Teaching In Pajamas

  • 11 Mar 2010 /  online teaching

    I teach at a brick and mortar University one night a week and all the buzz in the break room has been about what everyone is doing for Spring Break next week.  I listen enviously, as I know I will be busy grading huge assignments while others are taking in Spring Training baseball. I will be responding to posts on the discussion boards while people are sleeping in. I do not know about anyone else, but the online schools I teach at do not observe any holidays during the year, much less take a week off in the Spring.  My schools do give two weeks off at the end of the year, but otherwise it is a straight through push.

    Remember your college years?  Didn’t it feel like Spring Break was just for you?  The wonderful University you were attending knew that you were getting stir crazy and having a week in Daytona Beach would turn you into a better student upon your return.  Yes, the world was all about us when we were students.  Now that I am a faculty member, I know that Spring Break was really created to give  the faculty and a well needed rest between winter break and summer vacation.  After all, a burned out faculty member is not a good instructor. The faculty members need time off from teaching to research, prepare, and rest.

    It has been 10 weeks of straight teaching for me and I am beginning to feel burn-out coming. I usually teach seven days a week, so that does not help matters.  Avoiding burn-out is one of the biggest challenges I face when teaching online.  I try to schedule mini-breaks on Saturday and Sunday to spend time with my family, but sometimes that is not enough.  I know I am burned out when I start feeling like typing “have you considered applying at McDonald’s” on papers.  When that point arrives, I have to walk away for awhile.  It is times like that I really envy my counterparts who are exclusively working for brick and mortar institutions. Traditional instructors do not have to adhere to answering questions within 24 hours and other deadlines placed on faculty by most online institutions.

    I have at least 30 more weeks straight of teaching scheduled.  Many of my schools have a week of between the five, eight or nine week terms, however, they all seem to be on different schedules.  A hazard of teaching at multiple schools is finding yourself in perpetual teaching mode. Trying to schedule a week break can result in lost classes and lost income. I just have not figured out how to give myself a break yet.  If anyone has any suggestions on how you have done it, please let me know! I would like to hear if you have taken time off and been able to resume a busy schedule upon your return.

    Last year, I taught for 49 weeks straight.  It was my first year at that pace and I survived. I was very tired by year-end and I told myself I would slow down in 2010.  Somehow, I have not kept that promise to myself.  I have been nervous about the economy, I have been scared that the teaching will dry up, so I do not hesitate to click “accept” on every  teaching solicitation that comes in.

    Last year, my husband and I took a short vacation, but online teaching went with me.  Every evening, it was a rush to get back to the hotel for an hour or two online to catch up with my classes.  I did not like that I did not really get a break, but the change of scenery and time alone with my husband did help recharge me. One of the great things about teaching online is that you can work virtually anywhere.  One of the bad things about teaching online is that you can work virtually anywhere.  How does one find a good balance?

    Yes, teaching from home has many perks! We can set our own times to work during the day, we can avoid commutes, we can wear shirts with holes and duck slippers.   I would not give up my online teaching… I just really miss Spring Break.

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  • When we were students, we spent time researching the schools we wanted to attend.  We looked at the reputation, ranking, degree choices, cost and alignment to our personal goals.  We shopped around and we found the school that fit best.  I chose traditional schools with an aviation emphasis for my aviation degrees, and an online school for my Ph.D. in Educational Leadership.  I did not make these choices quickly, and I have never regretted them.  I am sure all of you did the same and feel the same about your alma maters. Why then does it seem that people are not that selective about schools when it come to teaching online for them?

    I belong to a Yahoo Newsgroup titled “Online Teaching Jobs: Make a Living Teaching Online.” I just checked and there are 5018 members in this group, 47 new members in the last seven days. The group shares tips on schools that are hiring, offers advice to people about applying to schools, laments over plagiarism and excuses in the online classroom and provides a social outlet for people who dress up for work in duck slippers. Come join us if you want to learn more.

    I have noticed a trend when reading the threads on the Newsgroup: people are so desperate for work that they take an online teaching job anywhere that offers. This may be a symptom of our poor economy, but is it fair to our students? Shouldn’t we as faculty interview the school and make sure it is a good match for our teaching philosophy and expectations, just like we did when we searching for our own graduate school?

