Scalability in Distance Education: 'Can We Have Our Cake and Eat It Too?'
Saved in:
| Title: | Scalability in Distance Education: 'Can We Have Our Cake and Eat It Too?' |
|---|---|
| Language: | English |
| Authors: | Laws, R. Dwight, Howell, Scott L., Lindsay, Nathan K. |
| Source: | Online Journal of Distance Learning Administration. Win 2003 6(4). |
| Availability: | State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: distance@westga.edu; Web site: http://www.westga.edu/~distance/ojdla |
| Peer Reviewed: | Y |
| Publication Date: | 2003 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Scaling, Distance Education, Independent Study, Electronic Learning, Undergraduate Study, Computer Assisted Instruction, Interaction, Instructional Design, Teacher Student Relationship, Audiences, Marketing, Faculty Workload, School Holding Power, Models |
| Geographic Terms: | Utah |
| ISSN: | 1556-3847 |
| Abstract: | The decision to increase distance education enrollment hinges on the factors of pedagogical effectiveness, interactivity, audience, faculty incentives, retention, program type, and profitability. A complex interplay exists among these scalability concerns (i.e., issues related to meeting the growing enrollment demand), and any program's approach usually requires trade-offs. At Brigham Young University's Department of Independent Study, administrators have recently evaluated the effectiveness of their highly automated distance education classes, determining that more interactivity requires a trade-off with the accompanying demands. This article provides perspectives on these issues and then proposes four models that increase interactivity while allowing for some scalability. |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2015 |
| Access URL: | https://www.westga.edu/~distance/ojdla/winter64/laws64.html |
| Accession Number: | EJ1068361 |
| Database: | ERIC |
| Abstract: | The decision to increase distance education enrollment hinges on the factors of pedagogical effectiveness, interactivity, audience, faculty incentives, retention, program type, and profitability. A complex interplay exists among these scalability concerns (i.e., issues related to meeting the growing enrollment demand), and any program's approach usually requires trade-offs. At Brigham Young University's Department of Independent Study, administrators have recently evaluated the effectiveness of their highly automated distance education classes, determining that more interactivity requires a trade-off with the accompanying demands. This article provides perspectives on these issues and then proposes four models that increase interactivity while allowing for some scalability. |
|---|---|
| ISSN: | 1556-3847 |
