Management of Learning Space

Abstract

Dr. Villez looks up from her papers and sighs as her e-mail beeps again for what seems the 100th time this morning with yet another incoming mail message. She checks the subject line and sender—yes, it is from another student in one of her online courses. She sighs again. She has barely started reading the last assignment that came in 20 minutes ago, and here is yet another assignment being turned in that needs to be graded and feedback given to the student as soon as possible. Dr. Villez looks at her watch and then back at her pile of e-mail. She might need to rethink her agreement to participate in her institution’s online programs. The online courses were taking so much of her time; it was beginning to cut into her time for scholarship. There are a multitude of reasons why an institution may elect to engage in distance education (Oblinger, Barone, & Hawkins, 2001). One of those reasons might be to generate greater revenues and to expand its access. With projections that an estimated 15% of all students in higher education will be engaged in distance education (International Data Corporation, 1999), the related pressures on faculty can become enormous. While these reasons may have a basis in institutional survival and transformation, the implications may come at a cost to those who must deliver the instruction through greater teaching loads and class sizes.