Cost accommodating classroom technology
Using e-learning to increase cost-effectiveness To understand the rationale for this goal, it is necessary to look at the recent history of post-secondary education.
It will be argued in this posting that universities and colleges have not changed their organizations and structures sufficiently to accommodate to the new realities facing higher education.
In a second posting (Part 2), I will suggest some concrete ways in which cost-effectiveness could be improved. As late as 1969, less than 8 per cent of 18 years olds (children born in 1951) were admitted to university in Britain (Perry, 1976).
As a result, teaching methods in particular were suited to what today would be considered small classes, even at the undergraduate level, with seminar classes of 20 or less and even small group tutorials of three or four students with a senior research professor for students in their last year of an undergraduate program.
the physical attendance of students at lectures, seminars, libraries and labs.
Thus post-secondary education has become larger, more costly, but less efficient.
Finally, I come to the last goal or expectation: that e-learning will increase the cost-effectiveness of higher education.
I will argue that this is the most important and valuable of all the goals for e-learning, but is the one that is furthest from being achieved.
They can increasing select ‘ready-made’ modules of free, open access online teaching materials, and organise teaching and learning around the vast resources now available over the Internet.
Even better, as we shall see in the next section, they can give learners the freedom and responsibility to select the learning materials that they feel to be of interest and relevance.This remains today the ‘ideal’ paradigm of university teaching for many professors and instructors.