faculty time
DESCRIPTION
WCET 2008 Conference presentationTRANSCRIPT
Myth Busters: The Truth about Time Requirements for Teaching Online
Lee A. Freeman
The University of Michigan – Dearborn
8 NOVEMBER 2007 WCET 2007 2
Introduction
Myths and misconceptionsAnecdotal and empiricalSurvey basics
42 respondents across 4 units (1 university)Self-reported time and commitmentCourses with >80% online content deliveryMany other details from course(s)Looking to expand respondent set
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Myths and Questions
Is it more time-consuming to develop an online course than a face-to-face course?41% strongly agree21% agree21% somewhat agree14% disagree3% strongly disagree
8 NOVEMBER 2007 WCET 2007 4
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 agree34% agree17% somewhat agree7% disagree
8 NOVEMBER 2007 WCET 2007 5
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 agree37% somewhat agree19% neutral11% somewhat disagree15% disagree or strongly disagree
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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 agree33% somewhat agree26% neutral4% somewhat disagree26% disagree or strongly disagree
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Myths and Questions
Is it more time-consuming to develop a second online course than to develop a first online course?4% agree4% somewhat agree22% neutral37% somewhat disagree33% disagree
8 NOVEMBER 2007 WCET 2007 8
Myths and Questions
Is it more time-consuming to develop a third online course than to develop a second online course?4% agree4% somewhat agree17% neutral33% somewhat disagree42% disagree or strongly disagree
8 NOVEMBER 2007 WCET 2007 9
Myths and Questions
Is course content development more time consuming for online courses than face-to-face courses?93% agree; 0% disagree – 1st time65% agree; 12% disagree – 2nd time37% agree; 21% disagree – 3rd time
8 NOVEMBER 2007 WCET 2007 10
Myths and Questions
Is pre-semester preparation more time consuming for online courses than face-to-face courses?82% agree; 0% disagree – 1st time80% agree; 4% disagree – 2nd time53% agree; 0% disagree – 3rd time
8 NOVEMBER 2007 WCET 2007 11
Myths and Questions
Is faculty-student interaction more time consuming for online courses than face-to-face courses?69% agree; 7% disagree – 1st time59% agree; 10% disagree – 2nd time54% agree; 12% disagree – 3rd time
8 NOVEMBER 2007 WCET 2007 12
Myths and Questions
Is grading and assessment more time consuming for online courses than face-to-face courses?55% agree; 3% disagree – 1st time54% agree; 18% disagree – 2nd time70% agree; 18% disagree – 3rd time
8 NOVEMBER 2007 WCET 2007 13
Myths and Questions
Is course involvement more time consuming for online courses than face-to-face courses?75% agree; 6% disagree – 1st time69% agree; 8% disagree – 2nd time61% agree; 6% disagree – 3rd time
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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% once35% twice4% three times
8 NOVEMBER 2007 WCET 2007 15
Myths and Questions
After how many times teaching an online course have you made it through the pedagogical learning curve for that course?20% once36% twice32% three times
8 NOVEMBER 2007 WCET 2007 16
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% once48% twice7% three times
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More Interesting Data…
81% enjoy teaching online courses; 76% enjoy developing online courses
86% initially excited to develop 1st course60% prefer f2f for UG; 23% prefer online37% prefer f2f for Grad; 33% prefer onlineOverall, 47% prefer f2f; 23% prefer online
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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 1st online course in 2001; developed 2.5 on average
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Data Yet to Analyze…
Effects of development supportEffects of unitEffects of preference and enjoymentEffects of enrollmentEffects of pedagogical choices
Tool usage and CMS usage Interaction and engagement
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Conclusion
Development comes easier than teachingExperience helps alleviate time-
consuming factors of online teachingTechnology learning curve is shorter than
online pedagogical learning curveMuch more to analyze and more data to
collect…
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Additional Data Collection
Interested in helping? Let me know...
Lee A. FreemanDirector of Technology & Online EducationSchool of ManagementUniversity of Michigan – [email protected]
8 NOVEMBER 2007 WCET 2007 22
Q & A
Thank you very much for your attention!
Questions???