In this article, we discuss the development of online courses in higher education in terms of the instructional quality and economic costs. In our conceptual analysis, we point out problems in developing online courses with sufficient quality due to limited funds being made available for online course development. Moreover, economic costs exist in terms of student recruitment and retention. We urge higher education administrators to think through decisions more carefully than they currently do regarding online instruction. Just because everyone else is doing it does not necessary mean it is a good idea.
Ncpea publications
This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of education administration. In addition to publication in the Connexions Content Commons, this module is published in the
NCPEA Handbook of Online Instruction and Programs in Education Leadership, ISBN 978-1-4507-7263-1.
Editors
- Janet Tareilo, Stephen F. Austin State University
- Brad Bizzell, Virginia Tech
Associate Editors
- Beverly Irby, Sam Houston State University
- Rosemary Papa, Northern Arizona University
- Thomas Valesky, Florida Gulf Coast University
- Theodore Creighton, Virginia Tech
About the Authors
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Craig H. Jones is a Professor of Psychology and Counseling at Arkansas State University. He holds an Ed.D. in Higher Education and College Student Personnel Services from the University of Mississippi, and also served on the editorial board for Educational Research Quarterly, Louisiana Education Research Journal, and Research for Educational Reform.
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John R. Slate is a Professor at Sam Houston State University where he teaches Basic and Advanced Statistics courses, as well as professional writing, to doctoral students in Educational Leadership and Counseling. His research interests lie in the use of educational databases, both state and national, to reform school practices. To date, he has chaired and/or served over 100 doctoral student dissertation committees. Recently, Dr. Slate created a website (Writing and Statistical Help) to assist students and faculty with both statistical assistance and in editing/writing their dissertations/theses and manuscripts.
Online courses, instructional quality, and economics: a conceptual analysis
We have been both online instructors and online learners. One of us even enthusiastically undertook the task of being the first faculty member in a college of education to teach an online course. We mention these points to emphasize that neither of us are troglodytes or simple naysayers. Indeed, we remain convinced that online learning holds great educational promise in a variety of instructional contexts. On the other hand, we have both had sufficient experience with online learning to understand that it is not a panacea but a tool (Shieh, 2009). As is the case with any tool, the effectiveness of online learning depends upon the manner of its use. Uncritical use of any tool can cause serious problems.
