Document Type

Article

Publication Date

2020

DOI

10.1080/01587919.2020.1724773

Publication Title

Distance Education

Pages

1-22

Abstract

This study examined 256 faculty survey responses to determine perceptions of helpfulness of 24 time management strategies grouped into four categories defined by Berge (1995) as managerial, pedagogical, technical, and social. Findings indicate that establishing clear and specific expectations (M = 4.32) was perceived as the most helpful, followed by organizing content into modules or units (M = 4.28), which were both pedagogical time management strategies. Participants additionally responded to two open-ended items regarding the most and least helpful time management strategies. The open-ended responses were consistent with the survey findings. The relationship between faculty demographic factors and strategies showed that receiving training to teach online affected the faculty perceptions of technical time management strategies.

Comments

This article has been accepted for publication in Distance Education, published by Taylor & Francis.

This is an original manuscript/preprint of an article published by Taylor & Francis in Distance Education on February 19, 2020, available online: http://www.tandfonline.com/10.1080/01587919.2020.1724773

Original Publication Citation

Oyarzun, B., Martin, F., & Moore, R. L. (2020). Time management matters: Online faculty perceptions of helpfulness of time management strategies. Distance Education, 1-22. doi:10.1080/01587919.2020.1724773

ORCID

Moore (0000-0002-5645-9297)

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