    This past weekend someone on the Newsgroup asked a simple question, “what school do you least like teaching for and why?” The first reply came back within minutes stating that it was ABC College, because you are micromanaged and all the students come from a certain place (this was a  derogatory remark I won’t repeat). The group has been buzzing about this every since, some people agree with the writer of the comment, while others were offended.

    I teach for ABC College and I am happy I do.  I chose to teach there, even though I already was teaching thesis and doctoral-level courses at other schools.  I wanted to be able to make a difference in the lives of students who were taking the steps to better themselves.  Yes, some of the students are very poor learners at this college.  Yes, I fail many students at this college.  No, I am not micro-managed, as I know there are deadlines that I need to meet.  These remedial students need structure and feedback to succeed and the instructor needs to have feedback deadlines to help them improve.  I went into ABC College with my eyes wide open and I have enjoyed it ever since.  I interviewed them while they were interviewing me.  It was a good match and I took the teaching job. I am approaching 18 months of constant teaching for ABC College, and I am not ready to give it up.

    I have some students who are such a joy to watch learn and grow.  I just finished two classes at ABC College on Sunday and I am giving out many different grades.  I have A, B, C, D and F students; I also have Katie (not her real name).  Katie started the class with abominable grammar, awful spelling, and no idea what a capital letter or how to use punctuation.  I worked with Katie on every assignment—correcting her grammar, teaching her to use the entire keyboard, and working with her study skills. For many weeks Katie continued to struggle and fail the class, but her work improved every week.  By midpoint in the class, Katie started to blossom.  I watched her continue to improve and I cheered her along every week. Katie ended up passing my class with a D. Not everybody would be proud of Katie, but I am.  If an A could have been given for improvement, Katie earned it.  Katie can succeed if she continues to grow the basic skills I have been teaching her. I made a difference to Katie and she is the reason I teach for ABC College.

    ABC College is a good match for me, though it may not be for you. If you don’t have a good fit with an online school, don’t take the job.

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  • 21 Feb 2010 /  online teaching, teaching load

    What is the maximum course load that an online instructor should undertake? Does the fact that a person can work at home provide the increased energy and stamina to teach more classes than a face-to-face adjunct? Is there a set saturation point when teaching effectiveness is diminished in the online environment?  I believe there is, but what is the magic number? It is probably different for everybody and the number of classes is likely based on how much online teaching experience one has and the subject area being taught. There is a learning curve with online platforms, so experience does allow for better time usage. Writing intensive subjects can also be more time consuming due to the grading load and feedback requirements.

    The institutions where I teach online all have class load limitations; they must feel there is a point where teaching effectiveness begins to diminish.  One University has a two-course load maximum per nine-week session.  You can teach an overload, but this requires Dean approval and cannot exceed four courses per term.  Another University has a strict four-course per term load for experienced faculty, with terms ranging from five-to-nine weeks. This University will limit the load to two courses a term for new faculty or for those teaching a specific class for the first time. In response to these limits, many online faculty teach at multiple schools and can amass very large loads.

    In the book Make Money Teaching Online: How to Land Your First Academic Job, Build Credibility, and Earn a Six Figure Salary, by Danielle Babb and Jim Mirabella, Dr. Babb tells her story about teaching  80 classes at 13 online schools to make a six figure annual salary.  Dr. Mirabella teaches 50 online classes each year for a similar income. I have a problem with such an intense teaching load.  I don’t believe the students really get the attention they deserve. Does knowing that there are people out there teaching 50 online courses per year dilute the online education reputation and make it seem more like a factory setting? Absolutely.

    I’ve found that I can handle about six classes at a time (based upon 9 week terms). Some of the classes I teach are paper-intensive, so the grading is time consuming. We all have the obligation to offer good feedback and quick turn-around times on grading.  I cannot overload myself. 

    I am currently teaching four classes. I had offers for more classes in the spring semester and turned them down to keep from being overwhelmed. I felt it was the responsible thing to do, for both myself and for the students. I had planned on having six current classes, however, two of my classes recently canceled with a one-day notice. If I had not turned down the other classes, I would be in better shape financially now.  The other side of the coin is that all the classes could have been offered and I would be in my personal overload point.

