Examining the Volunteer Workload of School-based Personnel in Virtual Schooling Michael Barbour, Wayne State University

Newfoundland and Labrador the island is 43,359 square miles, while Labrador covers 112,826 population was 505,469 in 2006 Census –551,795 in 1996 / 568,350 in schools in –343 in / 472 in ,763 students in –110,456 in / 142,332 in average school size is 220 pupils –45% > 200 and 25% > 100

Centre for Distance Learning and Innovation Scheduled time as part of the students regular day Synchronous – Online 30% to 80%, depending on subject area taught via a virtual classroom Asynchronous – Offline remainder of their time taught via a course management system usually consists of independent work from posted homework or assignments or from their textbooks

Mediating Teachers/Team Technical - to provide initial maintenance and trouble- shooting for the CDLI computers (all major problems are handled by a district-level technician or by the CDLI) Coach – to provide support (although not academic support) in gaining the independent learning and self- motivation skills that may be needed to succeed in the online environment Administrative – to proctor tests and exams, monitor student attendance and behavior, and provide supervision school administrator, technology teacher, secretary, custodian, and/or a student enrolled in the CDLI (i.e., e- tutor)

Sample 4 of the 5 school districts agreed to participate 75% of the schools representing 74% of the m-teachers Response rate – 23% Opted out – 21% Unresponsive – 56% Administrative % Technical % Coach %

TaskSurvey TimeLog Time2004 Study Supervising tests/exams/class58 min80 min58 min Tracking down missing assignments/homework 31 min2 min28 min Recording attendance or other administrative data 17 min3 min27 min Providing content-based tutoring40 min15 min12 min Providing technology-based tutoring23 min-30 min Providing technical trouble shooting37 min29 min81 min Supervising science labs60 min-- Preparing and submitting tests/exams20 min19 min- Amount of Time ** Average m-teacher spends 2/3 of a course slot on their support duties

Initial Conclusions m-teacher duties occupy significant amounts of teacher time consideration should be given to including this as part of a teacher’s workload –one teaching unit / 175 students (Shortall & Greene-Fraize, 2007) some form of general orientation to standardized duties

What’s Next? expand or repeat survey –possible addition of District 1 additional teacher logs & interviews 6 m-teachers were interviewed and recordings are being transcribed creation of a web-based orientation for m-teachers –examination of the effects of that orientation

Assistant Professor Wayne State University, USA