One of the persistent beliefs in academia is that substantial additional time is required to facilitate online courses compared to seated classes. My experience, which is corroborated by a small but growing body of research, (Hislop, 2001; Lazarus, 2003) challenges the idea that a reasonably-sized online class absolutely requires an inordinate amount of time. Because there is relatively little literature describing specific strategies for time management (Shin et al., 2006), I will describe a number of simple, proven tips that may save you significant amounts of time and improve the learning experience for your students.
Time management problems are often caused by confusing instructions and inefficient means of communication. In addition, instructors must maintain a positive presence as an engaged lead participant. Therefore, the challenge for instructors is to maintain this engaged presence while not consuming inordinate amounts of time each day per class. For example, Cavanaugh (2005) noted that the additional time required for teaching online is primarily the result of increased student contact and individualized instruction and not simply because of the technology or the online format. This is important information because it points to where our time management issues lie. It is not surprising then that I often hear from colleagues spending hours each day communicating by email with their online students. To address this issue in my own courses, I developed a comprehensive strategy that had the added benefit of improving the quality of my classes. My strategy involved reviewing previous student emails and feedback to determine their primary areas of confusion. I then reviewed each component of my own course, with special emphasis on the syllabus and assignments, for any additional ambiguity in my instructions. At the same time, I began to keep account of the ways my students and I communicate. This is resulting in a significant set of data to illustrate the effectiveness of the strategy.
For example, over the past two semesters I taught three sections of Environmental Biology, entirely online, to a total of 71 students. Within these classes I received a total of 125 emails, slightly less than two per student. During the same time, there were 2755 discussion posts made, or thirty-nine per student. These data suggested that students spent communications time discussing course topics rather than seeking clarification on instructions. This created productive communication that directly resulted in subject competency. It also allowed me to participate in the discussion and to research new material for the course. In addition, my student reviews consistently showed marks high above the institutional average in instructor participation. Students’ comments in these reviews noted that they appreciated that they had an engaged instructor. Not surprisingly, my engagement was more often in the form of class discussion rather than specific emails. I have also noted anecdotally that when I institute a new version of an assignment without a careful review, the number of emails I receive per day soars, reminding me of the benefit of my strategy.
Given these positive outcomes, I would like to share what I consider to be a successful model of time management for an online course, including tips that would be appropriate across disciplines and academic levels. In addition, you may find that these strategies significantly improve the experience for your students:
The best way to overcome a problem is by eliminating its probability of occurring. In developing the course, anticipate and solve problems in the syllabus before they happen. See the atttached file for strategies for anticipating problems and saving time.
References
Cavanaugh, J. (2005) Teaching Online – A Time Comparison. Online Journal of Distance Learning Administration, 8(1). Available at: http://www.westga.edu/~distance/ojdla/spring81/cavanaugh81.htm. Accessed July 20, 2008.
Hislop, G. W. (2001) Does Teaching Online Take More Time? Proceedings, 31st ASEE/IEEE Frontiers in Education.
Lazarus, B.D. (2003). Teaching Courses Online: How much time does it take? Journal of Asynchronous Learning Networks, 7(3), 47-54.
Shi, M., Bonk, C.J., & Magjuka, R.J. (2006) Time Management Strategies for Online Teaching. International Journal of Instructional Technology and Distance Learning.3(2).