distance education, technology, education, student needs
The institutional decision about how much technology should be used to scale distance education enrollments, reduce costs, maximize profits, and protect course and program quality is both institutional specific and complex. Guri-Rosenblit (1999) noted that “many conventional universities worldwide operate as large-scale universities and are in a continuous search to find the right balance between massification trends, quality education, and the catering to the individual needs of students” (p. 289). This research is an outgrowth of the authors’ own efforts to identify relevant scalability factors and their interrelationship one to another in a traditional university’s distance education program.
Original Publication Citation
Laws, D., Howell, S., & Lindsay, N. (2009). Ten scalability factors in distance education. In P. Rogers, G.Berg, J. Boettecher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning: Vol. 2, (pp. 2095-2102). Hershey, PA: Information Science Reference.
BYU ScholarsArchive Citation
Laws, R. Dwight; Howell, Scott L.; and Lindsay, Nathan K., "Ten Scalability Factors in Distance Education" (2009). Faculty Publications. 5776.
Encyclopedia of Distance Learning
David O. McKay School of Education
Instructional Psychology and Technology
Copyright Use Information