远程教育论文文献英文翻译及参考 第5页
sponsored by the Andrew W. Mellon Foundation featured
almost two dozen papers by researchers at US universities
who had developed new approaches to Distance Learning –in
individual courses, like Calculus, Physics, English Composi-
tion, Biology, Statistics and many others—and in complete
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academic programs like the MBA. While each course was
well planned and apparently very popular with students, it
was not certain whether there was any significant difference
between the special treatment and the traditional delivery
methods. Did the students really learn more? If so, was it
because they preferred the convenience of the Distance
Learning process? Did the Internet-based graphics attract the
interest of these technologically literate college students?
Was there an improvement in retention of the material pre-
sented? Issues like these are at the heart of any Distance
Learning discussion that seeks to determine the true value of
the technology—yet they are precisely the questions that
have proved so difficult in the Distance Learning debate.
The Institute for Higher Education Policy, supported by the
American Federation of Teachers and the National Education
Association, examined Distance Learning in the United
States and concluded, “there is a paucity of true, original
research dedicated to explaining or predicting related to dis-
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tance learning.” This finding seems improbable since there
have been thousands of studies comparing Distance Learning
with “traditional” teaching. Yet most of these studies havebeen found to be flawed statistically, either not controlling
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http://www.751com.cn YieldLearning: Cost and YieldLearning: Cost and YieldLearning: Cost and Yield
The debate over the effectiveness of knowledge transfer
through Distance Learning continues—but there is virtually
no debate at all about its cost, even though in the US alone
the annual education budget (K-12, postsecondary and busi-
ness) approaches one trillion dollars. Are courses adminis-
tered at distance expensive compared to “traditional" ones?
What is the cost per student for an on-line MBA, versus one
taught face to face with an instructor? Surprisingly, the cost
discussion is muted. The press is beginning to take note of
this disparity between the increasing popularity of on-line
programs and the lack of cost figures. A recent article found
that only the highest volume (high student count) courses
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were able to operate without a financial loss. Apparently,
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