Operating costs

In general, technologies that require real time transmission, especially those such as videoconferencing that require multiple lines or broadband systems, have substantial ongoing costs for transmission, whether over telephone, cable or satellite systems. These costs increase with the numbers of sites served, whether there are two or thirty students at that site. Long distance charges are a significant part of the costs of technology based communications that rely on phone lines, especially those that require broadband to transmit video and computer graphics. Satellite transmission of video entails ongoing costs for the use of satellite time.³⁴

For learning technologies that use the phone system, line charges are such a significant cost factor that a consortium representing many Canadian educational institutions presented a brief to the CRTC requesting a change in regulations so that phone companies could set reduced tariffs for educational purposes.³⁵ Their efforts have not resulted in significant changes in policy. In September 1996, the regulating agency determined that telephone companies could provide reduced rates for educational purposes³⁶ , but stipulated so many conditions that it is doubtful whether any educational institution would be eligible for the reduced tariff.

By contrast, technologies that do not require "real time" interaction may be lower cost in the long run. Computer conferencing, in which messages are sent on a delayed basis, not simultaneously, (this is called "asynchronous" transmission), can be significantly cheaper than audio or videoconferencing. At present, computer based communications systems are generally lower in actual transmission costs, providing the computer user does not have to pay long distance line charges to reach a server (a dial up link into the system), and that there is a local Internet Service Provider (ISP) that charges reasonable rates.

Stuff time

For all institutions that use learning technologies to provide more flexible learning opportunities, the investment in staff time is significant, both for preparing materials, and for facilitating learning. As well, it takes time for staff to develop expertise in this form of instruction. This is the case for all media, but the investment in time depends on the media used: for example, print and audiotape materials usually take less time to prepare than video or computer based materials. Multimedia materials take a much greater time investment, as do materials designed to be delivered over the World Wide Web. For example, Tony Bates, a recognized expert in the field of educational technology, estimates that preparation time requirement for pre programmed computer based learning is about ten times that needed for print materials.³⁷

As noted in the section on access, investing in learner support is essential if the program is to provide access to successful learning. This means allocating staff time for tutoring and counselling as well as instruction or facilitation.

Because of their increased sophistication, most new learning technologies require additional staff training; some require coordination and support from a project manager and technical staff. Sometimes, instructors who pilot educational technologies are released from some of their assigned work to give them extra time to learn the workings of the new system and how it can best be used for teaching and learning. This usually entails additional staffing costs. Nonetheless, instructors who work with new technologies often comment that their investment in time is significantly more than they were officially allocated. ³⁸