The Costs and Costing of Networked Learning

Rumble, Greville

doi:10.24059/olj.v5i2.1880

Cited by 42 publications

(15 citation statements)

References 24 publications

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“…Various other tools may provide improvements as well. For example, concept maps [88,89] have the ability to provide shared collaborative, graphic environments across the global network. The capability of concept maps to support shared brainstorming, discussion, and visualization provides interactivity that has not been readily available online.…”

Section: )mentioning

confidence: 99%

Online Engineering Education: Learning Anywhere, Anytime

Bourne

Harris²,

Mayadas

2019

OLJ

134

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The emergence of worldwide communications networks and powerful computer technologies has redefined the concept of distance learning and the delivery of engineering education content. This article discusses the Sloan Consortium’s quest for quality, scale, and breadth in online learning, the impact on both continuing education of graduate engineers as well as degree-seeking engineering students, and the future of engineering colleges and schools as worldwide providers of engineering education.

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Section: )mentioning

confidence: 99%

Online Engineering Education: Learning Anywhere, Anytime

Bourne

Harris²,

Mayadas

2019

OLJ

134

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“…Cost and economic models for distance and online education have been examined by noted experts in the field such as Bates [6]; Bishop [7]; Daniels [8]; Finkelstein, Frances, Jewett & Scholz [9]; Rumble [10,11] and Twigg [12,13,14]. The for-profit sector has been described in detail by researchers such as Kelly [15] and Harley, Lawrence, Ouyang and White [16].…”

Section: Review Of the Literaturementioning

confidence: 99%

Business Models for Online Learning: An Exploratory Survey

Vignare¹,

Geith²,

Schiffman³

2019

OLJ

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Despite the rapid growth in the adoption of online learning, there is a dearth of detailed information on effective business models, business strategies and effective practices on which to build sustainable online education programs. A survey instrument was developed as an initial attempt to define business models and business strategies for online learning. The survey results yielded some interesting data about which online learning financial models seem to have more or less “control” of which business functions. The sample was a convenience one and as such will require further filtering of data. It is also clear that more needs to be done to define business strategies and models and thus provide guidance to this growing segment of higher education.

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“…There are few empirical studies into the private returns of distance education. Although there are many studies on the costs of distance education, there are relatively fewer studies on the benefits or returns of distance education (Bramble & Panda, 2008;Moore, 2013;Rumble, 2001Rumble, , 2004. The content of two books illustrates this point, namely Rumble's (2004) book titled Papers and Debates on the Economics and Costs of Distance and Online Learning and Bramble and Panda's (2008) book titled Economics of Distance and Online Learning.…”

Section: Introductionmentioning

confidence: 99%

The Expansion of Higher Education and the Returns of Distance Education in China

2018

IRRODL

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The returns of traditional face-to-face education are widely analyzed, but there is a need for empirical studies on the returns of distance education. Further, comparative studies on returns of both traditional and distance education using high-quality data are rare. Since 1999, continuous and rapid expansions have occurred in the whole Higher Education system in China. Given this background, what are the changes in returns of both traditional face-to-face education and distance education? This study analyzes the returns of both of these formats from 2003 to 2006 using the data from the China General Social Survey Open Database (Chinese General Social Survey [CGSS], 2018), adding educational background as a dummy variable to the Mincerian income equation. The empirical results show that Distance Higher Education can significantly increase the income of learners, the returns of distance education are lower than those of traditional face-to-face education and that from 2003 to 2006, the returns of distance education decrease dramatically.

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The Costs and Costing of Networked Learning

Cited by 42 publications

References 24 publications

Online Engineering Education: Learning Anywhere, Anytime

Online Engineering Education: Learning Anywhere, Anytime

Business Models for Online Learning: An Exploratory Survey

The Expansion of Higher Education and the Returns of Distance Education in China

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