Cost Analysis of a Distance Education MSW Program

Stotzer, Rebecca L.; Fujikawa, Keith; Sur, Jill; Arnsberger, Pamela

doi:10.1080/08841233.2013.826318

Cited by 17 publications

(10 citation statements)

References 13 publications

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“…I agree, however, with your prediction that human capital (time and training) will comprise the greatest expense. In addition to the articles you cite, I've found one article in medical education and a handful in education broadly that compare the cost of computer‐assisted learning and non‐computer instruction. Although these studies are imperfect, they suggest that computer‐assisted learning actually requires more instructor time and carries greater overall cost.…”

Section: Dacmentioning

confidence: 99%

What is the role of e-learning? Looking past the hype

Cook

Triola

2014

Med Educ

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David A Cook: I had the idea for this Dialogue following our last presentation together in Chicago. In the 7 years that we've been working and presenting together, we've found a lot of common ground, but also some differences. I think we both agree that e-learning (online learning activities, computer-based instruction, virtual patients, mobile learning, etc.) 'works' in the sense that it is better than no intervention, 1,2 and is most likely non-inferior to 'traditional' methods (lectures, small groups, paper texts) for many learning outcomes. 1,3 I've devoted more than a decade of research and teaching activity to developing and improving online learning interventions. Yet despite my obvious interest in this instructional modality, I might be a bit less gung-ho than you about the new technologies that are continually introduced. It seems that every year we see something newvirtual patients, iPads, virtual microscopes, massive open online courses (MOOCs), flipped classrooms, etc.with educational potential, and a promise that each new breakthrough will revolutionise the learning process to make it easier, faster, less onerous, and less expensive for both teachers and students. I believe that this is mostly a bunch of hype. However, I realise that amidst the hype there is probably some truth. What is your perspective on this? And why is there so much hype in the first place? Marc M Triola:The hype has been much greater than any of us could have expected. Few could have predicted that MOOCs would feature in a recurring headline in the New York Times. 4 Why is there so much hype? Students and teachers alike are excited by the emergence of new opportunities and capabilities never before possible. Educational technologies empower some of the key ethoses of education: openness and access; the use of learning outcomes to inform curricula, and lifelong learning. Many aspects of our current educational system are artefacts from a different time. These new technologies represent a leap forward and the means to open education to learners around the world, no matter what their background or resources. The hype has been tremendously beneficial to higher education and has brought renewed interest, attention and even funding to educational innovations and experiments that would not have flourished otherwise. What I find interesting is that most of the hyped benefits, including those you mention, are about delivery, cost and access to education, and not about changes in learning outcomes or even quality. The new technologies give us unprecedented opportunities to scale, and the burden is on us to ensure we are using them appropriately to scale quality. People want education to succeed and want younger learners to thrive. To that end, the hype represents hope.

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Section: Dacmentioning

confidence: 99%

What is the role of e-learning? Looking past the hype

Cook

Triola

2014

Med Educ

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“…Yet extremely little empiric evidence has compared the full cost of online versus face-to-face instruction (Sandars 2010), and the limited data available suggest that online learning actually requires substantially more instructor time and greater overall cost (Rumble 2001;Spector 2005;Stotzer et al 2013). Limited data in medical education confirm that online learning is costly, most notably in its demands on instructor/developer time (Huang et al 2007;Delgaty 2013).…”

Section: Myth 2 Online Learning Is Cheap and Easy To Implementmentioning

confidence: 99%

The value of online learning and MRI: Finding a niche for expensive technologies

Cook

2014

Medical Teacher

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“…Economic analysis for health education has primarily focused on telemedicine technology, medical reviews by remote physicians [ 21 ], or has been concerned with the cost-effectiveness of modalities for patient education [ 22 ]. Previous cost studies on BL approaches in health professional education have typically been conducted on short courses with small sample sizes [ 18 , 19 ] or were unable to determine the cost-effectiveness relationship [ 23 , 24 ]. Thus, there is considerable doubt as to whether existing literature could be generalized to the core-teaching content of a contemporary medical program.…”

Section: Introductionmentioning

confidence: 99%

A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students

Maloney¹,

Nicklen²,

Rivers³

et al. 2015

J Med Internet Res

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BackgroundBlended learning describes a combination of teaching methods, often utilizing digital technologies. Research suggests that learner outcomes can be improved through some blended learning formats. However, the cost-effectiveness of delivering blended learning is unclear.ObjectiveThis study aimed to determine the cost-effectiveness of a face-to-face learning and blended learning approach for evidence-based medicine training within a medical program.MethodsThe economic evaluation was conducted as part of a randomized controlled trial (RCT) comparing the evidence-based medicine (EBM) competency of medical students who participated in two different modes of education delivery. In the traditional face-to-face method, students received ten 2-hour classes. In the blended learning approach, students received the same total face-to-face hours but with different activities and additional online and mobile learning. Online activities utilized YouTube and a library guide indexing electronic databases, guides, and books. Mobile learning involved self-directed interactions with patients in their regular clinical placements. The attribution and differentiation of costs between the interventions within the RCT was measured in conjunction with measured outcomes of effectiveness. An incremental cost-effectiveness ratio was calculated comparing the ongoing operation costs of each method with the level of EBM proficiency achieved. Present value analysis was used to calculate the break-even point considering the transition cost and the difference in ongoing operation cost.ResultsThe incremental cost-effectiveness ratio indicated that it costs 24% less to educate a student to the same level of EBM competency via the blended learning approach used in the study, when excluding transition costs. The sunk cost of approximately AUD $40,000 to transition to the blended model exceeds any savings from using the approach within the first year of its implementation; however, a break-even point is achieved within its third iteration and relative savings in the subsequent years. The sensitivity analysis indicates that approaches with higher transition costs, or staffing requirements over that of a traditional method, are likely to result in negative value propositions.ConclusionsUnder the study conditions, a blended learning approach was more cost-effective to operate and resulted in improved value for the institution after the third year iteration, when compared to the traditional face-to-face model. The wider applicability of the findings are dependent on the type of blended learning utilized, staffing expertise, and educational context.

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Cost Analysis of a Distance Education MSW Program

Cited by 17 publications

References 13 publications

What is the role of e-learning? Looking past the hype

What is the role of e-learning? Looking past the hype

The value of online learning and MRI: Finding a niche for expensive technologies

A Cost-Effectiveness Analysis of Blended Versus Face-to-Face Delivery of Evidence-Based Medicine to Medical Students

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