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Designing Learning-Effective and Cost-Effective Online Learning
PROCEEDINGS

, 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

Abstract

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.

Citation

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). Retrieved November 21, 2019 from .

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