Claims for online teaching: separating the real from the virtual

4          Problems

Staff workload is a critical issue in the successful adoption of technology in education (McNaught et al., 1999). Innovators often put in large numbers of unpaid hours (Mason & Bacsich, 1998). This is clearly unsustainable. While good teaching is important it should not be overwhelming (Collis, 1998). Teachers need to carefully manage their online commitment (Harasim et al., 1998). Mainstream users are much less likely than innovators to devote a large amount of extra time and will resist change if there is even a perception of increased workload without corresponding benefits.

Before beginning to use online teaching a large investment in time is often required simply becoming familiar with the available tools (Freeman, 1997). The teacher needs a higher degree of skill and level of comfort using the system than is required by the students. The teacher will be the first person students turn to for help in using online systems. They expect the teacher to know as much about online tools as they know about the tools of the ordinary classroom (Harasim et al., 1998)

After ramping up the learning curve, the teacher needs to develop material for the online environment. Unfortunately, in too many cases, little thought has been given to the pedagogy of teaching online and flexible delivery is equated with ‘plugging students into the Web’. This often translates into nothing more than putting large amounts of text-based material on the Web while reducing face-to-face contact (McNaught et al., 1999). The amount of time teachers require to develop new pedagogies and manage their online courses is often understated (Hara & Kling, 1999).

Once the subject is underway, extra time may be needed to respond to large numbers of student messages and postings. A student question that might be answered in 30 seconds in the office may require a much longer response in electronic form when visual cues are not present. Encouraging electronic communication with students can also result in increased administration (Littlejohn & Sclater, 1998). Time and date stamping on messages creates greater accountability to provide prompt feedback. In some cases, students tend to expect almost instant responses to questions (Freeman, 1997).

For some teachers the move to online teaching may also correspond with a move to a more facilitative form of teaching which, whether face-to-face or online, requires an inordinate amount of time for it to be successful (Pettit, 1998).