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A Pilot Study on Comparison of Teaching Workloads of Academicians Based on Working Periods During And Before The Covid-19 Pandemic

Year 2024, Volume: 14 Issue: 1, 17 - 26, 30.04.2024

Muhammet Yorulmaz Gülin Feryal Can Pelin Toktaş

https://doi.org/10.53478/yuksekogretim.1202056

Abstract

The COVID-19 pandemic has profoundly affected the world by changing people's social and work lives. All educational institutions, especially higher education, were suspended face-to-face education and switched to distance education. This change in work life inevitably affects academics’ working styles and workloads. In this context, this study aims to reveal the effects of the COVID-19 pandemic on academics’ teaching workloads according to their working periods. For this purpose, the transaction data of the one-year face-to-face education period before and during the COVID-19 pandemic are compared. The data used for comparison were obtained from the system logs of a learning management system platform and were used effectively during the pre-pandemic and pandemic periods. The pre-pandemic and pandemic period data are examined in terms of transaction density, day, and time zone of transactions. The results showed that during the pre-pandemic period, the processing intensity of academics was higher than the processing intensity on weekends. However, with the transition to distance education during the pandemic, it has been determined that the difference between weekday and weekend processing intensity disappeared significantly. It has been determined that the working time has shifted to later hours within the day, approximately one hour after the pandemic.

