Implications for academic workload of the changing role of distance educators

References

• Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distance Learning, 12, 80–97. Retrieved from http://www.irrodl.org/index.php/irrodl
   Web of Science ®Google Scholar
• Ashburn, E. (2006). The few, the proud, the professors. The Chronicle of Higher Education, 53, 10. Retrieved from http://chronicle.com/article/The-Few-the-Proud-the/4497/
   Google Scholar
• Babbie, E. (2008). The basics of social research (4th ed.). Belmont, CA: Thomson Wadsworth.
   Google Scholar
• Baran, E., Correia, A., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32, 421–439. doi:10.1080/01587919.2011.610293
   Web of Science ®Google Scholar
• Baronov, D. (2012). Conceptual foundations of social research methods (2nd ed.). London: Boulders.
   Google Scholar
• Bates, E. A., & Kaye, L. K. (2014). Exploring the impact of the increased tuition fees on academic staffs’ experiences in post-92 universities: A small-scale qualitative study. Education Sciences, 4, 229–246. doi:10.3390/educsci4040229
   Google Scholar
• Berge, Z. L. (2008). Changing instructor’s roles in virtual worlds. The Quarterly Review of Distance Education, 9, 407–414. Retrieved from http://www.infoagepub.com/quarterly-review-of-distance-education.html
   Google Scholar
• Bezuidenhout, A. (2014, June). Redefining the world of work of the academic: An open distance learning perspective. Inaugural lecture conducted at the University of South Africa. Pretoria.
   Google Scholar
• Bezuidenhout, A., & Cilliers, F. V. N. (2010). Burnout, work engagement and sense of coherence in female academics at two tertiary institutions. South African Journal of Industrial Psychology, 36, 1–10. doi:10.4102/sajip.v36i1.872
   Google Scholar
• Biddle, B. J. (1986). Recent developments in role theory. Annual Review of Sociology, 12, 67–92. doi:10.1146/annurev.so.12.080186.000435
   Web of Science ®Google Scholar
• Bradley, N. (2010). Marketing research tools and techniques (2nd ed.). New York, NY: Oxford.
   Google Scholar
• Briggs, S. (2005). Changing roles and competencies of academics. Active Learning in Higher Education, 6, 256–268. doi:10.1177/1469787405057753
   Google Scholar
• Brown, A., Lewin, A., & Shikongo, R. M. (2014). University of Namibia academics’ perceptions of face-to-face learning and open and distance learning (ODL). International Journal of Humanities Social Science and Education, 1, 101–108. Retrieved from http://www.ijhssnet.com/
   Google Scholar
• Dabbagh, N., & Kitsantas, A. (2011). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15, 3–8. doi:10.1016/j.heduc.2011.06.002
   Web of Science ®Google Scholar
• DiBiase, D. (2000). Is distance teaching more work or less work? American Journal of Distance Education, 14, 6–20. doi:10.1080/08923640009527061
   Google Scholar
• Dibiase, D., & Rademacher, H. J. (2005). Scaling up: Faculty workload, class size, and student satisfaction in a distance learning course on geographic information science. Journal of Geography in Higher Education, 29, 139–158. doi:10.1080/03098260500030520
   Web of Science ®Google Scholar
• Doube, W. (2000). Distance teaching workloads. ACM DL Digital Library, 32, 347–351. doi:10.1145/331795.331883
   Google Scholar
• Duxbury, L., Higgins, C., & Lyons, S. (2008). Too much to do and not enough time: An examination of role overload. In D. Lero, K. Korabik, & D. Whitehead (Eds.), Handbook of work-family integration (pp. 125–140). San Diego, CA: Elsevier.10.1016/B978-012372574-5.50010-7
   Google Scholar
• Elloy, D. F., & Smith, C. R. (2003). Patterns of stress, work‐family conflict, role conflict, role ambiguity and overload among dual‐career and single‐career couples: An Australian study. Cross Cultural Management: An International Journal, 10, 55–66. doi:10.1108/13527600310797531
   Google Scholar
• Flynn, R. J., & Lemay, R. A. (1999). A quarter-century of normalization and social role valorization: Evolution and impact. Ottawa: University of Ottawa.
