Scalability in Distance Education: "Can We Have Our Cake and Eat it Too?"
distance eduaction, enrollment, scalability
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.
Original Publication Citation
Laws, D., Howell, S., & Lindsay, N. (2003). Scalability in distance education: Can we have our cake and eat it too? Online Journal of Distance Learning Administration, 6(4). At http://www.westga.edu/~distance/ojdla/winter64/winter64.htm(Recipient of UCEA Elizabeth Powell Award for best paper published with most significant contribution to distance education. Awarded at UCEA conference, April, 2004.)
BYU ScholarsArchive Citation
Laws, R. Dwight; Howell, Scott L.; and Lindsay, Nathan K., "Scalability in Distance Education: "Can We Have Our Cake and Eat it Too?"" (2003). Faculty Publications. 5770.
Online Journal of Distance Learning Administration
David O. McKay School of Education
Instructional Psychology and Technology
Copyright Use Information