EDDE 205: Module 8 UPOU - Master in Distance Education

1. RESOURCE
GENERATION IN
DISTANCE
EDUCATION
EDDE 205 – MODULE 8
MASTER OF DISTANCE EDUCATION
PRESENTED BY:
ANNIE DIFILIPPI- CHT,PHR,SHRM-CP

2. LEARNING OBJECTIVES
AT THE END OF THE DISCUSSION LEARNERS WILL BE BETTER ABLE TO:
Identify the difference between the traditional and DE faculty models
Recognize the cost items for DE implementation
Realize the different business metrics to evaluate the impact of DE to the
profit or loss) of the educational institutions

3. KEY PLAYER: FROM ONE TO MANY
• A change in pedagogical tool (technology) demands a change in pedagogical method, an
unchartered domain for most instructors.
• The design for convenience to learn, regardless of space and time. presents additional
workload to instructors who are already burdened with multiple tasks to deliver as a single
player.
• Distance learners expect an on time and expanded student support through internet
connectivity (emails, voice mails and messages).
• Fierce competition in the educational market to deliver engaging and up to date
curriculums.
The concept of unbundling the traditional role of the instructor/faculty from a
single player to many players is brought about by the following conditions in
a DE landscape:

4. Faculty Member:
1. Delivers instruction
2. Develops and maintains courses
and curriculums
3. Assesses learning outcomes
4. Aligns course materials to delivery
methods
5. Advises students
6. Provides university service
7. Conducts research
Instructor/Facilitator
Instructor/Grader
Writer/SMEsAdvisor
Instructional Designer
TRADITIONAL FACULTY
MODEL
UNBUNDLED
FACULTY MODEL
Neely &
Tucker.2010

5. SINGLE COST CENTER:
IN A TRADITIONAL UNIVERSITY
STRUCTURE, THE COLLEGE OR
DEPARTMENT IS THE CENTRAL
COST CENTER WHERE
BUDGETS ARE ALLOCATED
AND EXPENSES ARE
DISBURSED AND RECORDED.
TANGIBLE COSTS PER
COURSE BASIS IS MORE
DEFINED.
Department/College
Faculty/Staff
salaries
Costs of Instructional
Materials
Rumble,2001
Brinkman,2001

6. MULTIPLE COST
CENTERS
IN AN ONLINE DE
PROGRAM,
UNBUNDLING OF
COSTS CAN BE
DETERMINED USING
THE ACTIVITY BASED
COSTING APPROACH -
A SET UP OF COST
CENTERS WITH
IDENTIFIED INDIVIDUAL
ACTIVITIES AND COST
ASSIGNMENTS.
COURSE
DEVELOPMENT
DEPARTMENT
CURRICULUM
WRITER
FACULTY CO-
WRITER
INSTRUCTIONAL
DESIGNER
SUPERVISOR/
DEPARTMENT
CHAIR
COURSE
INSTRUCTION
DEPARTMENT
INSTRUCTOR/
FACILITATOR
GRADERS
SUPERVISOR/
DEPARTMENT
CHAIR
COURSE
MAINTENANCE
DEPARTMENT
INSTRUCTIONAL
TECHNOLOGIST
COURSE
LEAD/SUPERVISOR
HORNGREN &
HARRISON,2009

7. THREE MAJOR MODELS FOR COURSE DEVELOPMENT
Separate department with SMEs and outside expert developers in full time positions
Faculty on stipend or outside expert developers in part time positions
Blended method of faculty and outside expert developers
Knowles &
Kalata,2007

8. HIDDEN COSTS REVEALED
The introduction of new job positions in DE has expanded the organizational
structure and introduced pressure points to support departments such as HR,
Administration and Construction/Facility Management.
Some costs are not tracked down consistently and are therefore not included in
business metrics analysis. But nevertheless they have considerable impact on the
profitability (or loss) of the business.
Some examples of hidden costs would be the following: ongoing course and
equipment maintenance, supervisory and leadership, training, administrative
functions, facility upkeep.

9. ADDITIONAL COSTS TO
CONSIDER FOR NEW
JOB ROLES IN DE
HR
Continuous hiring and
training of staff
New Job Descriptions
and Key Result Areas
Performance
Management and
Reviews
Admin.
New hire paperworks
Payroll set up
Email/voice mail set
up
Building/Facilit
y
Office space/desks
Computers
Desk/cell phone

10. “IS DISTANCE EDUCATION A CHEAP ALTERNATIVE?”
(PERRATON,1993)
• The unbundling of faculty roles has created job positions and expanded the
organizational structure of the institutions, with new levels of
supervisors/department heads.
• Added resources is necessary for the fulfillment of the increased workload
passed on to HR, Administration and Construction/Facility departments.
• Course development is the biggest cost factor in DE. The choice to hire either
course developers (full time/part time), pay stipend to faculty member or use of
blended method will have a significant effect in the overall DE budget allocation.
• The concept of DE as a cheap alternative will depend on the depth and breadth of
the course programs that are managed and maintained.

11. WHAT DOES NOT GET MEASURED, DOES NOT GET
DONE
Cost efficiency is foremost in the mind of stakeholders when embarking on an
initiative that would require a substantial funding. One way to measure this is by
comparing the average cost per student in DE and dividing it with the average cost
per student in traditional system. The result will be the cost efficiency ratio between
the two programs.
Less than 1.0 would mean that DE is cheaper and cost efficient.
There are ten factors that are identified in the next slide that would have significant
effect on DE cost efficiency. (Economics of Open and Distance Learning, pp. 73-78).

12. Number of
learners enrolled
The size of the
curriculum
The number of
years the courses
are unchanged
Containment of
course
development costs
Sharing cost
development costs
Technology choice The level of
student support
Working practices
Labor market
practices
Structural practices
FACTORS AFFECTING THE COST OF OPEN AND DISTANCE LEARNING

13. ADDITIONAL BUSINESS METRICS
An in depth study of new business venture would require more than a single
assessment. Here are two other metrics that can be used to present a bigger picture
to measure the effectiveness and efficiency of DE:
• Cost benefit analysis – evaluates potential costs and revenues to determine
feasibility of the project. Results are expressed in dollar values.
• Cost effective ratio – evaluates different alternatives to decide the most efficient
(but not necessarily the most effective) choice.

14. DISCUSSION
POINTS
1. Which one of the three models of course
development is applied in your own
institution/organization? Please discuss your
insight on its effectiveness ( or room for
improvement). Refer to Slide 7.
2. If you were to implement DE , which of the ten cost
factors will have the most impact in your design of
the program? Explain how you can
mitigate/enhance its effect. Refer to Slide 12.
3. As a distance learner, please identify one (or more)
cost factor that stands out from your experience
that was efficiently (or inefficiently) managed by
UPOU. Refer to Slide 12.

15. REFERENCES:
• Belawati, Tian. (date unknown). Financial Management System in Open and
Distance Learning: An Example at Universitas Terbika. File attached.
• Neely & Tucker. (June,2010). Unbundling Faculty Roles in Online Distance
Education Programs. Retrieved from:
https://www.researchgate.net/publication/44098995_Unbundling_Faculty_R
oles_In _Online_Distance_Education_Programs
• Economics of Open and Distance Learning, pp. 70 -81. File attached.

16. THANK YOU FOR VIEWING
MY PRESENTATION. I
HOPE TO HEAR FROM
YOU SOON!