Community Level Costs
In many regions of Canada, governments and agencies have established community learning sites. For example, over 20 years ago Newfoundland set up a system that now has over 200 local centres that can receive teleconference educational programs delivered by post secondary institutions, medical educators and school systems. In most cases, governments and agencies external to the community provided funding. Now that there are initiatives like SchoolNet and other programs to establish the broader linkages with the information highway across Canada, it seems likely that local access will depend to a greater extent on community initiative and funding.

There are implications for both cost and access when funding shifts to the community. Typically, externally- funded community learning sites were equipped to receive programs offered by particular educational institutions. For example, if a local college provided programs by audio conferencing, community sites would be provided with audio conference equipment. Community initiated access sites may make their own determination about what equipment is needed, and there mayor may not be a match between the equipment at a community site and that required to receive particular programs. In the climate of budget cuts, institutional program commitments can be fragile, potentially leaving a community without programs and with the cost for unused equipment.

Community access sites that provide basic Internet access have costs for space, computers and software, and paid or volunteer staff to provide training and technical support. Under the Community Access Program (CAP) sponsored by Industry Canada, some funding assistance is available to set up these types of facilities at community sites. However, CAP sites are not specifically designated as learning sites; they are intended to serve a number of purposes, especially local businesses. As well, CAP does not require sites to make provisions supporting equitable participation by women, minorities, or disadvantaged groups.

Learner Costs
In many cases, the use of newer technologies tends to shift a greater share of the cost to the learner. Where many institutions previously regarded community education and the cost of outreach as an institutional cost, funding cuts and a shift in priorities has prompted a move toward requiring learners to bear more expense. In some cases, instead of a 1-800 line to phone their instructor, learners now must cover the cost of computer access so they can contact their instructor by e-mail.

Another cost may be travel to a site to receive the program (although learners can participate in some audio conference programs from home) and, as noted in the access section, the travel requirement may be significant especially for videoconference courses delivered to a limited number of sites because of the cost of equipment.

Individual learners who want to take part in an educational program that includes computer conferencing or the use of the World Wide Web must either have their own computers and software with sufficient operating systems to support full use of Internet access and conferencing, or reliable and regular access to such equipment. They must also have a connection to an Internet service provider.

There are legitimate concerns that the costs for the individual learner can present a barrier to access. Although the number of households with home computers is increasing, investing $3000 or more in equipment and software is an unlikely priority for many in a time of restricted budgets and uncertain employment.