Time on Task: Perceived and measured time in online courses for students and faculty

Abstract

Objective: A cross sectional, online survey study examined active course time and activity for students and faculty in online courses compared to their perceptions of time. Methods: Student self-reports of their estimated course time and percentage of time on individual tasks, and faculty estimates of student time as well as their own course activity time were obtained. This was compared to actual individual and course summary activity data as recorded by the learning platform (Blackboard). Descriptive and t tests were analyzed using IBM SPSS Statistics 22. Results: Students and faculty generally agreed on the amount of time spent on task in all areas examined (discussion, assignments, tests and quizzes, messaging and communication, information searches, checking instructions and rubrics), but were significantly different for time spent off-line preparing Discussions and Assignments. Discussions, content materials, messaging and grade records were the most active areas. Students believed that the work in the online courses was more appropriate than did their instructors. There was no correlation between active course time and course grades. Conclusions: Students and faculty generally agreed in the amount of time spent actively in an online class, but grossly overestimated their time online. On line time did not correlate to course grade. The study adds to better understanding of the time sent in online courses.

An action research on the application of online teaching in “Infection Control in Nursing Practice” course

“…[22] Another study showed that both students and teachers agreed that learning activities in online courses must take a certain time, and that students found online courses more conducive to learning than physical classes, especially for discussion of topics. [23] During the epidemic, online teaching was conducted in some elementary schools and high schools in India, and significant differences in learning outcomes were found between students with different goals and perceptions of learning. The learning outcomes also relate to school types, locations, and genders of students.…”