Interactive worksheet to help administrators calculate the price tag for creating an online program developed by Brian M. Morgan director of the center for instructional technology at Marshall University. Online education can be an expensive proposition, with many hidden costs.
Online Worksheet - Helps Colleges Anticipate the Costs of Distance Education
Open Course Software A Wealth of Knowledge Free to the World
WHAT HAPPENED TO E-LEARNING?
The complete report is available online, at no cost, in PDF format at.
The Weatherstation Project was conceived as "an antidote to those first descriptions of the market for e-learning, which were often warped by missing data and overly hopeful assumptions about how quickly new products would come to market and how receptive learners and instructors were likely to be."
"Thwarted Innovation: What Happened to E-learning and Why" presents the results of the Weatherstation Project of The Learning Alliance at the University of Pennsylvania. This study sought to answer the question "Why did the boom in e-learning go bust?" Over an eighteen-month period authors Robert Zemsky, an education professor at the University of Pennsylvania, and William F. Massy, professor emeritus of education and business administration at Stanford University, tracked faculty and staff attitudes towards e-learning at six colleges and universities. Their findings challenged three prevalent e-learning assumptions:
THE POWER OF THE INTERNET FOR LEARNING: MOVING FROM PROMISE TO PRACTICE, 169-page pdf report constitutes the "most comprehensive analysis ever undertaken of education and the Internet." Final report of the Web-Based Education Commission to the President and the Congress of the United States (WBEC) online.
"Is Anyone Making Money on Distance Education?" (CHE, February 16, 2001, p. A41) "While distance-education programs are not going under like their dot-com counterparts, administrators are recognizing that the costs of expanding programs are -- in some cases -- greater than had been anticipated," writes Sarah Carr inAnd "[s]ome researchers describe the list of potential costs as never-ending and, in the final analysis, unknowable."
"Author Says Colleges Must Reallocate Money to Academic Technology" (by Florence Olsen, CHE, February 27, 2001, A. W. (Tony) Bates, director of distance education and technology in the Continuing Studies Division at the University of British Columbia, says that "colleges will have to reallocate money from other accounts to pay for essential academic-technology projects. And that's easier said than done. . . "