Comparing Costs for "New" vs "Old" Technologies
Estimating the total costs at all levels of using new learning technologies is a challenging task, but considering an example from a learner's perspective provides some useful information.

An individual learner studying in a formal program by distance education would pay tuition fees and, in some cases, cover the cost of materials which may include a package of print materials supplemented by a videotape. In terms of equipment, she would need access to a VCR to view the videotape and, in most cases, to a typewriter, word processor or computer in order to complete assignments. She would send in assignments by mail or fax and receive written feedback from the instructor; she could contact her instructor by phone, in many cases using a
1-800 number. She would be able to contact the institution's library and order books and resource materials to be sent to her for which she would pay the cost of return postage. In some cases, she may be able to work on projects with other students, using fax and telephone to keep in contact.

Let's see what happens to learner costs when various technologies are added. For audio conference sessions, the learner would either have to travel to a site or participate from home in which case she may have to cover the costs of long distance charges. For videoconference sessions, she would need a reliable means of transportation to an equipped site and would have to travel in winter conditions since the majority of distance courses are offered between September and April. For computer conferencing, she would need access to a computer equipped with a modem, communications software and Internet access on a frequent and consistent basis since computer conference discussions continue day to day.

If the computer conference is a significant part of the course, the learner may have to negotiate extensive use of the home phone line or invest in a dedicated line for the computer. If she is unable to access a computer for a period of time, it may be impossible to pick up the thread of the discussion. If her employment requires extensive travel, she may need a laptop computer with a modem and may have to cover long distance costs to reach her Internet service provider. If this same course is offered as a computer conference multi-media course in which the materials are provided by access to a site on the World Wide Web, the learner would need access to a computer with all the equipment and software necessary for World Wide Web access, and sufficient memory to download the course materials.

This example shows how a relatively straightforward and cost effective course, both for the institution and the learner, can become more costly for both when new technologies are added. For women, who are the majority of part time and distance learners in Canada, these additional cost requirements may make it impossible to pursue the only form of education that was previously feasible for them, especially when family budgets are tight and it is difficult to cover the cost of essentials.