Keywords

Working period COVID-19 pandemic teaching workload

References

  • Abu Talib, M., Bettayeb, A. M., & Omer, R. I. (2021). Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review. Education and Information Technologies, 26(6), 6719–6746. https://doi.org/10.1007/s10639-021-10507-1
  • Açıkel, A., & Esen, Ş. (2023). Covid-19 Pandemisinin İş Yükü Algısı ve Tükenmişlik Üzerindeki Rolü: Bartın Üniversitesi Akademisyenler Üzerinde Bir Araştırma. Kastamonu University Journal of Faculty of Economics and Administrative Sciences, 25(1), 271–297. https://doi.org/10.21180/iibfdkastamonu.1204504
  • Akbaş, Ö. Z., & Dursun, C. (2020). Koronavirüs (COVID-19) Pandemisi Sürecinde Özel Alanına Kamusal Alanı Sığdıran Çalışan Anneler. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi (ASEAD), 7(5), 78–94.
  • Akçapınar, G., & Bayazıt, A. (2019). MoodleMiner : Data Mining Analysis Tool for Moodle Learning Management System. Elemantary Education Online, 18(1), 406–415. https://doi.org/10.17051/ilkonline.2019.527645
  • Dawkins, R. (2022). Hybrid-flexible (HyFlex) subject delivery and implications for teaching workload: A “small data” analysis of one academic’s first-hand experience in 2021 and 2022. Australian Universities’ Review, 64(2), 61–69.
  • DeFilippis, E., Impink, S. M., Singell, M., Polzer, J. T., & Sadun, R. (2020). Collaborating During Coronavirus: The Impact of COVID-19 on the Nature of Work (Working Paper Series). https://doi.org/10.3386/w27612
  • Ehrlich, A. (2020). ‘ I am 100 % burned out ’: SOU professors say they ’ re overwhelmed with new COVID- related workloads. https://www.opb.org/article/2020/08/26/southern-oregon-university-professors-workload-burnout-covid-coronavirus/
  • Gawron, V. J. (2008). Human performance, workload, and situational awareness measures handbook. Crc Press.
  • Ghasemi, F., Zarei, M., Heidarimoghadam, R., & Mostafa, S. (2021). Gene Reports Exploring unprecedented problems of academicians during the COVID 19 pandemic and their relationships with fatigue and mental health. Gene Reports, 23(January), 101098. https://doi.org/10.1016/j.genrep.2021.101098
  • Güven, A. (2021). Covid 19 Pandemi Sürecinin Birinci Yılında, Türkiye’de Akademisyenlerin İş Yaşam Kaliteleri Üzerine Bir Değerlendirme. Enderun, 5(1), 1–21.
  • Kantardzic, M. (2011). Data Mining : Concepts , Models , Methods , and Algorithms (2nd ed.).
  • Khan, S., Kambris, M. E. K., & Alfalahi, H. (2022). Perspectives of University Students and Faculty on remote education experiences during COVID-19- a qualitative study. Education and Information Technologies, 27(3), 4141–4169. https://doi.org/10.1007/s10639-021-10784-w
  • Larionova, V. A., Semenova, T. V., Murzakhanova, E. M., & Daineko, L. V. (2021). Economic Aspects of Emergency Transition to Distance Education, or The Price of Going Online in Higher Education. Voprosy Obrazovaniya / Educational Studies Moscow, 2021(1), 138–157. https://doi.org/10.17323/1814-9545-2021-1-138-157
  • Leal Filho, W., Price, E., Wall, T., Shiel, C., Azeiteiro, U. M., Mifsud, M., Brandli, L., Farinha, C. S., Caeiro, S., Salvia, A. L., Vasconcelos, C. R., de Sousa, L. O., Pace, P., Doni, F., Veiga Avila, L., Fritzen, B., & LeVasseur, T. J. (2021). COVID-19: the impact of a global crisis on sustainable development teaching. Environment, Development and Sustainability, 23(8), 11257–11278. https://doi.org/10.1007/s10668-020-01107-z
  • McMurtrie, B. (2020). The pandemic is dragging on: Professors are burning out. The Chronicle of Higher Education, 67(7), 10–14.
  • Meishar-Tal, H., & Levenberg, A. (2021). In times of trouble: Higher education lecturers’ emotional reaction to online instruction during COVID-19 outbreak. Education and Information Technologies, 26(6), 7145–7161. https://doi.org/10.1007/s10639-021-10569-1
  • Morgul, E., Bener, A., Atak, M., Akyel, S., Aktaş, S., Bhugra, D., Ventriglio, A., & Jordan, T. R. (2021). COVID-19 pandemic and psychological fatigue in Turkey. International Journal of Social Psychiatry, 67(2), 128–135. https://doi.org/10.1177/0020764020941889
  • Murphy, C., Marcus-Quinn, A., & Hourigan, T. (2021). Exploring the Ripple Effect of ‘Always On’Digital Work Culture in Secondary Education Settings. In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook for Online Learning Contexts: Digital, Mobile and Open (pp. 339–353). Springer. https://doi.org/10.1007/978-3-030-67349-9
  • Noh, N. H. B. M., Yusoff, S., Akhir, N. E. F. M., & Hassanuddin, N. A. (2021). Work From Home (WFH) Experıence Among Academıcıans Durıng The Covıd-19 Pandemıc: A Study On Stress Level. 5th International Academic Conference, March.
  • Otluoğlu, Ç., Yılmaz, B. K., & Dalkılıç, O. S. (2021). Covid-19 Döneminde Akademisyen Annelerin İş -Yaşam Deneyimlerini Anlamak : Nitel Bir Araştırma. Kadem Kadın Araştırmaları Dergisi, 7(1), 13–52. https://doi.org/10.21798/kadem.2021.50
  • Politeknik. (2021). Mühendis, Mimar, Şehir Plancılarının Çalışma Hayatında Covid-19 Araştırması.
  • Roelen, C. A. M., Koopmans, P. C., & Groothoff, J. W. (2008). Which work factors determine job satisfaction? Work, 30(4), 433–439.
  • Susnjak, T., Ramaswami, G. S., & Mathrani, A. (2022). Learning analytics dashboard : a tool for providing actionable insights to learners. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-021-00313-7
  • Taylor, D. G., & Frechette, M. (2022). The Impact of Workload, Productivity, and Social Support on Burnout Among Marketing Faculty During the COVID-19 Pandemic. Journal of Marketing Education, 44(2), 134–148. https://doi.org/10.1177/02734753221074284
  • Weiner, J. S. (1982). The measurement of human workload given at the University of Sussex, Brighton, Sussex, England, on 30 March. Ergonomics, 25(11), 953–965.
  • Xiao, Y., Becerik-gerber, B., Lucas, G., & Roll, S. C. (2021). Impacts of Working From Home During COVID-19 Pandemic on Physical and Mental Well-Being of Office Workstation Users. Journal of Occupational and Environmental Medicine, 63(3), 181–190. https://doi.org/10.1097/JOM.0000000000002097
  • Yılmaz, G. G. (2020). Being “Academician Mother” With Regard to Reproduction of Inequalities at Covid-19 Pandemic. Eğitim Bilim Toplum Dergisi / Journal of Education Science Society, 18(72), 60–93.

Akademisyenlerin COVID-19 Pandemisi Sırasında ve Öncesindeki Çalışma Periyotlarına Göre Öğretim İş Yüklerinin Karşılaştırılması Üzerine Bir Pilot Çalışma

