Lesson 9 - Quality Teaching in a Digital Age

10.2. Institutional Organizational Requirements of Face-to-Face Teaching

Although the institutional structure in face-to-face teaching is so familiar that it is often unnoticed or taken for granted, institutional requirements are in fact a major determinant of the way teaching is structured, as well as influencing both the work of teachers and the life of students. I list below some of the institutional requirements that influence the structure of face-to-face teaching in post-secondary education:

• The minimum number of years of study required for a degree
• The program approval and review process
• The number of credits required for a degree
• The relationship between credits and contact time in the class
• The length of a semester and its relationship to credit hours
• Instructor:student ratios
• The availability of classroom or laboratory spaces
• Time and location of examinations

There are probably many more. There are similar institutional organizational requirements in the school system, including the length of the school day, the timing of holidays, and so on. (To understand the somewhat bizarre reasons why the Carnegie Unit based on a Student Study Hour came to be adopted in the USA, see Wikipedia.)

As our campus-based institutions have increased in size, so have the institutional organizational requirements ‘solidified’. Without this structure it would become even more difficult to deliver consistent teaching services across the institution. Also such organizational consistency across institutions is necessary for purposes of accountability, accreditation, government funding, credit transfer, admission to graduate school, and a host of other reasons. Thus there are strong systemic reasons why these organizational requirements of face-to-face teaching are difficult if not impossible to change, at least at the institutional level.

Thus any teacher is faced by a number of massive constraints. In particular, the curriculum needs to fit within the time ‘units’ available, such as the length of the semester and the number of credits and contact hours for a particular course. The teaching has to take into account class size and classroom availability. Students (and teachers and instructors) have to be at specific places (classrooms, examination rooms, laboratories) at specific times.

Thus despite the concept of academic freedom, the structure of face-to-face teaching is to a large extent almost predetermined by institutional and organizational requirements. I am tempted to digress to question the suitability of such structural limitations for the needs of learners in a digital age, or to wonder whether faculty unions would accept such restrictions on academic freedom if they did not already exist, but the aim here is to identify which of these organizational constraints apply also to online learning, and which do not, because this will influence how we can structure teaching activities.