Recent e-learning developments may have a sudden dramatic
effect on the economics of higher education distance learning
program development, resulting in alternative strategies for the
design of such programs.
Comparing campus with distance education
University teaching has not changed much over the years. While some
individuals or institutions are innovative in the application of
pedagogical techniques, most faculty members are too busy with
their research and correction of student assignments to have the
time to produce sophisticated learning strategies and materials. In
most institutions, faculty are paid to deliver courses and not to
develop them, so they find a good textbook and put together some
slides and handout materials (often the night before).
This approach contrasts sharply with the development of distance
learning. Most distance learning operators need to be
cost-effective, competitive businesses. Such issues as quality of
learning, economies of scale, and return-on-investment are central
to design and delivery. The resulting cost model generally consists
of a significant up-front investment in high quality course
materials and relatively low spending on delivery of courses. Many
believe that this might be a better cost model for campus-based
education, but the old model has largely survived. Why? There still
are a number of real advantages to the traditional approach,
particularly in the low investment required and in the flexibility
of being able to change rapidly.
Enter online distance learning, which has developed much the same
cost model as traditional distance learning. On the simplest level,
similar course materials are produced and value is added by
web-based materials, activities, and support. More sophisticated
courses may add online interactive materials. You can see why many
traditional distance learning organizations have been slow to move
online, as it seems to require higher investment in materials in
addition to higher costs in delivery due to the ease of access of
students to the faculty. While it might be argued that this extra
cost is acceptable as it can be recouped by the higher fees that
may be charged for such extra service, in truth, these cost
increases are mostly justified by increasing the number of students
taking courses.
Does it have to be this way?
At first glance, it seems that the move to online distance learning
is suitable only for those with deep pockets. Institutions that do
not have access to capital need another solution with a cost model
similar to traditional campus-based teaching. However, some places
have been doing it differently. Courses based on asynchronous
discussion have been around for quite a while and have certainly
proved to be effective and cheap to develop. Robin Mason of the
Open University has defined the Wrap Around Model, in which online
activity, such as asynchronous discussion is based on existing
offline resources like textbooks. Unfortunately, this model seems
to have developed only in topics that are suitable for discussion,
and among those who seem to enjoy such discussions.
So the question is: Is it possible to cheaply develop a wider range
of online distance learning courses? Two relatively recent
developments in e-learning suggest that the answer is Yes. These
are synchronous teaching systems and rapid content development
systems.
Distance learning has been successful because many people could not
attend classes, either because of distance or because of timing.
However, the success of traditional distance learning has been
limited because of the limitations of the learning experience.
Synchronous systems solve the distance problem by allowing teachers
to deliver classes over a distance to a standard very similar to
face-to-face classes.
Likewise, rapid development systems enable practitioners to quickly
and cheaply develop multimedia content. In this case, rapid
development systems include the generation of extremely simple
materials, such as archived synchronous classes, digital videos of
lectures or demonstrations given to live audiences, and audio added
to PowerPoint presentations. These rapidly developed, simple
materials, which are essentially recorded lectures, to a large
extent, solve the problem of timing.
So, if we accept that these systems can be used to produce
acceptable online materials and thus solve the problem of the
significantly increased costs of converting from traditional
distance to online learning, we are still left with the problem of
the development of traditional printed distance learning materials.
But are these materials really necessary? Although the lack of
appropriate text books for particular courses may be a motivation
for developing customised materials, it is not a major reason. In
fact many distance learning courses develop these materials in
spite of the fact that required text books are specified. These
printed materials are really produced as a substitute for lectures.
They not only convey the course designers' particular views of the
course topics, but they also guide students in their use of other
materials and their approach to examinations. Because of the lack
of opportunities for interaction between tutors and students in
traditional distance learning, it has been extremely important that
these materials are clear and comprehensive. The availability of
e-learning tools that can replicate almost all the features of
campus-based teaching techniques, implies that such high quality
printed teaching materials are not necessarily required.
'New' cost model
To be sure, the model described above for distance learning is not
new at all. It is effectively the standard model of campus-based
teaching, transferred to the Internet. In fact, it may be described
as an improved form of campus-based education, as in addition to
the standard techniques of campus-based learning, it also enables
the use of other e-learning and pedagogical techniques besides
classroom teaching. Nor is it a new cost model, as this is the cost
model that has always existed in campus based education. However,
it is a new, or at least rarely used, cost model in distance
learning. Distance learning does not now require a high level of
investment. Courses can be developed quickly and cheaply,
particularly if these courses are already being delivered in a
traditional mode.
Implications? The effects on the distance learning industry will
not be unlike the effects of the Internet on many other industries.
Demand for distance learning is already increasing due to increased
Internet penetration, the increased attractiveness of online
features and the general increase in demand for lifelong learning.
This increased market size is bringing many more suppliers into
this arena and the lower barriers to entry will accelerate this
further.
In addition, the new 'long tail' analysis is applicable: Education
can be characterized as having a small number of heavily populated
courses, and a long tail consisting of a very large number of niche
courses of interest to a relatively small number of people. In the
past, as in other industries, such as book publishing, the demand
for specialized products has been suppressed due to the problem of
marketing and distributing these to few geographically dispersed
potential customers. With the Internet solving the marketing and
distribution problems, and the above model solving the supply
problem, the availability of, and demand for niche courses will
grow hugely, thus increasing further the total market size. It
really looks like the only way is up.