Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education |
| |
| Authors: | Mary Sarah-Jane Gregory Jason Michael Lodge |
| |
| Institution: | 1. School of Natural Sciences, Nathan Campus, Griffith University, Brisbane, QLD, Australias.gregory@griffith.edu.au;3. Science of Learning Research Centre, Centre for the Study of Higher Education, Melbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, Australia |
| |
| Abstract: | The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation—academic teaching staff. This paper aims to highlight the impact of academic workload allocations, an often silent barrier to the uptake of TEL strategies in higher education. We will discuss the effects of academic identity and culture, preferential time allocation to associative activities, academic technological capacity, university policies and workload and funding models on the uptake, and implementation on TEL in higher education. Our aim is to highlight the risks to staff, students and institutions should these concerns not be addressed and to propose a model for utilisation by all staff responsible for implementing flexible workload models supportive of further implementation of TEL strategies across the sector. |
| |
| Keywords: | academic identity academic workload blended learning technology-enhanced learning (TEL) online learning workload allocation model (WAM) |
|
|
