Time management matters: online faculty perceptions of helpfulness of time management strategies

This study examined 256 faculty survey responses to determine perceptions of helpfulness of 24 time management strategies grouped into four categories defined by Berge (1995) as managerial, pedagogical, technical, and social. Findings indicate that establishing clear and specific expectations (M = 4...

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Bibliographic Details
Published in:Distance education 2020-01, Vol.41 (1), p.106-127
Main Authors: Oyarzun, Beth, Martin, Florence, Moore, Robert L.
Format: Article
Language:English
Subjects:
College Faculty
Correlation
Course Content
Distance learning
Educational Strategies
Expectation
Faculty Development
Grading
helpfulness
Item Analysis
Management Systems
Online Courses
online faculty
Pedagogy
Peer Evaluation
Perceptions
Teacher Attitudes
Teacher Surveys
Teaching Methods
Time Management
Units of Study
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Summary:This study examined 256 faculty survey responses to determine perceptions of helpfulness of 24 time management strategies grouped into four categories defined by Berge (1995) as managerial, pedagogical, technical, and social. Findings indicate that establishing clear and specific expectations (M = 4.32) was perceived as the most helpful, followed by organizing content into modules or units (M = 4.28), which were both pedagogical time management strategies. Participants additionally responded to two open-ended items regarding the most and least helpful time management strategies. The open-ended responses were consistent with the survey findings. The relationship between faculty demographic factors and strategies showed that receiving training to teach online affected the faculty perceptions of technical time management strategies.
ISSN:0158-7919
1475-0198
DOI:10.1080/01587919.2020.1724773