Table of Contents

List of Tables.

Preface.

About the Authors.

One Issues and Challenges When Teaching Online.

Institutional Issues and Challenges.

Instructional Issues and Challenges.

Our Study on Instructor Workload When Teaching Online.

Summary.

Two Instructors' Stories for Balancing Workload.

Co-Teaching as a Strategy for Balancing Workload.

Planning Ahead as a Way to Predict Workload.

Giving Individual Feedback as a Workload Management Strategy.

Managing Time, Rather Than Time Managing You.

Blocking Out Time for the Online Course.

Teaching Online During Short Terms.

Using Time Allocation Strategies When Teaching for Multiple Institutions.

Teaching Online Exclusively from Home.

Managing Workload Based on Years of Experience.

Teaching Online for a Variety of Institutions.

Cohort Program as a Time-Saver.

Managing Similar Tasks When Designing for Multiple Courses.

Teaching a Recurring Mixed-Mode Online Course.

Managing Workload When Current Information Drives Content.

Summary.

Three Looking at Workload from a Design Perspective.

Identifying Course Tasks.

Why It Is Important to Use an Instructional Design Process.

Design Framework for Creating a Sense of Presence.

Using a Template to Manage Tasks and Prioritize Time.

Summary.

Four Managing Tasks and Prioritizing Time.

Creating a New Online Course.

Converting a Face-to-Face Course.

Revising an Existing Online Course.

Summary.

Five Using Workload Strategies for Maintaining Quality of Life.

Design Strategies.

Support Strategies.

Teaching Strategies.

Time Allocation Strategies.

Summary.

Six Final Thoughts and Practical Implications for Balancing Workload.

Teaching from an Open Perspective.

Adapting the Course Design.

Modifying Workload Strategies.

Rethinking How to Prioritize Time and Manage Workload.

Practical Implications for Balancing Workload.

Glossary.

References.

Index.

About the Author

Simone C. O. ConceiCao is an associate professor in the School of Education, Department of Administrative Leadership at University of Wisconsin-Milwaukee. She is the editor of Teaching Strategies in the Online Environment and coauthor of Creating a Sense of Presence in Online Teaching both from Jossey-Bass. Rosemary M. Lehman is an author and consultant for eInterface with more than 20 years of experience as a learning design and distance education training specialist at University of Wisconsin-Extension. She is coauthor of Creating a Sense of Presence in Online Teaching from Jossey-Bass.