Year 2024, Volume: 14 Issue: 1, 17 - 26, 30.04.2024

Muhammet Yorulmaz Gülin Feryal Can Pelin Toktaş

https://doi.org/10.53478/yuksekogretim.1202056

Abstract

COVID-19 pandemisi tüm dünyayı derinden etkilemiş, insanların sosyal ve çalışma hayatlarını değiştirmiştir. Başta yükseköğretim olmak üzere tüm eğitim kurumları yüz yüze eğitime ara vererek uzaktan eğitime geçmek zorunda kalmıştır. Çalışma hayatındaki bu değişim kaçınılmaz olarak akademisyenlerin çalışma biçimlerini ve iş yüklerini de etkilemiştir. Bu çalışmada, COVID-19 pandemisinin akademisyenlerin çalışma süreleri ve öğretim iş yükleri üzerindeki etkilerinin ortaya konulması amaçlanmaktadır. Bu kapsamda COVID-19 pandemisinden önceki bir yıllık yüz yüze eğitim süreci ile pandemi dönemindeki uzaktan eğitim işlem verileri karşılaştırılmıştır. Karşılaştırma için kullanılan veriler, pandemi öncesi ve pandemi döneminde etkin olarak kullanılan bir öğrenim yönetim sistemi platformunun günlük kayıtlarından alınmıştır. Günlük kayıtlar alınırken, yalnızca akademisyenler tarafından yapılan işlemlerin kayıtları esas alınmıştır. Pandemi öncesi ve pandemi dönemi olarak ikiye ayrılan veriler, işlem yoğunluğu, işlemlerin yapıldığı gün ve saat dilimi gibi değişkenler açısından incelenmiştir. Araştırma sonucunda, pandemi öncesi dönemde akademisyenlerin hafta içi işlem yoğunluğunun hafta sonları işlem yoğunluğuna göre daha fazla olduğu belirlenmiştir. Ancak pandemi sürecinde uzaktan eğitime geçişle birlikte hafta içi ve hafta sonu işlem yoğunluğu arasındaki farkın yüksek düzeyde ortadan kalktığı görülmüştür. Çalışma saatlerinin, pandemi ile birlikte yaklaşık bir saat olmak üzere günün ilerleyen saatlerine kaydığı tespit edilmiştir.

