I’m working on a book chapter about time and teaching online. In this chapter, I consider the way in which time changes when teaching online. Some of the themes I see are these:
Amount of time: The amount of time you spend teaching online is likely increased. Even if it is the same amount of time as you would spend onsite, it at least feels like it is an increase in teaching time.
Fragmentation of time: When you teach online, rather than having a block of time dedicated to teaching (3.g. 1.5 hrs two times per week), the time is much more fragmented (e.g. 5 minutes to answer an email, 30 minutes to develop a 5 minute video, later 10 minutes to post an assignment, later 30 minutes to respond to discussion boards, with spaces in between the activities), so teaching is stretched over a longer period of time
Siphoning of time: The strectched time occurs over a longer period, so we may be less efficient. That means that time that could have been spent for other activities (researh or service) is lessened.
I think these are themes I see in the research anyway. Do research and practice align in this case? Do online teachers experience these changes?
I’ve been thinking about how to manage such changes effectively. The materials provided by POTCERT this week are very useful. I also found these videos from the Sloan Consortium:
While I thought these were useful, I thought it was interesting that they also felt quite long to me! I wanted text so I could move more quickly through the information…and thus make better use of my time!