Academic workload: the silent barrier to the implementation of technology-enhanced learning strategies in higher education.
Open accessAbstract
The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation—academic teaching staff. This paper aims to highlight the impact of academic workload allocations, an often silent barrier to the uptake of TEL strategies in higher education. We will discuss the effects of academic identity and culture, preferential time allocation to associative activities, academic technological capacity, university policies and workload and funding models on the uptake, and implementation on TEL in higher education. Our aim is to highlight the risks to staff, students and institutions should these concerns not be addressed and to propose a model for utilisation by all staff responsible for implementing flexible workload models supportive of further implementation of TEL strategies across the sector.
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The workload associated with creating high quality digital teaching and learning materials cannot be ignored.
“However, the workload that is associated with created high quality digital teaching and learning materials cannot be ignored (Gregory & Lodge, 2015; Miller, 2019).”
From The EU Accessibility Act and Web Accessibility Directive and the implications for Digital Teaching and Learning Materials (2022) · cites this paper as Gregory & Lodge, 2015
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Marcus-Quinn, A. (2022) · Routledge Open Research · doi:10.12688/routledgeopenres.17581.1 · Cited by 8 · see citing works
“However, the workload that is associated with created high quality digital teaching and learning materials cannot be ignored (Gregory & Lodge, 2015; Miller, 2019).”
Background
- Authors
- Gregory, M. S.-J., & Lodge, J. M.
- Affiliations
- Griffith University (AU)
- The University of Melbourne (AU)
- Corresponding author
- Gregory, Mary Sarah-Jane
- Venue
- Distance Education
- Publisher
- Informa UK Limited
- Published
- 2015-05-04
- Volume
- 36
- Issue
- 2
- Pages
- 210-230
- ISSN
- 0158-7919 (ISSN-L)
- 1475-0198
- OpenAlex
- W1512577162
- Cited by
- 219
- References
- 58
- Citations by year
- 2026: 13 · 2025: 12 · 2024: 12 · 2023: 35 · 2022: 36 · 2021: 31 · 2020: 23 · 2019: 24 · 2018: 15 · 2017: 8 · 2016: 7 · 2015: 3
- FWCI
- 29.66
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Distance Education (publishedVersion)
- Griffith Research Online (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Challenges
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Online and Blended Learning
- Keywords
- academic workload, technology-enhanced learning, higher education, implementation barriers, university faculty, academic identity, academic culture, university funding models
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