<p>In Freeman’s research, it appears that it takes an instructor a little longer to figure out what they want to do with the course pedagogically than to become comfortable with the technology. </p> <p>“That’s one of the biggest things, that the technological learning curve is shorter than the pedagogical learning curve,” Freeman says. “The technology’s not the problem. It’s not what’s making people take longer when they teach.” </p>

Freeman was able to demonstrate that, once past the first online course, there is a significant reduction of instructor time. This leads him to believe that much of the complaint of excessive time consumption probably comes from the first-time experience.

Freeman’s data doesn’t challenge the assumption that it takes longer to develop an online course than a face-to-face course. What he has established is that the teaching, as well as the development, become less time consuming, and that that change can come as early as the second or third time out.

Use the same face-to-face course syllabus

<em>Implement </em><em>Course grading that relies heavily on exam assessments</em>

Assignments that lack detailed instructions

<em>Utilize the same </em><em>course materials as used in F2F class</em>

Underestimate the amount of time needed for course transition

Given the current campus infrastructure, personal knowledge tools, and the availability of digital content such as course cartridges, online cyber problems, and test banks, a recommended planning number today for experienced faculty is 10 hours per hour of instruction.