ERIC Number: EJ1068361
Record Type: Journal
Publication Date: 2003
Abstractor: As Provided
Reference Count: 52
Scalability in Distance Education: "Can We Have Our Cake and Eat It Too?"
Laws, R. Dwight; Howell, Scott L.; Lindsay, Nathan K.
Online Journal of Distance Learning Administration, v6 n4 Win 2003
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.
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
State University of West Georgia. 1601 Maple Street, Honors House, Carrollton, GA 30118. Tel: 678-839-5489; Fax: 678-839-0636; e-mail: email@example.com; Web site: http://www.westga.edu/~distance/ojdla
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Utah