Time on Task: How Do You Manage Student Workload in a Hybrid Environment?

Concurrent Session 3
Leadership

Session Materials

Brief Abstract

Are you new to hybrid teaching and learning? Are you mindful of student workload in this new paradigm?  This session will explore the current literature on time on task and explore three methods to improve your calculations of instructional time, student study time, and time for completing assignments. 

Presenters

Lead Presenter: Kerry Volansky, Hanover College

Dr. Volansky serves as the Doctor of Physical Therapy Program Director and Associate Provost for Graduate Studies at Hanover College. Her diverse background includes teaching, small business ownership, and leadership experience. She was an associate professor at the University of Findlay weekend PTA to DPT Program for 17 years. She earned her Bachelor of Science in Physical Therapy from the Medical College of Ohio and a healthcare Masters in Business Administration from Baldwin Wallace College. She completed her Doctor of Science degree from Rocky Mountain University of Health Professions. She is a certified orthopedic clinical specialist and has a Hybrid Learning Certification from Evidence in Motion Institutes of Health Professions. Being a life-long learner, she recently earned her Doctor of Education degree from the University of Findlay. Dr. Volansky is an orthopedic physical therapist with an eclectic background in manual therapy, McKenzie method of diagnosis and therapy, instrument-assisted soft tissue massage, and joint mobilization/manipulation. She has two recent publications related to teaching hands-on physical therapy skills in a hybrid environment. She is a member of the Orthopedic, Education, and Health Care Policy & Administration (HPA) Sections of the APTA. She is a nominating committee member for the technology sig of the HPA section. She lives in Avon Lake, Ohio, with her husband and family. She enjoys golfing, biking, and warm-weather activities.

Additional Authors

Sharon McFadden, Hanover College

Dr. McFadden serves as the Director of Curriculum at Hanover College Doctor of Physical Therapy Program. She has a diversified background that includes administration, teaching, patient care in multiple settings, and small business ownership. She served as a Program Director and Instructor at Edison State Community College PTA Program for four years. Dr. McFadden is a seasoned clinician and has worked in the Physical Therapy field for 25 years. She earned her AAS in Physical Therapist Assistant from Sinclair Community College. She completed her Bachelor of Science in Physical Therapy at the University of Findlay PTA to PT Weekend Program. She has a strong belief in life-long learning; therefore, she earned her Doctor of Physical Therapy degree from Northeastern University in Boston, Massachusetts. She furthered her knowledge by completing a graduate certificate in Health Science Educational Leadership from the University of Montana. Dr. McFadden holds a certification in lymphedema and chronic venous management and a Hybrid Learning Certification from Evidence in Motion Institutes of Health Professions. Dr. McFadden has practiced in many different venues, including hospital inpatient, inpatient rehab, outpatient neuro, outpatient orthopedics, lymphedema clinic, home health, and long-term care facilities. Her clinical experience includes treating patients with wounds, lymphedema, and other integumentary impairments. She was one of the co-founders of the lymphedema support group for Upper Valley Medical Center and is a member of the Geriatrics, Clinical Electro & Wound Management, and Education sections of the APTA. In addition to the APTA membership, Dr. McFadden is a member of the National Lymphedema Network. Dr. McFadden lives in Wilmington Ohio with her husband, two daughters, and her woodle Gracie. She enjoys cooking, baking, spending time with family and friends, and going to the beach.

Extended Abstract

COVID-19 compelled educators and students to rapidly move to remote instruction with little time for instructional preparation.  As a consequence, faculty and student workloads suddenly increased, negatively impacting education.  It is essential for faculty to be mindful of student workload in this new paradigm. 

The determination of student seat time looks different in hybrid learning.  Educators must consider synchronous and asynchronous time, the run time for media assets, the number of screens viewed, viewing time for instructional videos, and expectations for time spent in online instructional assignments and activities.  One strategy used to measure student workload is time-on-task (TOT) calculations.  Time-on-task is the total learning time spent by a student in a college course, including instructional time and time spent studying and completing assignments. 

Instructor experience, by proxy, and faculty/student surveys facilitate TOT calculations. There is a gap in the literature that clearly defines TOT calculations in hybrid teaching and learning.  The purpose of this research is to describe the current TOT literature, how the literature influenced student workload approximations, and the ongoing assessment plan in place for a hybrid program in development.

Plan for interactivity: If selected as a virtual session, the 15’ presentation will consist of a Q & A session with the presenters.  Topic areas will include the definition of TOT, the various ways used to calculate TOT, examples of how adopted in a hybrid program, faculty training ideas, and ideas for assessment strategies to help manage student workload.

Plan for interactivity: If selected as an in-person session, the 45’ session will consist of the following:

  • Introduction (10’): Polling software to engage the audience in student work-life-balance challenges, student course workload, and time on task estimations.
  • Brief lecture (15’): Includes a literature review to show the various methods used to calculate TOT.
  • Small group work (15’): The audience will work in small groups to review an example course and make recommendations for TOT calculations.
  • Wrap up: (5’): Ideas for faculty training, assessment, and summary

The Takeaways: At the end of this session, the audience will define TOT and today’s challenges that impact student work-life balance and course workload.  A review of the literature will show various methods used to calculate TOT.  Small group practice will generate conversation and collaboration among the attendees.  The new knowledge gained may help faculty be mindful of student workload during the instructional design process.