   Google Scholar
• Higher Education South Africa. (2011). A generation of growth: Proposal for a national programme to develop the next generation of academics for South African higher education. Pretoria: University of South Africa. Retrieved from http://www.hesa.org.za/publications/proposal-national-programme-develop-next-generation-academics-south-african-higher-educ
   Google Scholar
• Hislop, G. W. (2001, August). Does teaching online take more time? In Proceedings of the 31st ASEE/IEEE Frontiers in Education Conference (pp. TIF-23-27). doi:10.1109/FIE.2001.963858
   Google Scholar
• Höbfall, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44, 513–524. Retrieved from http://psycnet.apa.org/journals/amp/10.1037/0003-066X.44.3.513
   PubMed Web of Science ®Google Scholar
• Jamieson, P. (2004). The university as workplace: Preparing lecturers to work in online environments. The Quarterly Review of Distance Education, 5, 21–27. Retrieved from http://www.infoagepub.com/quarterly-review-of-distance-education.html
   Google Scholar
• Keegan, D. (1996). Foundations of distance education. New York, NY: Routledge.
   Google Scholar
• Kember, D., & Leung, D. (2006). Characterising a teaching and learning environment conducive to making demands on students while not making their workload excessive. Studies in Higher Education, 23, 185–198. doi:10.1080/03075070600572074
   Web of Science ®Google Scholar
• Kenny, J. D., & Fluck, A. E. (2014). The effectiveness of academic workload models in an institution: A staff perspective. Journal of Higher Education Policy and Management, 36, 585–602. doi:10.1080/1360080X.2014.957889
   Google Scholar
• Kinman, G., & Court, S. (2010). Psychosocial hazards in UK universities: Adopting a risk assessment approach. Higher Education Quarterly, 64, 413–428. doi:10.1111/j.1468-2273.2009.00447.x
   Google Scholar
• Kyndt, E., Berghmans, I., Dochy, F., & Bulckens, L. (2013). Time is not enough: Workload in higher education: A student perspective. Higher Education Research and Development, 33, 684–698. doi:10.1080/07294360.2013.863839
   Web of Science ®Google Scholar
• Mabunda, P. L. (2010). Information and communication technologies for teaching and learning: Challenges and implications for ODL universities. Progressio, 32, 222–244.
   Google Scholar
• Makhanya, M. S. (2013, July). Opening address. Presentation conducted at the Principal’s summit, Midrand.
   Google Scholar
• Makoe, M. (2011). Academics going mobile: New roles for new technologies. Progressio, 33, 174–188.
   Google Scholar
• Marten, S. (2009). The challenges facing academic staff in UK universities. Jobs.ac.uk. Retrieved from http://www.jobs.ac.uk/careers-advice/working-in-higher-education/1350/the-challenges-facing-academic-staff-in-uk-universities
   Google Scholar
• Mashile, O. (2014, August). Quality practices in higher education teaching and learning: From qualification design to graduation. Presentation conducted at Teaching and Learning seminar, University of South Africa, Pretoria.
   Google Scholar
• Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
   Google Scholar
• Moore, M. G. (2007). The theory of transactional distance. In M. G. Moore (Ed.), The handbook of distance education (2nd ed., pp. 89–108). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Moore, M. M., & Tait, A. (Eds.). (2002). Open and distance learning: Trends, policy and strategy considerations. Paris: UNESCO. Retrieved from http://unesdoc.unesco.org/images/0012/001284/128463e.pdf
   Google Scholar
• Mukamusoni, D. (2006). Distance learning program of teachers at Kigali Institute of Education: An expository study. The International Review of Research in Open and Distance Learning, 2, 1–10. Retrieved from http://www.irrodl.org/index.php/irrodl
   Google Scholar
• Naidu, S. (2010). Lecture 3: Unpacking the affordances of technology for e-learning. Pretoria: Lecture conducted at the University of South Africa.
   Google Scholar
• Naidu, S. (2014). Looking back, looking forward: The invention and reinvention of distance education. Distance Education, 35, 263–270. doi:10.1080/01587919.2014.961671
   Web of Science ®Google Scholar
• Packham, G., Cramphorn, C., & Miller, C. (2001). Module development through peer-assisted student support: An initial evaluation. Mentoring & Tutoring: Partnership in Learning, 9, 113–124. doi:10.1080/13611260123245
   Google Scholar
• Paulson, K. (2002). Reconfiguring faculty roles for virtual settings. The Journal of Higher Education, 73, 123–140. Retrieved from https://ohiostatepress.org/index.htm?journals/jhe/jhemain.htm10.1353/jhe.2002.0010
   Web of Science ®Google Scholar
• Pienaar, C., & Bester, C. (2006). Die loopbaandilemmas van akademiese personeel verbonde aan ‘n veranderende Suid-Afrikaanse hoëronderwysinstelling [The typical career dilemmas of academic staff at a changing higher education institution in South Africa]. Acta Academica, 38, 74–95.
