Does it Take More or Less Time to Facilitate and Develop an Online Course? Finally, Some Answers

How much time does it take to teach an online course? Does teaching online take more or less time than teaching face-to-face? How much time does it take instructors to develop an online course? — Instructor Time Requirements to Develop and Teach Online Courses (Freeman, 2015)

Time business conceptA study released in March of this year set out to answer these burning questions that the majority of online educators would like answers to. There’s considerable anecdotal evidence that favors both sides—it takes more time versus less time to facilitate an online course when using a face-to-face course as benchmark. The purpose of this study was to nail down the facts—to measure the perceptions of and actual time spent developing and teaching online courses. The findings are significant for institutions and educators involved in online education for several reasons. Professional development for one. The report reveals areas where survey-respondents struggled during the course development phase, and where the majority of time was spent when facilitating (the conclusions are surprising). Secondly, results may be helpful for institutions when considering compensation and work-allocation models. Institutions can use the results as benchmark, at the very least the study may act as catalyst for constructive conversations about compensation and support for online course development and facilitation. And finally, it may help online instructors gain insight into their own teaching experiences by considering the experiences of  other educators that have experience with face-to-face and online courses.

This post highlights the findings and suggests factors for educators to consider when it comes to, 1) the time spent developing online versus face-to-face courses, and 2) how much time is invested in online facilitation, and how it compares to face-to-face instructions.

Survey Details
To put the results into context—the survey gathered data from 68 instructors from a total of 165 solicited from three universities across eight academic disciplines. Each respondent had developed an average of 2.13 online courses and had experience teaching an average of 2.03 online courses, and had been teaching at the university level for an average of 14.2 years (Freeman, 2015).

1) Course Development Time: Pedagogical Learning Curve Steepest
Survey results confirmed that developing online courses is indeed more time consuming than developing face-to-face courses. Though the time required declines when the same instructor develops a second or third online course. Twenty-nine percent of respondents indicated they spend over 100 hours (median of 70 hours) to develop their (first) online course. This significant number of hours is likely due to the fact that 59% of respondents developed over 90% of the course without any assistance, which included developing content, assessments, assignments, and time associated with course design. The other 41% received course design support from instructional designer(s) and/or used ready-made content available through textbook publishers. Also significant is the technological learning curve which was found to be shorter than the pedagogical learning curve, in other words instructors required more time to determine how to implement pedagogical methods, how to create learning experiences and deliver content appropriate for the online format than they did learning about the features and nuances of the technology used to deliver the course. The learning curve is described as the time it takes to “get used to” the course elements [platform, tech features] and/or the method of teaching.

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(Freeman, 2015)

Implications:
Developing a quality online course is complex due to the fact that technology adds yet another layer to course design and one that requires a unique skill set. In addition there is an interdependent relationship between technology and pedagogy specific to online courses—for instance the features of a LMS platform will determine and shape the course and the teaching methods. Using the discussion forum as an example—the flexibility of the forum feature—how easy it is to set up by the course designer for group assignments, and how it can be used by students for a group assignment whether it can facilitate the communication and collaboration that is required for the assignment will dictate how effectively the ‘method’ is executed in the course.

Online course design requires a breadth of skills that includes technical knowledge, not only familiarity with LMS features, but also outside tools including social media platforms that can enhance student learning.  Knowledge of user-focused design, or web design principles is also critical in delivering an intuitive, learning experience for students (How Five Web Design Principles Can Boost Student Learning). Second are the pedagogical methods, in other words how learning is sequenced, framed and presented to students.  This array of skills required is far beyond the scope of most faculty, who are experts in their field of study, not necessarily course design. Realistically creating an online course requires at least two or more individuals with specific skills sets working together to develop an engaging, intuitive and quality learning experience.

The onus is on institutions to provide not only professional development for faculty in course design principles and strategies, but to provide support in the technical and pedagogical aspects.

2) BIG Time Commitment Facilitating First Online Course — Levels Off After 2nd Time, But Grading Involves More Time Investment
Though respondents in the survey originally perceived that teaching online took more time than teaching face-to-face, by the third time facilitating respondents reported that it took them about the same amount of time as it did a similar face-to-face course.

There is supporting evidence to the earlier finding that teaching an online course the second and third time becomes about as time-consuming as teaching a face-to-face course the second and third time.  The factors that still remain more time-consuming for online teaching compared with face-to-face teaching, even after teaching the course three times, are Instructor-Student Interaction and Grading & Assessment, the two specific factors  that can not be prepared in advance for online courses (unlike Content Development and Pre-Semester Setup).

Implications:
Sixty-nine percent of survey respondents indicated that it took ‘much more’ and ‘more’ time to facilitate an online class for the first time. Yet by the third time, it dropped to 25% in this same categories (table 4 below), which does support the learning curve theory. These findings suggest that acknowledging that more of the instructor’s time will be required the first and even the second time facilitating a course, is important for both the instructor and the institution. Though it does also suggest that professional development is needed for instructors—development focused on facilitation skills that will support skills specific to the uniqueness of online instruction. Such training can potentially reduce the learning curve for instructors, as well as reinforce the building of effective skills, best practices, and efficient use of time.

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Annotated screenshot that shows two-thirds of  respondents by the third time facilitating online indicate that it took ‘somewhat more’, ‘more’ or ‘much more’ time to grade and assess students in an online course than face-to-face (Freeman, 2015).

A startling (and significant) finding of this study is the time dedicated to grading and assessing online students. It appears that the time dedicated to grading students’ work actually increased from the first to third time of facilitating an online course (table 4). Two-thirds of the respondents indicated by the third time it took ‘somewhat more’, ‘more’ or ‘much more’ time to grade and assess students in an online course than face-to-face.  I find these results encouraging since an instructor’s feedback of students’ work is a critical component that can motivate students, deepen their knowledge and push them to think critically (Getzlaf et al., 2009). Implications are that skill development in this area are needed and will benefit not only students but can help instructors to provide feedback more efficiently. There are several technology tools and applications that can help instructors achieve efficiency and to make the most of giving feedback using online tools that deliver meaningful, quality feedback for students (Morrison, 2014). Again professional development is needed in the area of grading and assessment to support instructors in their efforts.

Conclusion
By no means is this study the definitive answer on the time requirements for developing and facilitating online courses, but it is an excellent starting point for conversations about ‘time’ needed to create quality online learning experiences.

References