Designing Learning-Effective and Cost-Effective Online Learning
Francis Harvey, Drexel University, United States
EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Teacher educators identify improved learning, increased student enrollment, and program revenues (the opportunity to tap into a 400-million Internet user pool of potential students) as reasons for developing online teacher education programs. The most appropriate niche for online teacher education, and the relationship of online learning to other methods of delivering instruction, has not yet been fully determined. Faculty and administrators assume that online programs produce increased revenues that will surpass any increases in cost and/or effort required to implement them. This paper will explore some factors related to this assumption, in order to determine whether current research and current practice support the assumption. Issues to be examined include learning outcomes, interactivity and learner's intellectual development, cost and effort for development, cost and effort for delivery and maintenance, assessment of student learning, and assessment of courses and instructors.
Harvey, F. (2003). Designing Learning-Effective and Cost-Effective Online Learning. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 189-192). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)