Multitasking in an Academic Environment

Multitasking entails the ability to complete two types of tasks at once in an effort to complete both by certain time frames. Conventional multitasking at the same time is different than multitasking larger projects where each has its own schedule and time. Professors that engage in multiple large projects at once, teaching students, and completing administrative duties often become skilled at multitasking offering an important lesson for industry managers.

The brain only has so much ability to process information at the same time. Eventually the quality of the work completed slows down and mistakes are made. However, this only applies to tasks that are being conducted at the same time and not necessarily projects that have smaller tasks that can be completed individually.

The same overload occurs among professors who are attempting to complete academic projects but are distracted by phones, music, interruptions etc.. A study of over a thousand professors found that when they attempted to do too many tasks with too much environmental stimuli the quality of work declined (Baran, 2013).

Larger projects are a little different as they project might be completed over the period of months or even a year. Life cannot go on hold when these large projects are in process and professors will need to find ways of handling other daily work responsibilities. Whether they are teaching and researching or writing a book and developing a course they will need to find a way to manage both simultaneously.

Large projects are typically broken down into smaller steps. Each day you may have some piece to complete to reach the larger goal. Understanding the steps in the larger process will make multitasking easier as each step can be completed in a single sitting of an an hour or more. Narrowing focus on this task will improve the quality and time taken for accomplishment.

Let us take the task of writing a journal article. Such work occurs over many days, if not months, and contains hundreds of small tasks that include research, analysis, writing, proof reading, and submission. Spending a few hours everyday reading the literature and taking notes is especially helpful in working toward the final product.

Each day will bring a new task that leads to the fulfillment of a larger goal. While engaged in these minitasks it is important to reduce other distractions that are present. This may include turning off your radio, closing your office door, or turning off your cell phone. While completing this minitask there should be no other concerns for this brief period.

Multitasking can include completing multiple larger projects at one time but focusing on specific tasks in isolation to ensure that your quality is strong and projects move forward at a brisk pace. By breaking down large projects into individual tasks and reducing distractions on these individual tasks the quality of workmanship can rise. Learning to multitask will save you time and frustration throughout your career.


Bahran, B. (2013). The effect of multitasking to faculty members' academic works. Educational Sciences: Theory and Practice, 13 (4).

Webinar: Supplemental Instruction: Improving Student Engagement, Performance And Course Completion

Tuesday, April 8, 3:00-4:30 (EST)
online webinar

Overview
Engaging students in active learning programs outside of the classroom is a proven strategy for increasing learning. Supplemental Instruction (SI) is an academic assistance program that utilizes peer-led team learning in study sessions. This method provides students with the opportunity to review course concepts and develop effective learning strategies. Data from institutions around the country, and in several other countries, show that SI is effective in improving student grades in historically difficult courses. Data also shows its success in increasing the number of students who complete the course with a grade of C or higher.

This webinar will present the salient features of Supplemental Instruction (SI), the cognitive science principles upon which the program is built, the steps necessary for setting up an SI program, and the materials available from the International SI Office.

Key Concepts
- Describe Supplemental Instruction (SI) and explain why it is effective
- Compare and contrast tutoring with SI sessions
- Implement a successful SI program
- Recruit faculty and SI leaders to participate in the program
- Discuss ways to sell the program to administrators
- Anticipate and address challenges associated with implementing SI (such as maintaining good attendance and acquiring sustained funding for the program)
- Recommend appropriate courses to include in an SI program

Web address: http://www.innovativeeducators.org/product_p/2131.htm

Redefining the Professor’s Role in the Online World

Online classrooms have made their way onto the education scene in a big way. A considerable amount of higher education institutions have begun to understand the benefits of online coursework. Most educational theories are based within face-to-face classrooms and online classroom research is lacking. A paper by Arbaugh, et. al. (2013) discusses the need for additional research in online classroom management from a manager’s perspective. This research runs from professor management all the way to online learning theories.

There is a bias by instructors against online learning even though more universities are adapting the technology. The bias comes in part from a lack of research to support online learning and the very perception professors have of their traditional academic roles.  No longer does the concept of pipe smoke filled rooms, tweed jackets and dusty books define a professor’s role. It has been replaced by a laptop and kindle.  

What is an online professor? It is defined as an instructor that teaches at least 80% of their presentation content and interaction in a virtual setting (Allen, et. al. 2007). The online professor has skills in online communication, technology, and their individual content areas to raise student awareness. They are savvy in technology and use sophisticated tools to conduct research. 

This relatively new phenomenon, which is now making its way into the mainstream, opens a new market for academic research. This type of research includes critical management education, experiential learning, planning student activities, management education and literature, job design, recruitment, training, retention and motivation, and many more areas. The entire arena of online management and education is open for exploration.

The author suggests starting with traditional educational and management theories to create online tests and experiments to adopt them to the online world. As the research gap is filled, it will lend more credibility to the field as well as more concisely show the benefits of online education. Traditional professor reservations about redefining their roles will lessen as information becomes available to make proper assessments. The use, strength, and practicality of online education will increase with improved methods. Universities may find better management paradigms through understanding the virtual world better. 

Allen, et. al. (2007). Blending in: The extent and promise of blended learning in the United States. Needham,MA: Sloan-C.

Arbaugh, J. et. al. (2013). New uses for existing tools? A call to study online management instruction for instructors. Academy of Management Learning & Education, 12 (4).

Online Tools for Scientific Research

Connecting with other researchers has taken on a new form in the online world. Through the use of free and paid services it is possible to connect with other scientists and collaborate on important projects.  The sites and services offer the opportunity to socialize, communication, share documents and brain storm in collaboration. A presentation by Dr. Jackie Krause provides tips and tools.

Blogging, social media and online collaboration sites are making their way through the scientific community. Where professors and scientists research projects at their local universities with people they knew they now have the opportunity to collaborate with each other from many locations in the world. The use of the Internet makes such efforts possible and speeds up the production of scientific discovery. 

Scientists can build social networks and share resources with others who are interested in the same topics as them. By not working in silo they can help each other find resources from various databases creating a stronger network of information and development. Furthermore, there is the opportunity to build off of each other’s ideas to find new scientific discoveries that can only come through divergent thinking. 

Researchers often face difficulties finding places they can collaborate and the tolls needed. The presentation will bring readers through concepts associated with the general concepts associated with online research as well as where to find these resources. All of the sites require some level of registration or sign-up.

PowerPoint Presentation

 Dr. Jackie Krause's Blog