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Faculty Load: Online Vs. Live Program

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2003 Annual Conference


Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003



Conference Session

Academic Standards and Academic Issues

Page Count


Page Numbers

8.570.1 - 8.570.4



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Paper Authors

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Walter Tucker

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Bob Lahidji

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session No.1460_

Faculty Load: online vs. live programs

Bob Lahidji, Ph.D., Walter Tucker, Ph.D. Eastern Michigan University Ypsilanti, MI 48197


A cursory literature review reveals a paucity of empirical data on these two questions: (1) does measurement of faculty load differ between online and live classes? (2) is there a cost difference between online and live courses? This research attempts to answer these questions by surveying institutions offering Engineering Management graduate programs online.


As society became more urbanized and higher education became more necessary for advancement in the workplace, new delivery systems had to be developed1. The history of distance learning can be traced back more than a century and a variety of delivery methods have been employed by institutions in distance learning, such as, broadcast and cable television, audio and video cassettes, computer- based materials, E-mail and Internet 2

Traditional public institutions of higher education are forced to compete for students and, at the same time, be more cost-effective. To accomplish these potentially conflicting objectives, institutions are using the new technologies such as the Internet1. The Wall Street Journal in an article titled “Elite colleges finally embrace Online degree Courses” stated: “the university has recognized that after the initial cost such as computers, software and other associated cost in developing an online course could be more economical for the institution to offer the program than live programs”3. An article in Mechanical Engineers Jan 2001 states that "convenience and cost are two main reasons to take a distance learning course"4. Roger Schank in his article stated that "Typically, university administrations care about revenue, prestige and image, and being left behind"5.

The review of literature does not reveal any unified method of compensation for faculty who develop or teach online course. Furthermore, the important issue of who owns the online courses is also not clear. For example, in 2000 a New Jersey institution established a policy that faculty

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

Tucker, W., & Lahidji, B. (2003, June), Faculty Load: Online Vs. Live Program Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11534

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