Scale and scope economies of distance education in Australian universities

Zhang, Liang-Cheng; Worthington, Andrew C.

doi:10.1080/03075079.2015.1126817

Cited by 36 publications

(14 citation statements)

References 36 publications

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“…In a study by Li and Chen (2012) higher education institutions benefit the most from two of four outputs-research outputs and distance education-with teaching via distance education at both the undergraduate and graduate levels more profitable than F2F teaching at higher education institutions in China. Zhang and Worthington (2017) reported an increasing cost benefit for the use of distance education over F2F instruction as seen at 37 Australian public universities over 9 years from 2003 to 2012. Maloney et al (2015) and Kemp and Grieve (2014) also found significant savings in higher education when using online learning platforms vs. F2F learning.…”

Section: Discussion and Social Implicationsmentioning

confidence: 99%

A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016

Paul

Jefferson

2019

Front. Comput. Sci.

326

208

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A growing number of students are now opting for online classes. They find the traditional classroom modality restrictive, inflexible, and impractical. In this age of technological advancement, schools can now provide effective classroom teaching via the Web. This shift in pedagogical medium is forcing academic institutions to rethink how they want to deliver their course content. The overarching purpose of this research was to determine which teaching method proved more effective over the 8-year period. The scores of 548 students, 401 traditional students and 147 online students, in an environmental science class were used to determine which instructional modality generated better student performance. In addition to the overarching objective, we also examined score variabilities between genders and classifications to determine if teaching modality had a greater impact on specific groups. No significant difference in student performance between online and face-to-face (F2F) learners overall, with respect to gender, or with respect to class rank were found. These data demonstrate the ability to similarly translate environmental science concepts for non-STEM majors in both traditional and online platforms irrespective of gender or class rank. A potential exists for increasing the number of non-STEM majors engaged in citizen science using the flexibility of online learning to teach environmental science core concepts.

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Section: Discussion and Social Implicationsmentioning

confidence: 99%

A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016

Paul

Jefferson

2019

Front. Comput. Sci.

326

208

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“…Представленная в предыдущем разделе публикация [14], скорее, подтверждает выводы о сочетании эффектов экономии и от разнообразия, и от масштаба в случае дистанционного обучения.…”

Section: полемика вокруг «экономики масштаба» и «экономики разнообразия» вузов в условиях цифровизации образованияunclassified

«Economy of Scale» or «Economy of Scope»: What Universities Should Rely on in the Competitive Struggle?

Derkachev¹,

Зиньковский²,

Kravchenko³

et al. 2021

umj

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This conceptual article presents microeconomic approaches to analyzing the shifts in universities’ expenses and the saving effects of the scale and scope of HEI’s activities. The authors provide an overview of econometric studies which assess the effects considered for universities in some countries. As a result, there comes to be questioned the economic feasibility of consolidating and expanding the universities’ activities, the reasonability of combining research with educational activities. The discussion concerns the transformation of the universities’ economy in the context of education digitalization, the prospects of the «economy of scale» and the «economy of scope» to be compared. The conclusions are drawn on the possible benefit for large universities, on its consequences for competition in higher education, and on the partnership benefits for all market players.

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“…Moreover, “once the courses are prepared, the delivery costs of DE arise from the maintenance of large files and multiple simultaneous users and typically require considerable bandwidth. Together, these factors imply that distance‐education courses and programmes have a relatively high share of fixed costs and require sufficient students to achieve economies of scale with delivery” (Zhang & Worthington, , p. 1788).…”

Section: Towards Understanding Materiality In Dementioning

confidence: 99%

Distance education as socio‐material assemblage: Place, distribution, and aggregation

Gunter

Raghuram

Breines

et al. 2020

Population Space and Place

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This paper outlines some of the material assemblages that are formed in international distance education (DE) in Africa. It offers a first exploratory study of materialities in DE and how they potentially distribute and aggregate to form a network to provide education. Through the use of interviews, students lived experiences are explored to unpack the multiplicity of networks needed to overcome the de-aggregated and distributed institution. The multiplicity of networks that form in DE brings challenges that question how spaces become connected and disconnected and how different materialities shape DE. The materialities in DE produce forces and effects, such as translocal and transmobilites that are more than just the human actor, but extrude materials, networks, and connectives that transform continuously. The interconnectivities of the university and home or institution and students are brought together through enabling technology, but infrastructure does not always have the ability for the facilitation of aggregation. K E Y W O R D Sdistance education, higher education, international students, South Africa

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Scale and scope economies of distance education in Australian universities

Cited by 36 publications

References 36 publications

A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016

A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016

«Economy of Scale» or «Economy of Scope»: What Universities Should Rely on in the Competitive Struggle?

Distance education as socio‐material assemblage: Place, distribution, and aggregation

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