the online environment, the amount of preparation time generally decreases. Despite this, a notable proportion of faculty—about one-third—continue to require significant preparation even in subsequent semesters. This indicates that while familiarity with the online format reduces the learning curve, it does not eliminate the need for extensive preparation entirely.
To address these challenges, administrators should consider implementing strategies to provide additional support for faculty during their initial forays into online teaching. This could include allocating more time for course development in the early stages and offering technical and pedagogical support to ease the transition.
Compensation and Workload in Distance Education
The issue of compensation and workload in distance education is complex and multifaceted. There is a prevailing perception that teaching online courses demands more time and effort than traditional classroom instruction. This perception, however, is not always supported by empirical evidence. Some faculty members find that the time required for online teaching is comparable to, or even less than, traditional teaching when considering the distribution of tasks. Nonetheless, the online format often alters the workflow, leading to a perceived increase in workload.
A common challenge faced by online instructors is the expectation to be constantly available to respond to student inquiries. Unlike traditional courses, which may only meet a few times a week, online courses require daily interaction. This constant connectivity can encroach on time allocated for other professional activities, such as research and scholarship (Thompson, 2004).
Surveys conducted by the RAND Institute in 1997 (as cited in Palloff & Pratt, 1999) suggest that while online courses can reduce central administrative costs and increase access to education, they also introduce new expenses related to technology, maintenance, and support. This cost dynamic contrasts with the assumption that larger class sizes in online settings should lead to greater financial returns. Palloff and Pratt argue for limiting class sizes in online courses to ensure manageable workloads and maintain educational quality without compromising revenue.
A critical issue is the consistency of fees for online courses compared to traditional courses. Many institutions charge equivalent fees for both online and face-to-face courses, which can lead to dissatisfaction among online students who perceive that they are not benefiting from the same tangible resources as on-campus students. As such, transparent communication about the costs and benefits of online education is essential.
Despite the increased demand for online presence and interaction, studies indicate that faculty teaching online often do so for intrinsic rewards rather than financial incentives. However, adequate compensation remains necessary to recognize the additional efforts required and to support faculty retention.
Promotion and Tenure in Distance Learning
The integration of distance education into higher education institutions has impacted traditional faculty roles and career advancement processes. Historically, promotion and tenure systems have emphasized research and scholarly publication, which can overshadow the value of online teaching and technology integration (Jones, Linder, Murphy, & Dooley, 2002; Schifter, 2002).
Faculty members at lower ranks, such as instructors or assistant professors, often have a higher comfort level with technology and distance education tools. However, these faculty members may be hesitant to engage in online teaching due to concerns about how it might affect their promotion and tenure prospects. Preparing and teaching online courses can be time-consuming and may detract from research activities, which are heavily weighted in tenure evaluations.
In contrast, more experienced and tenured faculty might benefit from online teaching opportunities, particularly if their promotion and tenure criteria are adjusted to recognize the value of technology-mediated instruction. Reforming promotion and tenure policies to include contributions to distance education could help attract a broader range of faculty and encourage more widespread adoption of online teaching.
Library Services for Distant Learners in Nursing Education
The rise of distance education has significantly impacted library services, particularly in the context of nursing education. As the use of technology in education grows, libraries must adapt to meet the needs of distance learners. Surveys indicate that distance learners are increasingly reliant on digital resources, and the role of librarians is evolving to support this shift.
Libraries face several challenges in this new landscape, including determining the balance between digital and physical resources, managing electronic equipment and system failures, and ensuring adequate space for information storage. Librarians are transitioning to roles that emphasize information technology and access, collaborating with faculty to develop resources and learning activities tailored to distance learners.
The complexity of accessing information has increased with the proliferation of online resources. Faculty members often report that while finding information is easier due to the vast array of digital tools available, the sheer volume of information can be overwhelming. This highlights the need for librarians to provide guidance on navigating digital resources and utilizing available databases effectively (Jankowska, 2004).
In summary, distance education presents unique challenges and opportunities for faculty and institutions. Adequate preparation time, fair compensation, and updated promotion and tenure policies are essential to support faculty engaged in online teaching. Additionally, evolving library services to cater to distance learners’ needs is crucial for enhancing the overall educational experience. By addressing these areas, institutions can better manage the demands of distance education and support both faculty and students in achieving their educational goals.