   Google Scholar
• Poalses, J., Joubert, J. P. R., Bezuidenhout, A., & Nienaber, H. (2014). Occupational stress and risk assessment (Report). Pretoria: University of South Africa.
   Google Scholar
• Prinsloo, P. (2014, October). Mene, mene, tekel, upharsin: Researcher identity and performance. Inaugural lecture conducted at the University of South Africa, Pretoria.
   Google Scholar
• Rockwell, K., Ferguson, J., & Marx, D. B. (2000). Research and evaluation needs for distance education: A Delphi study. Online Journal of Distance Learning Administration, 3. Retrieved from http://www.westga.edu/~distance/ojdla/
   Google Scholar
• Rockwell, K., Schauer, J., Fritz, S., & Marx, D. (2000). Faculty education, assistance and support needed to deliver education via distance. Online Journal of Distance Learning Administration, 3, 1–7. Retrieved from http://www.westga.edu/~distance/ojdla/
   Google Scholar
• Sammons, M. C., & Ruth, S. (2007). The invisible professor and the future of virtual faculty. International Journal of Instructional Technology and Distance Learning, 4, 3–13. Retrieved from http://www.itdl.org/
   Google Scholar
• Schulte, M. (2010). Faculty perceptions of technology distance education transactions: Qualitative outcomes to inform teaching practices. The Journal of Educators Online, 7, 1–34. Retrieved from http://www.thejeo.com/
   Google Scholar
• Shaughnessy, J. J., & Zechmeister, E. B. (1997). Research methods in psychology (4th ed.). New York, NY: McGraw-Hill.
   Google Scholar
• Shaw, C., & Ward, L. (2014, March 6). Dark thoughts: Why mental illness is on the rise in academia [Blog post]. Higher Education Network. Retrieved from http://www.theguardian.com/higher-education-network/2014/mar/06/mental-health-academics-growing-problem-pressure-university
   Google Scholar
• Smith, E. (2007). Social psychology (3rd ed.). New York, NY: Psychology Press.
   Google Scholar
• South African Government. (2011). National development plan: Vision for 2030. Retrieved from http://www.gov.za/documents/national-development-plan-vision-2030
   Google Scholar
• Stark, R. (2007). Sociology (10th ed.). Belmont, CA: Wadsworth.
   Google Scholar
• Surikova, S., & Baranova, S. (2010). Transformation of the university academic staff understanding of future-orientated competencies: Quality assurance in continuing education for professional development. In S. Gento & R. Gonzalez (Eds.), Educational improvement in Europe and other contexts: From theory to practice (pp. 256–286). Retrieved from http://www.leadquaed.com/docs/ecer/TODO.pdf
   Google Scholar
• Theron, M., Barkhuizen, N., & Du Plessis, Y. (2014). Managing the academic talent void: Investigating factors in academic turnover and retention in South Africa. SA Journal of Industrial Psychology, 40, Art. #1117, 14 pages. doi:10.4102/sajip.v40i1.1117
   Google Scholar
• University of South Africa. (2007). Policy on research ethics. Retrieved from http://www.unisa.ac.za/contents/research/docs/ResearchEthicsPolicy_apprvCounc_21Sept07.pdf
   Google Scholar
• Van Deursen, A. J. A. M., & Van Dijk, J. A. G. M. (2009). Using the Internet: Skill related problems in users’ online behavior. Interacting with Computers, 21, 393–402. doi:10.1016/j.intcom.2009.06.005
   Web of Science ®Google Scholar
• Visser, J. A. (2000). Faculty work in developing and teaching web‐based distance courses: A case study of time and effort. American Journal of Distance Education, 14, 21–32. doi:10.1080/08923640009527062
   Google Scholar
• Welman, C., Kruger, F., & Mitchell, B. (2012). Research methodology (3rd ed.). Cape Town: Oxford.
   Google Scholar
• Young, J. R. (2002). The 24-hour professor: Online teaching redefines faculty members’ schedules. The Chronicle of Higher Education, 48, 31. Retrieved from http://chronicle.com/article/Hybrid-Teaching-Seeks-to/18487
   Google Scholar
• Yuker, H. E. (1975). Research: Studying faculty workload. Change: The Magazine for Higher Learning, 7, 48–62. doi:10.1080/00091383.1975.10568397
   Google Scholar