E-Learning Pricing Model Policy for Higher Education

Abstract

The technological advancement in learning has made it possible for students to study beyond space and time restrictions, known as online learning. Impacted by the pandemic for an extended period, most students have adapted to online learning and, even more, have realized the vast benefits of online learning despite all the minor disadvantages. As a result, worldwide institutions, including Indonesia, are now offering online degrees and courses. Previous studies have shown contradictory results of cost factor effects on online courses, from the least important to the most critical factor for student achievements. Therefore, deciding the online course rates has been a major concern for online course providers. This research aims to answer the fundamental question of designing costs for online learning by analyzing online course preferences and ensuring sustainability by proposing a framework for the E-learning Pricing Model Policy in Higher Education using literature studies and qualitative approaches. The results show four main phases: the preparation phase, which conducts market research to understand consumer demand and behavior; the implementation phase, which includes marketing expenses and tutor fees; evaluation phase, which includes the course content material and video production revisions for further implementation. In addition, the infrastructure phase as the Learning Management System's virtual space is added with the Cloud Expenses. However, as a limitation of this research, countless factors influence online course rates, and no exact number can determine those rates. Nevertheless, the course cost can be estimated by considering the factors that affect the overall cost and the number of learners who take the course. As a result, this framework acts as an essential foundation for institutions to determine sustainable online course rates.

Tech-Driven Transformation: Innovative Pricing Strategies for E-Learning

“…By paying attention to these important areas, colleges and universities can use technology to offer online courses that work well and meet the minimum standard requirements for a sustainable online courses. [10] This research continues the previous research by finding out what users think about it. We talked to the members of the ICE-I Consortium, and use different methods, like Focus Group Discussions (FGDs), guided by the Technology Acceptance Model (TAM) [10]- [13].…”

“…[10] This research continues the previous research by finding out what users think about it. We talked to the members of the ICE-I Consortium, and use different methods, like Focus Group Discussions (FGDs), guided by the Technology Acceptance Model (TAM) [10]- [13]. This way, we can make sure our pricing model works well for the people in higher education.…”

“…Perceived usefulness, as proposed by Davis [44], is the belief that a particular technology or system will enhance one's job performance or productivity. In the context of E-Learning pricing calculators [10], perceived usefulness signifies users' perceptions that the tool serves a valuable purpose, specifically in aiding financial planning and course selection.…”

“…In the mathematical model we have outlined in the preceding research [10], the total cost of a single course unit comprises four phases: preparation, implementation, evaluation, and infrastructure. The Learning Management System is considered a fixed and essential cost for offering online courses.…”

“…The choice of a pricing model is a complex decision with far-reaching implications for online courses' scope and sustainability. With the framework for an e-learning pricing model policy in place [10] , this research aims to address the pressing need to understand user responses through various methods, including Focus Group Discussions (FGDs) and others, guided by the Technology Acceptance Model (TAM) [11]- [14]. This comprehensive approach ensures that the developed pricing model can effectively meet the expectations and preferences of the users in the realm of higher education.…”