Keywords

Çalışma Yaşamı COVID-19 Pandemisi Öğretim İş Yükü

References

  • Abu Talib, M., Bettayeb, A. M., & Omer, R. I. (2021). Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review. Education and Information Technologies, 26(6), 6719–6746. https://doi.org/10.1007/s10639-021-10507-1
  • Açıkel, A., & Esen, Ş. (2023). Covid-19 Pandemisinin İş Yükü Algısı ve Tükenmişlik Üzerindeki Rolü: Bartın Üniversitesi Akademisyenler Üzerinde Bir Araştırma. Kastamonu University Journal of Faculty of Economics and Administrative Sciences, 25(1), 271–297. https://doi.org/10.21180/iibfdkastamonu.1204504
  • Akbaş, Ö. Z., & Dursun, C. (2020). Koronavirüs (COVID-19) Pandemisi Sürecinde Özel Alanına Kamusal Alanı Sığdıran Çalışan Anneler. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi (ASEAD), 7(5), 78–94.
  • Akçapınar, G., & Bayazıt, A. (2019). MoodleMiner : Data Mining Analysis Tool for Moodle Learning Management System. Elemantary Education Online, 18(1), 406–415. https://doi.org/10.17051/ilkonline.2019.527645
  • Dawkins, R. (2022). Hybrid-flexible (HyFlex) subject delivery and implications for teaching workload: A “small data” analysis of one academic’s first-hand experience in 2021 and 2022. Australian Universities’ Review, 64(2), 61–69.
  • DeFilippis, E., Impink, S. M., Singell, M., Polzer, J. T., & Sadun, R. (2020). Collaborating During Coronavirus: The Impact of COVID-19 on the Nature of Work (Working Paper Series). https://doi.org/10.3386/w27612
  • Ehrlich, A. (2020). ‘ I am 100 % burned out ’: SOU professors say they ’ re overwhelmed with new COVID- related workloads. https://www.opb.org/article/2020/08/26/southern-oregon-university-professors-workload-burnout-covid-coronavirus/
  • Gawron, V. J. (2008). Human performance, workload, and situational awareness measures handbook. Crc Press.
  • Ghasemi, F., Zarei, M., Heidarimoghadam, R., & Mostafa, S. (2021). Gene Reports Exploring unprecedented problems of academicians during the COVID 19 pandemic and their relationships with fatigue and mental health. Gene Reports, 23(January), 101098. https://doi.org/10.1016/j.genrep.2021.101098
  • Güven, A. (2021). Covid 19 Pandemi Sürecinin Birinci Yılında, Türkiye’de Akademisyenlerin İş Yaşam Kaliteleri Üzerine Bir Değerlendirme. Enderun, 5(1), 1–21.
  • Kantardzic, M. (2011). Data Mining : Concepts , Models , Methods , and Algorithms (2nd ed.).
  • Khan, S., Kambris, M. E. K., & Alfalahi, H. (2022). Perspectives of University Students and Faculty on remote education experiences during COVID-19- a qualitative study. Education and Information Technologies, 27(3), 4141–4169. https://doi.org/10.1007/s10639-021-10784-w
  • Larionova, V. A., Semenova, T. V., Murzakhanova, E. M., & Daineko, L. V. (2021). Economic Aspects of Emergency Transition to Distance Education, or The Price of Going Online in Higher Education. Voprosy Obrazovaniya / Educational Studies Moscow, 2021(1), 138–157. https://doi.org/10.17323/1814-9545-2021-1-138-157
  • Leal Filho, W., Price, E., Wall, T., Shiel, C., Azeiteiro, U. M., Mifsud, M., Brandli, L., Farinha, C. S., Caeiro, S., Salvia, A. L., Vasconcelos, C. R., de Sousa, L. O., Pace, P., Doni, F., Veiga Avila, L., Fritzen, B., & LeVasseur, T. J. (2021). COVID-19: the impact of a global crisis on sustainable development teaching. Environment, Development and Sustainability, 23(8), 11257–11278. https://doi.org/10.1007/s10668-020-01107-z
  • McMurtrie, B. (2020). The pandemic is dragging on: Professors are burning out. The Chronicle of Higher Education, 67(7), 10–14.
  • Meishar-Tal, H., & Levenberg, A. (2021). In times of trouble: Higher education lecturers’ emotional reaction to online instruction during COVID-19 outbreak. Education and Information Technologies, 26(6), 7145–7161. https://doi.org/10.1007/s10639-021-10569-1
  • Morgul, E., Bener, A., Atak, M., Akyel, S., Aktaş, S., Bhugra, D., Ventriglio, A., & Jordan, T. R. (2021). COVID-19 pandemic and psychological fatigue in Turkey. International Journal of Social Psychiatry, 67(2), 128–135. https://doi.org/10.1177/0020764020941889
  • Murphy, C., Marcus-Quinn, A., & Hourigan, T. (2021). Exploring the Ripple Effect of ‘Always On’Digital Work Culture in Secondary Education Settings. In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook for Online Learning Contexts: Digital, Mobile and Open (pp. 339–353). Springer. https://doi.org/10.1007/978-3-030-67349-9
  • Noh, N. H. B. M., Yusoff, S., Akhir, N. E. F. M., & Hassanuddin, N. A. (2021). Work From Home (WFH) Experıence Among Academıcıans Durıng The Covıd-19 Pandemıc: A Study On Stress Level. 5th International Academic Conference, March.
  • Otluoğlu, Ç., Yılmaz, B. K., & Dalkılıç, O. S. (2021). Covid-19 Döneminde Akademisyen Annelerin İş -Yaşam Deneyimlerini Anlamak : Nitel Bir Araştırma. Kadem Kadın Araştırmaları Dergisi, 7(1), 13–52. https://doi.org/10.21798/kadem.2021.50
  • Politeknik. (2021). Mühendis, Mimar, Şehir Plancılarının Çalışma Hayatında Covid-19 Araştırması.
  • Roelen, C. A. M., Koopmans, P. C., & Groothoff, J. W. (2008). Which work factors determine job satisfaction? Work, 30(4), 433–439.
  • Susnjak, T., Ramaswami, G. S., & Mathrani, A. (2022). Learning analytics dashboard : a tool for providing actionable insights to learners. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-021-00313-7
  • Taylor, D. G., & Frechette, M. (2022). The Impact of Workload, Productivity, and Social Support on Burnout Among Marketing Faculty During the COVID-19 Pandemic. Journal of Marketing Education, 44(2), 134–148. https://doi.org/10.1177/02734753221074284
  • Weiner, J. S. (1982). The measurement of human workload given at the University of Sussex, Brighton, Sussex, England, on 30 March. Ergonomics, 25(11), 953–965.
  • Xiao, Y., Becerik-gerber, B., Lucas, G., & Roll, S. C. (2021). Impacts of Working From Home During COVID-19 Pandemic on Physical and Mental Well-Being of Office Workstation Users. Journal of Occupational and Environmental Medicine, 63(3), 181–190. https://doi.org/10.1097/JOM.0000000000002097
  • Yılmaz, G. G. (2020). Being “Academician Mother” With Regard to Reproduction of Inequalities at Covid-19 Pandemic. Eğitim Bilim Toplum Dergisi / Journal of Education Science Society, 18(72), 60–93.
There are 27 citations in total.

Details

Primary Language English
Subjects Higher Education Studies (Other)
Journal Section Original Empirical Research
Authors

Muhammet Yorulmaz 0000-0002-4904-9396

Gülin Feryal Can 0000-0002-7275-2012

Pelin Toktaş 0000-0001-6622-4646

Early Pub Date April 30, 2024
Publication Date April 30, 2024
Published in Issue Year 2024 Volume: 14 Issue: 1

Cite

APA Yorulmaz, M., Can, G. F., & Toktaş, P. (2024). A Pilot Study on Comparison of Teaching Workloads of Academicians Based on Working Periods During And Before The Covid-19 Pandemic. Yükseköğretim Dergisi, 14(1), 17-26. https://doi.org/10.53478/yuksekogretim.1202056
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