Examining workload models in online and blended teaching

Tynan, Belinda and Ryan, Yoni and Lamont-Mills, Andrea (2015) Examining workload models in online and blended teaching. British Journal of Educational Technology, 46 (1). pp. 5-15. ISSN 0007-1013


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

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2013 British Educational Research Association. Published online 6 Nov 2013. Published version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling
Date Deposited: 12 Nov 2013 00:04
Last Modified: 03 Jan 2017 05:37
Uncontrolled Keywords: Australia; workloads; distance education; online learning
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1301 Education Systems > 130103 Higher Education
17 Psychology and Cognitive Sciences > 1701 Psychology > 170107 Industrial and Organisational Psychology
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
Identification Number or DOI: 10.1111/bjet.12111
URI: http://eprints.usq.edu.au/id/eprint/22076

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