Do some schools' operational models promote quantity of instructor activity (discussion postings, emails, phone calls, etc.) over educational quality and outcomes in an effort to establish management metrics? I believe it comes back to the old adage that “activity does not equal productivity, but it is very tough to be productive when you don’t ‘do’ anything.”
One difficulty with evaluating online instruction is that we are still trying to quantify good teaching in the traditional classroom. Sometimes the idea that ‘this is a good thing, so more must better’ creates the quota system of monitoring the number (or percentage) of… >>>