    It is always a gamble when the offers come in, should you accept or decline? I have not had a class cancel since August 2008, so I erred on the side of caution. I really felt it was not the right thing to accept anymore, recent history was showing that I would have a full-load. Now  I find myself with time to fill, an income drop, and I am questioning my choice.  Did I do the right thing? I guess I really did.  The money will be tighter for awhile, but I won’t have to resort to eating ramen.  Had I taken all the courses and none canceled, I would risk missing deadlines and losing future jobs.  I would be pushing myself and maybe not doing the best teaching job for my students.  Besides, nothing is permanent in this line of work.  There are more schools to explore teaching at, and more class terms starting every week.  I’m expecting the teaching deficit will be short-lived, and I will be back to my busy schedule soon.

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  • 11 Feb 2010 /  online teaching

    Teaching online can provide a great deal of flexibility in a workday.  You can teach anywhere and anytime; all you need is a computer and an Internet connection.  Many online adjunct faculty find the flexibility to be one of the biggest benefits of the job, and some are willing to accept lower pay in exchange for the flexibility. Staying home and earning a paycheck is an attractive proposition, so attractive, that many people are trying very hard to get into the online teaching job market.  There is one drawback to staying home and teaching-people who do not think you are working.

    I will admit when you see me at 10:30am, still in my sweat pants and duck slippers, cat on my lap, sipping coffee, and tapping away on my MacBook, it may not look like I am working.  However, one look at my screen will show windows full of student papers, discussion questions and statistics assignments.

    The list of non-believers in my world is long.  My teenagers are always needing things from Mom, clothes washed, feeding a forgotten pet, a ride, money, or food.  I am home, I should have time-right? My husband is also guilty.  Since I am home anyway, can I iron a shirt, find a birthday gift for his dad, run an errand, and water the seeds that he just planted? Neighbors have been known to ask if I can feed Fluffy or walk Fido since I am not at work.  I am even a favorite stop for a local church lady who has figured out that the corner house has a daytime occupant.

    I have tried various techniques to show others that I am working, some have been more successful than others.  I tried literally wearing a hat, when it was on, I was working.  The “nice hat” comments from my fashionista daughter and her friends proved too distracting. Moving the car down the street to the the park and sneaking back home on foot is rather successful until the phone rings with a student question or the dog wants out. I have benefitted from the walks to and from the car with some well-needed exercise. An occasional trick that works well is keeping the blinds closed, staying in pajamas, and working from bed; throwing in a few coughs and sneezes for good measure. Fear of catching the flu keeps the family away.  Use this trick sparingly, as the family may insist on a doctor visit.

    Two necessities of teaching online are a notebook computer and a wireless Internet provider. I personally find the $60.00 I pay monthly for my Verizon Wireless USB Modem to be the best money I spend. With this handy device, I really can work anywhere. I have yet to find a place without coverage (my husband did lose coverage in Denali National Park, but the rest of Alaska was connected). With my handy mobile office, I really can work anywhere.  When the house becomes busy and noisy, I escape to a park bench, the library, or a local coffee shop.  I now spend so much time at the coffee shop that people think I like the coffee and I receive many gift cards for the shop on holidays. Most of my coffee shop visits are now at no cost to me.  When I head to another location, I can say “I am going to work” and mean it.

    The one problem with working in public is curious strangers.  People will often ask me what I am doing or what I a working on.  If I mention that I am teaching online, people often ask about how it is to be an online student, tell me stories of their own online learning experiences, or ask for advice on online schools or online teaching jobs. There is a whole new set of distractions and people not thinking of it as working when I am out of the house. I still find that the change of scenery is good and I often get more accomomplished in public than at home, even with the distractions.

    Strangers too  can misunderstand that I am working when they see me working on the computer.  On a recent visit to my favorite coffee shop, an older woman I sat down next to asked me what I was doing, Rather than open the door for a conversation, I just mentioned that I was working.  ”In that case Dear, could you please refill my coffee?” was her response….

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  • 03 Feb 2010 /  online teaching

    It is February, another year is ticking away.  In February, I start two more online classes and have a month of overlap until some of my January classes end in March.  This is one of the hazards of online teaching, schools with start dates all over the board. When managed properly, staggered start and end dates can be used to the instructor’s advantage.  In general, the busiest week in the online classroom is week 1, especially if it is some of the student’s first experience with an online class or a new University. The other busy week is the week after class ends, grading week, especially if you teach writing intensive classes. Smart scheduling permits an adjunct to teach 6 classes and be in varying stages of each class at the same time. The busy periods can be spaced out and provide for a less stressful teaching experience. Smart scheduling does not always happen, especially when trying to piece together teaching at three schools to make a living.

