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.

摘要

这项研究检查了256名教师的调查问卷，以确定24种时间管理策略的有用性，这些策略分为Berge（1995）定义为管理，教学，技术和社会四大类。结果表明，建立明确而具体的期望（M = 4.32）被认为是最有用的，其次是将内容组织成模块或单元（M= 4.28），它们都是教学时间管理策略。参与者还回答了两个关于最有效和最不有用的时间管理策略的开放式项目。开放式答复与调查结果一致。教师人口统计学因素与策略之间的关系表明，接受在线教学培训影响了教师对技术时间管理策略的认识。