Exploring Online Instructor Burnout Alan Moore, Ph.D. Assistant Professor Social and Behavioral Sciences Siena Heights University

OVERVIEW Burning out online (What do we know?) What is burnout? What are the signs? Process or state? Stress appraisal process Existential underpinning What can we do to prevent or avoid burnout?

Burning out online There has been enormous growth in online education which can impact instructors in many ways: More grading More teaching More time online More interaction More students More accountability

The pressures Online educators must possess unique competencies that differ from traditional teaching (Hogan & McKnight, 2007) Specialized knowledge of classroom delivery technology (LMS) Ability to create and stimulate group discussions online Unique organizational skills for online teaching Ability to work asynchronously (24/7) Strong time management skills

Unique causal factors that can lead to online burnout These differences mean that online instructors may feel they need to be online constantly or they may be frequently thinking about being online. Online classes bring greater diversity of population and pressure to be “on” to monitor and respond to posts. Virtual interaction extends the time that instructors are available to students. Online course instruction is isolative by nature. Compassion fatigue (depending on course content)

Unique causal factors (cont.) Role ambiguity Poor boundary setting between home and work responsibilities ( Many work from home) Instructors striving to provide flexibility which is a major advantage of online classes for students. Taken together, researchers believe these factors create a unique dynamic which may lead to burnout (Dunlap, 2005).

What does the research tell us? Not enough research has been done to conclude that online instructors are more likely to burnout than their traditional classroom counterparts. Study limitations include limited sample sizes and a lack of ‘pure’ comparison groups, as many online instructors also teach traditional on-ground classes. There have been concerns with the validity of the MBI-ES, which is the measurement tool being used.

What is burnout? Maslach (1986) identified three dimensions of burnout: Emotional exhaustion Depersonalization Reduced sense of personal accomplishment Feelings of being overextended and emotionally exhausted by one’s work An impersonal response toward students A loss of personal self-efficacy

What are the signs? Chronic fatigue Becoming upset or angry when students ask questions or make demands Excessive self-criticism Cynicism, negativity, or irritability Lack of motivation Cognitive problems Sleeplessness

You might be burned out if… You set off the smoke detectors in your home more than 6 times in one day. You think of the peaceful park you like as “your private therapeutic milieu.” You are watching a re-run of the “Wizard of Oz” and you start to categorize the types of delusions that Dorothy had. A co-worker calls to ask how you are doing and you reply that you are a bit “internally preoccupied” and “not able to interact with peers” today.

Process or State? There is a tendency to see individuals as burned out rather than burning out. Recognizing this as a process with warning signs helps us to develop prevention and self-care strategies. It helps to become aware of negative thinking patterns and to reframe them to more realistic/positive perspectives. Stress is normal and healthy. Distress occurs when the level of demands exceeds our perceived ability to cope. As a result of distress, we may feel overwhelmed. Distress can be a sign of burnout.

Stress Appraisal Process Situation or event Perceived threat Perception of the ability to cope Positive stress (Eustress) Perception of the inability to cope Negative stress (Distress) No threat perceived No stress

Existential Underpinning Qualitative data investigating the process of burnout in community mental health counselors has revealed that a loss of meaning and purpose in one’s work permeates the whole process of burning out (waning existential fulfillment). Increasingly negative appraisals of demands and one’s internal resources characterized the process. The need to believe that the difficulties one faces are meaningful and that the things one does are useful and important is crucial to psychological well-being (Frankl, 1976).

What can we do? Take breaks Listen to a relaxation audio/video Exercise/eat healthy/keep a regular schedule Make a gratitude list Remind yourself of why you became an instructor in the first place Keep a journal of your thoughts when you recognize signs Any other ideas?

Cognitive reframing ABCD method Recognize your cognitive distortions (irrational thought patterns) Filtering/Discounting the positives Catastrophizing Personalization Shoulds Emotional reasoning

It is not necessarily a bleak picture. Those who accept burnout as a sign for the need for intrinsic change and see it as an opportunity for personal growth may even find themselves grateful for recognizing burnout as a path toward finding fresh, heightened meaning and value in their work.

References Dunlap, J. C. (2005). Workload reduction in online courses: Getting some shuteye. Performance Improvement, 44 (5), Frankl, V. (1976). Man’s search for meaning. New York, NY: Pocket Books. Hogan, R. L., & McKnight, M. A. (2007). Exploring burnout among university online instructors: An initial investigation. Internet and Higher Education,10, Maslach, C. (1986). Stress, burnout, and workaholism. In R. R. Kilburg, p. E. Nathan, & R. W. Thoreson (Eds.), Professionals in distress: Issues, syndromes, and solutions in psychology (pp ). Washington, DC: American Psychological Association.