    When piecing together my spring schedule, I really thought I had it under control. I started two classes before the year ended, had winter break, picked up two more classes the second week of January, two more the first week of February and two more the first week of March.  My classes that began in December end the third week of February.  I have spaced my classes well for the first week madness and the week after that is always full of grading. I am holding a six class load that stays steady through May. There will be paychecks until summer. I was quite proud of myself with how well this was working out!  Then I realized my fatal mistake….

    I teach research methods, qualitative research methods, and I require proposal chapter assignments at varying intervals throughout the course.  I am trying to instill the value of good time management to my students and get then into the habit of working a little every day to write large pieces of research.  I had a large section of research methods that started in January, so Chapter 1 and a summary of research methodology are due in week 4.  I was busy checking into my new classrooms and answering questions last night and then I checked into my research methods BlackBoard dropbox and found 15 documents, 15 proposals, waiting for me.   Every student had their work in before the deadline (I think this is a first).  Surprise, it’s week 4 in one research methods class and week 1 in two more doctoral-level research classes. This week is going to have hours of grading, refining research questions, and explaining errors in methodology.  So much for smart scheduling.

    Could I have avoided the high workload I have created this week? Probably.  Would I have avoided the high workload? Probably not.  If I had seen the scheduling error, I probably would have proceeded as planned.  I have a system that works well in my research methods classes, so it would not be in the student’s best interest to change the due dates.  Why should the students suffer for my errors in judgement regarding my workload?  My job is to help the students succeed, not put them at a disadvantage for my convenience. Could I have turned down the new classes I started this week? Yes.  Would I have turned down the new classes?  Probably not.  Like any other adjunct, those teaching online are always trying to keep the calendar full so the stomachs can stay full and I am not a fan of ramen noodles.

    It is the second day of the week, so far, so good.  I have divided my work up, set my schedule, made my plans. As long there are no surprises this week, no unexpected events, I will get through it.  The research methods students will get the constructive feedback they deserve, the students in the new classes will have the direction needed to move forward, and I will start preparing my other two classes for their final projects.

    People have asked me if I ever get bored or lonely sitting home alone for hours while teaching online.  I am sure for those who have never been an online student or an online instructor, it would appear to be to be a solitary profession. For me, this is a career full of diversity, interaction, challenge and variety. The benefits may not include health insurance, but I can wear fuzzy duck slippers to work.  It really doesn’t get any better than this!

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  • 26 Jan 2010 /  online teaching

    The first full week of January was a big one for me. I was rested and recovered after two full weeks off from all my teaching, I was teaching my favorite classes, and I became a Grandmother for the first time. Due to the magic of teaching online, I was able to be there through 17 hours of labor and not miss a beat at work. I am not sure I am proud to say that.

    The first call from my son came in at 1am telling me they were thinking it was baby day. By the second call at 4 a.m., it was pretty probable it was the day. The parents-to-be headed to the hospital and I told them I would be there soon.

    Like every trip I make, I packed my Verizon card, my MacBook, and my USB drive collection. The hospital was less than 10 minutes from home, but having given  birth myself a couple of times, I knew this was going to be a long day. I arrived around 8 a.m., took some time with the anxious parents-to-be and then settled into the waiting room with my computer.  To my amazement, when I logged on, I found four wireless networks available for my use at the hospital.  My first thought was here is another location I could come to for Internet if mine goes down at home.  My second thought was that I would be able to work should I ever end up sick and in the hospital.  My third thought was that I have issues, big issues! Why was I so worried about work on this special day in my life?

    Was the intent for online faculty to really be able to teach anywhere? Are we really supposed to be online while we are sick? Should we be checking into class on our vacations? The answer to that question depends on the school you teach for.  I know I have taught through severe illness for a for-profit that has strict feedback deadlines.  I also taught for that same school through my last vacation with my husband.  If the faculty are really teaching through illness, vacations, and family events, do we lose all empathy for our students personal issues and illnesses? Do we grade fairly in those circumstances?

    I work for three different universities, so I have three different policies to follow. I have one employer with very strict late policies that must be followed. Work is docked 10% per day and cannot be turned in more than four days late. In some ways I really like the policy.  I am not the bad guy, the university is.  There is no room for arguments, for either the students or faculty.  The faculty too are held to strict deadlines on feedback.

