Working 24/7: A Conceptual Framework for Understanding and Supporting Online Faculty
Laura McNeill, University of Alabama
Shelby Morris, University of Alabama
Keywords:
Faculty Well-Being, Temporal Fluidity, Online Pedagogy
Key Statement:
Reconceptualizing faculty time as non-linear in online education reduces temporal anxiety, improves instructor well-being, and creates more effective learning environments for student success.
Abstract:
This poster presentation explores how reconceptualizing time in online education can mitigate faculty temporal anxiety while enhancing student learning outcomes. Traditional linear time frameworks inadequately address the polysynchronous nature of virtual instruction, creating disconnects between institutional expectations and faculty experiences. Drawing on current research, we examine how temporal fluidity affects instructor well-being and teaching effectiveness. The poster will share recommended administrative strategies and faculty practices that embrace non-linear time perspectives, reduce burnout, and establish boundaries. By supporting faculty temporal wellness, institutions can foster more engaging online learning environments and ultimately advance student success.
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Transcript:
Online teaching has reshaped how faculty experience time—often leading to blurred work-life boundaries and mounting emotional strain. Despite growing research on pedagogy, the temporal challenges of online teaching remain under-theorized.
We synthesized four key temporal theories:
1. Polysynchronous teaching, where faculty juggle mismatched time zones and schedules.
2. Commodification of time, which treats academic labor as measurable output.
3. Timeless time, where technology enables constant availability.
4. Temporal anxiety, the affective pressure to always be productive.
Using Jabareen’s conceptual framework method, we analyzed literature from 2000 to 2025 to show how these concepts interact—producing fragmentation, pressure, and emotional exhaustion. We offer practical recommendations for administrators, designers, and faculty: from flexible workload models and time-aware course design to setting boundaries and sustainable teaching practices.
Ultimately, we call for systemic changes that address the root causes of temporal anxiety in online education.