Petrina, S., Alam, M., & Feng, F. (2021). SOUL (slow online & ubiquitous learning): Analysis and regulation of instructional time. In D. Anderson, M. Milner-Bolotin, R. Santos, & S. Petrina (Eds.), Proceedings of the 6th International STEM in Education Conference (STEM 2021) (pp. 324-330). University of British Columbia. SOUL (SLOW ONLINE AND UBIQUITOUS LEARNING) Stephen Petrina, Matiul Alam & Franc Feng University of British Columbia ABSTRACT This paper addresses an experimental and innovative pedagogy and philosophy: Slow Online and Ubiquitous Learning (SOUL). Since 2011, the co-authors have implemented SOUL as a pedagogy and philosophy into the online courses they teach at a university level. Pedagogically, SOUL is a pragmatic temporal regulation that limits and paces course commitments for students and instructors. Philosophically, SOUL is an intervention into the conventional wisdom that portrays online learning as a limitless exchange of ideas 24/7. This paper reviews relevant research on time, provides a theoretical framework that underwrites SOUL, and analyzes instructors’ and students’ experiences and self-study data. Keywords: Instructional Time, Slow Movement, Online Learning, Ubiquitous Learning, Instructional Design Defined and premised on time, online learning “means technology enabled online real time (synchronous) interaction between the instructor and the student, near time (asynchronous) interaction between the instructor and the student, or any combination thereof” (California Legislature, 2008, SB 1437, chap. 718). Yet ironically, time is one of the most neglected variables in research on online learning and teaching. Empirical challenges of research include reliable documentation and records of instructional time and learning time. In self-reporting data, instructors and students may be unprepared or too embarrassed over the volume of time expended and pace clocked to provide accurate accounts. If accounted for at all, some researchers transform a quantitative problem of “how much time is expended?” to a qualitative problem of “what is the variability of time allocated?” or a problem of polychronicity (Bluedorn, 2002; Martins & Nunes, 2015). When the amount of time expended in learning and teaching is addressed, the pace of time is typically neglected. In this paper, we take the increase in demands or pressures on instructional time and learning time as given (Spector, 2005; Szollos, 2009). First, we provide a theoretical framework for temporal regulation in online courses. Rather than demonstrating how a course or learning management system (CMS, LMS) or virtual learning environment (VLE) can be configured to regulate time, we demonstrate how users can self-regulate. Designers and vendors tend to stress maximizing time in the LMS and some students stress minimizing time. We stress moderating time in the LMS. Second, we summarize self-study and narrative data derived from our experiences (n=3 instructors) with SOUL in an online course (i.e., Foundations of Educational Technology) we designed taught since 2011. We address instructional time and learning time throughout but in the data analysis we focus on instructional time. Our intent is analysis first and advocacy second. The course is a requirement within a “for-profit” educational technology graduate program within the University of British Columbia (Petrina, 2005). The business model of the program necessarily intensifies the pace and hours of instruction but this is not the only relevant intensifier. How can designers effect a healthy, sustainable amount and pace of time in an online course? How does SOUL regulate the amount and pace of instructional time and learning time? Learning and instruction take time and require pacing but what is healthy or sustainable? THEORETICAL FRAMEWORK Slow online and ubiquitous learning (SOUL) was founded under conditions and