TOWARDS EQUITABLE TEACHING WORKLOAD ALLOCATION IN ONLINE HIGHER EDUCATION: A CASE STUDY OF THE INTERNATIONAL OPEN UNIVERSITY
Abstract
This study examined the importance of teaching workload in the context of the International Open University (IOU), a global online educational institution. The research highlighted the need for a comprehensive workload policy that ensures fair and equitable distribution of teaching responsibilities among academic staff. The study explored various factors that impact workload allocation, including student-lecturer ratios, classroom sizes, and the number of courses taught. It also considered the demographic characteristics of the academic staff at the IOU and their qualifications. The absence of a workload policy is identified as a challenge, leading to inconsistencies in task allocation and potential overload for faculty members. The study proposes the application of workload allocation models and the Academic Job Demands Theory as theoretical frameworks for assessing and managing workload. The research employed a survey method to gather data from lecturers and an interview schedule was sent to heads of departments to gain insights into workload allocation practices. The findings emphasized the importance of a workload policy that considers the unique demands of online education and ensures the well-being of faculty members while maintaining the quality of education. The study concluded by highlighting the significance of implementing a workload policy to establish fairness, consistency, and improved educational standards at the IOU.