Examining workload models in online and blended teaching
ARTICLE
Belinda Tynan, Yoni Ryan, Andrea Lamont‐Mills
British Journal of Educational Technology Volume 46, Number 1, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley
Abstract
Over the past decade, most Australian universities have moved increasingly towards “blended” and online course delivery for both undergraduate and graduate programs. In almost all cases, elements of online teaching are part of routine teaching loads. Yet detailed and accurate workload data associated with “e-teaching” are not readily available. A search of the international literature indicated that there is limited rigorous literature and research that points to the actual effects on workload in online and blended higher education teaching environments. This paper reports on a research project in four Australian universities, and the perceptions of a representative group of staff who perceived that e-teaching had increased their “teaching time” workload, and that Workload Allocation Models (WAMs) did not take account of contemporary teaching modalities.
Citation
Tynan, B., Ryan, Y. & Lamont‐Mills, A. (2015). Examining workload models in online and blended teaching. British Journal of Educational Technology, 46(1), 5-15. Wiley. Retrieved August 12, 2024 from https://www.learntechlib.org/p/150782/.
Cited By
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Employing the EPEC Hierarchy of Conditions (Version II) To Evaluate the Effectiveness of Using Synchronous Technologies with Multi-Location Student Cohorts in the Tertiary Education Setting
Michelle Eady, University of Wollongong; Stuart Woodcock, Macquarie University; Ashley Sisco, University of Western Ontario
The International Review of Research in Open and Distributed Learning Vol. 18, No. 3 (May 12, 2017)
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