The Impact of Online Teaching on Faculty Load: Computing the Ideal Class Size for Online Courses

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Tomei, D.L. (2006). The Impact of Online Teaching on Faculty Load: Computing the Ideal Class Size for Online Courses. Journal of Technology and Teacher Education, 14(3), 531-541. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/5626.

Journal Information

Journal of Technology and Teacher Education
ISSN 1059-7069
Volume 14, Issue 3, July 2006
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JTATE

Author

Dr. Lawrence Tomei, Robert Morris University, USA

Abstract

This study examined the impact of substituting didactic instruction, face-to-face advisement, and conventional evaluation with distance-based delivery of content, electronic counseling, and online assessment. It analyzed the impact of distance learning demands on faculty teaching loads and computed the ideal class size for an online course. Specifically, this article sought answers to the following questions. 1. What are the teaching demands of an online course? 2. What is the impact of distance learning demands on faculty teaching loads? Does teaching at a distance require more or less of an instructor's time? 3. What is the ideal class size for an online course versus the traditional classroom? The research reflected in this study found that online teaching demanded a minimum of 14% more time than traditional instruction, most of which was spent presenting instructional content. The weekly impact on teaching load also varied considerably between the two formats. Traditional teaching was more stable across the semester while online teaching fluctuated greatly during periods of advisement and assessment. Finally, the ideal class size was calculated for both instructional formats.

Keywords

• Assessment
• Faculty

Also Read

• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
• Key Design Factors in Durable Instructional Technology Professional Development
• Technological Pedagogical Content Knowledge (TPACK): A Content Analysis of 2006-2009 Print Journal Articles
• From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers’ Changing Perceptions of Technology Infusion
• Editorial: Online Education: Issues and Research Questions
• Mathematics Teacher TPACK Standards and Development Model
• Understanding Online Learning Through a Qualitative Description of Profesors and Students' Experiences
• Do Entry Characteristics of Online Learners Affect Their Satisfaction?
• Integrating Technology to Foster Inquiry in an Elementary Science Methods Course: A Case Study of One Teacher Educator’s Initiatives in a PT3 Project

Tags