    The other two universities allow me to set my own policies. I try to be fair to the students in these policies, but I also try to be fair to myself.  I, like I am sure all other  faculty, prefer work is turned in on-time.  I feel that my grading is much more fair if I am doing all of it at one time.  That way the entire class gets rested grading, tired grading, or whatever the current emotional, state I am in.  If we are  honest with ourselves, we know we grade differently depending on many different factors.  If students submit late work, I am grading it in a different state and it is less fair.

    At the schools where I can set my own late polices, I am probably less sympathetic to students who turn in late work due to illness or family issues since I myself work through these issues.  Is it fair to reflect my personal work ethics onto students and expect them to work through illnesses and issues? I am not sure of the answer.

    Back to my grandson’s birthday;  I spent the entire day at the hospital.  I took shifts in the birthing room and the waiting room. While in the waiting room, I graded papers and updated weekly grades.  I finished all my grading at 5:00pm and took my computer out to the car.  Little man was born at 5:45 and I was one of the first to hold him after his parents, I was there for my family.  My student’s grades were finished before my deadline, I was there for my students.  For some reason, my students seemed very satisfied with their scores. This was a good day.

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  • 13 Jan 2010 /  jobhunting, online teaching

    Hello, my name is Jodi, and I am a Blackboard addict. If they had a support group for people addicted to their online classrooms, my husband would force me to go. It seems the only time I am not online is when I am driving or sleeping. I use Blackboard as support in every face-to-face class I teach as well. I just love the online classroom.

    I have worked in non-traditional education most of my adult life (I became an adult around 30), starting in the administrative side of the house at a small private University for working adults. After almost 10 years, I decided I would like to teach, so I joined the adjunct rank at the same University in 2005. I was limited to 4 classes a year as an employee/adjunct and I quickly discovered that I enjoyed my time teaching the students much more than administering to them, so what was a girl to do? When a full-time Faculty Chair position posted; I applied and I got it. I know, this is an adjunct blog. Give me a year, and I’ll be back in the adjunct fold.

    I found out quickly that being the Faculty Chair was really not teaching, but academic administration of faculty. My days were spent chasing syllabi, evaluating faculty, reviewing grade appeals; this was not teaching, this was work! I might add it was not very well paid work. I did not accept my next contract and dropped back to the adjunct ranks where I still exist today. I came to the realization that if teaching is what you want to do, there is no better place than as an adjunct.

    Working exclusively as an adjunct presented a few challenges for me. For one, I have my undergraduate and graduate degrees in Aeronautical Science and a Ph.D. in Higher Educational Administration. The subjects I can teach are limited, so the schools I can teach at are also limited. I also own two teenagers, complete with the accompanying food, car insurance, and college tuition bills. I do need a steady source of income.

    Time to take inventory, what can I do? I can continue with the aviation and education classes but there has to be more I can teach. I speak technology and engineering and I am qualitative and mixed-methods researcher. A little web searching leads me to schools that teach qualitative methods. I also tapped my networks and found the schools where aviation professionals are pursuing advanced degrees. These schools are all online. I am not experienced with teaching online. I send out a few CVs and hear the “we want online experience” rejection line a few times. The classic how can I get experience if no one will give me a job situation.

    2006 was my lucky year. Many people who teach online will say that luck plays a big role in getting the first job. I found an ad for a new online university that was opening in my metropolitan area and it was hiring an administrative team. I pulled up my résumé, applied, interviewed and got the job! I spent the next few months developing courses, learning the Angel platform from the administrative side, and getting online teaching experience. I now had teaching experience and online experience. I applied to two non-profits and immediately heard back from both. Within six weeks, I was hired and in training. My new life in online adjunct teaching had begun. I have enjoyed it and cursed it ever since.

    It is January, a new year, and I need to make an income since the government thinks I need to wait 25 more years until I can retire. I am doing two online introductory courses at a for-profit, two online Ph.D. research courses for a for-profit, one blended aviation course and one synchronous online research course for a private non-profit. I also have a contract through June to do some administrative work at Sunny Research University. I just had two weeks off from all my assignments, so I am ready to begin the adventure. I will be chronicling my search for more online classes for March and beyond and letting you know how things are going with my various classes. I will be discussing the challenges and sharing my concerns. I see scheduling it all in as my biggest challenge, but I am sure something else will come along and surprise me. In the world of online teaching, that’s common.

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