The Industrial Organization of Online Education

Cowen, Tyler; Tabarrok, Alex

doi:10.1257/aer.104.5.519

Cited by 37 publications

(18 citation statements)

References 6 publications

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“…Administrative concerns also have driven this growth, including efforts to find cost savings, increase productivity, and create profit-making opportunities (Cowen and Tabarrok 2014). In the province where we teach, government also has taken notice, investing millions of dollars in online-learning initiatives (Ontario 2015).…”

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confidence: 99%

Slack: Adopting Social-Networking Platforms for Active Learning

Sabin

Olive

2018

APSC

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Online learning in postsecondary institutions has increased dramatically across the United States and Canada. Although research demonstrates the benefits of online learning for student success, instructors face challenges in facilitating communication, delivering course content, and navigating outdated and cumbersome technologies. The authors examine the use of a free third-party platform called Slack as a tool to facilitate better communication among students and faculty, enable the delivery of diverse and dynamic course content, and reach students in an online course that supports both independent and collaborative learning. The authors present a case study of Slack's use in an online second-year environmental politics course taught at a large Canadian public university. There is a significant and growing literature on how to best engage students in online learning, including active and social learning models as promising approaches to digital teaching. The authors argue that using collaborative social technologies such as Slack-which both replicates and integrates the online and social-media environments that students already inhabit-can assist faculty in meeting their pedagogical goals online. The article documents the instructors' experience in managing discussion and involving students in their online learning through active learning exercises. Best practices are examined.

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confidence: 99%

Slack: Adopting Social-Networking Platforms for Active Learning

Sabin

Olive

2018

APSC

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“…Inflation-adjusted state appropriations for higher Online learning technologies are regarded by most observers as the best hope for cost-saving innovations in higher education, with the primary channel being reduced labor costs through larger class size and less face-to-face interaction (Bowen 2012). Much research on the use of online technology in the classroom has focused on its potential for "disruptive innovation" in higher education, from superstar professors teaching elaborate courses developed by teams, to Massively Open Online Courses (MOOCs) offering top notch instruction to students worldwide (Christensen and Eyring 2011;Cowen and Tabarrok 2014).…”

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confidence: 99%

Can Online Learning Bend the Higher Education Cost Curve?

Deming¹,

Goldin²,

Katz³

et al. 2015

American Economic Review

170

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The earnings premium associated with additional education in the United States has risen markedly since 1980, suggesting that the supply of educated labor has not kept pace with demand (e.g., Goldin and Katz 2008). Yet the status of U.S. higher education funding is a key impediment to growing the supply of skills. Inflation-adjusted state appropriations for higher Online learning technologies are regarded by most observers as the best hope for cost-saving innovations in higher education, with the primary channel being reduced labor costs through larger class size and less face-to-face interaction (Bowen 2012). Much research on the use of online technology in the classroom has focused on its potential for "disruptive innovation" in higher education, from superstar professors teaching elaborate courses developed by teams, to Massively Open Online Courses (MOOCs) offering top notch instruction to students worldwide (Christensen and Eyring 2011;Cowen and Tabarrok 2014).In this paper we study whether online education can "bend the cost curve" in traditional higher education. We focus on degree-seeking undergraduates attending open access and less-* Corresponding author Deming: Harvard Graduate School of Education,

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“…Online learning technologies are regarded by most observers as the best hope for costsaving innovations in higher education, with the primary channel being reduced labor costs through larger class size and less face-to-face interaction (Bowen 2012). Much research on the use of online technology in the classroom has focused on its potential for "disruptive innovation" in higher education, from superstar professors teaching elaborate courses developed by teams, to Massively Open Online Courses (MOOCs) offering top notch instruction to students worldwide (Christensen and Eyring 2011;Cowen and Tabarrok 2014).…”

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confidence: 99%

Can Online Learning Bend the Higher Education Cost Curve?

Deming¹,

Goldin²,

Katz³

et al. 2015

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We examine whether online learning technologies have led to lower prices in higher education. Using data from the Integrated Postsecondary Education Data System, we show that online education is concentrated in large for-profit chains and less-selective public institutions. Colleges with a higher share of online students charge lower tuition prices. We present evidence that real and relative prices for full-time undergraduate online education declined from 2006 to 2013. Although the pattern of results suggests some hope that online technology can "bend the cost curve" in higher education, the impact of online learning on education quality remains uncertain.

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The Industrial Organization of Online Education

Cited by 37 publications

References 6 publications

Slack: Adopting Social-Networking Platforms for Active Learning

Slack: Adopting Social-Networking Platforms for Active Learning

Can Online Learning Bend the Higher Education Cost Curve?

Can Online Learning Bend the Higher Education Cost Curve?

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