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The article focuses on the position of online or distance education teachers within their departments in terms of tenure, promotion, and workload. Philip DiSalvio of Seton Hall University in South Orange, New Jersey talks about how his school addressed these issues. Online education takes more of the teachers' time, DiSalvio says, which should affect the compensation structure. Seton uses faculty lines to provide support to the school's online and traditional classrooms.

The article provides suggestions for how distance educators can better manage their time. It is not necessary, for example, to always be online but it is a better idea to set specific working hours. Without boundaries, faculty members may return to traditional classrooms. Vacations can be difficult to plan, but enough time elapses between courses that online teachers have time off.

The article reports on the study conducted by Witt Salley, director of online education at Clemson University, to examine how faculty workload and status impacted student success. Topics discussed include adjuncts instructors teaching online overload schedule fared better than full-time faculty; similar grade distributions/inflation by both faculty types; and views of Melanie Shaw, online faculty success coordinator at Clemson, on the need to frame policies around faculty workload.

The article focuses on the expectations, accountability, and quality assurance of adjunct faculty on online education in several colleges and universities in the U.S. It emphasizes that educational institutions should develop specific policies and strategies to make sure that adjunct faculty are included in their academic community. It discusses several strategies on how to foster adjunct engagement, such as offering professional development opportunities and adjusting academic workloads.

The article reports on the demands for understanding the faculty compensation and workload with a high capacity of students at Bemidji State University in Minnesota. According to professor Thomas Fauchald, the challenge is bringing on the departments into having an online program without a benefit for the departmental faculty. Nevertheless, the validity of the compensation and workload system were proven by the business administration program at Bemidji State.

The author presents the first in a series of planned feature articles on his suggestions for creating and maintaining effective web-based instruction. Questions generated from the author's 2007 Magna Publication audioconference on faculty strategies for managing an online workload form the basis for his suggestions. He explains the "10 commandments" of online faculty performance used by Pennsylvania State University's World Campus, which clearly describe instructors roles and responsibilities.

An excerpt from the article "Employment Status, Teaching Load, and Student Performance in Online Community College Courses," by Witt Salley and Melanie Shaw in the June 28, 2015 issue of the "Online Journal of Distance Learning Administration" (OJDLA), is presented.