Objectives. To compare instructor workload between a required campus-based and an Internet-based patient assessment course and to identify the sources of the workload. Methods. Instructor workload was measured for each pathway by documenting the total time required throughout the semester to teach and maintain the course. Specific workload items that were measured included lectures, administering examinations, e-mail communications, discussion boards, phone conversations, and office visits. Results. The Internet-based course (n=45 students) resulted in a 23% increase in total instructor workload for the semester and a 192% increase in instructor workload per student compared to the campus-based course (n=107). The majority of the additional work involved with the Internet-based course came from receiving and sending e-mail, while workload from the campus-based course primarily came from in-class lectures. Conclusions. Faculty member workload was higher in the Internet-based course compared to the campus-based course. Similar studies on other courses should be conducted to determine if these results are course specific.
|Original language||English (US)|
|Number of pages||5|
|Journal||American journal of pharmaceutical education|
|State||Published - Jan 1 2005|
All Science Journal Classification (ASJC) codes
- Pharmacology, Toxicology and Pharmaceutics(all)