Learning Resources

Planning for Cost-Efficiencies in Online Learning

Planning and planners must take the lead in ensuring that the design of on-line learning programs is both cost-efficient and productive. This must happen with some urgency because the gap between online learning models and implementation has been closing more rapidly than planners’ knowledge about online learning has been growing.

From Volume 33 Number 3 | March–May 2005

Abstract: This article proposes a framework that can help institutions break down and analyze the costs of online learning so they can make decisions about how to improve the cost-efficiencies of online education. The framework involves looking at costs across elements (which include the two stages of development and delivery plus administration of the enterprise) and seven factors: students, faculty, other staff, course design, content, infrastructure, and policy. The elements and factors may combine and interact, thereby improving (or not improving) cost-efficiencies. Where possible, current research results are included and areas where research is needed are identified.

Institutions Mentioned: Open University, University of Central Florida, Massachusetts Institute of Technology
Planning Types: Resource Planning, Academic Planning
Tags: Cost of Higher Ed, Learning Technology, Online Learning

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Book Review: Honoring the Trust

Quality and Cost Containment in Higher Education

By: David E. Hollowell

From Volume 33 Number 2 | December–February 2004

Planning Types: Resource Planning
Tags: Cost of Higher Ed

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Faculty Mentoring: What the Boyer Commission Forgot

By: Mara H. Wasburn

A proposed mentoring program using “strategic collaboration” to improve learning by motivating and enabling faculty to become better undergraduate teachers is suggested in support of the Boyer Commission’s goals.

From Volume 33 Number 2 | December–February 2004

Abstract: In 1998, a Carnegie Foundation Commission Report criticized America’s 123 research universities for failing our educational system by ignoring undergraduate education. Notably absent from the Commission's list of recommendations was mentoring research university faculty as a strategy to improve their teaching. This article discusses strategic collaboration, a mentoring model that can contribute significantly to achieving this objective. Such a network can also create an environment conducive to interdisciplinary research that, because of its increased value and rewards at such universities, can provide an added incentive for faculty participation.