Learner costs

The individual learner also faces costs in using new learning technologies. For audio conferencing and videoconferencing, these may include the costs of traveling to a site that is receiving the program (although learners can participate in some audio-conference programs from home). As noted in the access section, the travel requirement may be significant, especially for videoconference courses, which may be 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 or reliable and regular access to a computer. As well, the computer must have sufficient memory and advanced operating systems to support full use of Internet access and conferencing, and 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, there are many for whom the cost of investing $3000 or more in equipment and software makes it an unlikely priority in a time of restricted budgets and uncertain employment.

Comparing learners costs for "new" vs "old" technologies

It is a challenging task to try to estimate the total costs at all levels of using new learning technologies. But it may be useful to consider an example from a learner's perspective.

An individual learner studying in a formal program by distance education, for example a course on health care issues, would pay tuition fees and in some cases, cover the cost of materials. She may have a package of print materials supplemented by a videotape that show various health care scenarios.

She would need access to a VCR to view the videotape. In most cases, she would need access to a typewriter, word processor or computer in order to complete several assignments, but if necessary, could negotiate to submit her assignments in neat handwriting. She would send in her 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 also be able to contact the institution's library and order books and resource materials to be sent to her: usually, her cost would be the 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:

• If there are required audio conference sessions, the learner would either have to travel to a site to participate, or negotiate to participate from home, in which case she may have to cover the costs of long distance charges.
  
  
• If there are required videoconference sessions, the learner would have to travel to a site where this is available. This means that the learner would need a reliable means of transportation in order to participate in this course, and since the majority of distance courses are offered between September and April, the learner will likely have to travel in winter conditions, requiring more time and money.
  
  
• If there is a required computer conference component, the learner 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 find she has to negotiate extensive use of the phone line at home, if she has a computer at home, or even invest in a dedicated phone line for the computer. If the learner is unable to access a computer for a week or more, it may be virtually impossible for her to pick up the thread of the discussion. If her employment requires extensive travel, she may need to purchase a laptop computer and modem, and cover long distance costs to reach her Internet service provider.
  
  
• Now suppose this same course is offered as a computer conference multi-media course, in which the materials are provided by access to a specified site on the World Wide Web (available by password provided to learners who register for the course). 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.

Often, the rationale for using the new technologies is the potential for increased interactivity. However, it has been demonstrated that opportunities for interactivity can be provided by much simpler means, such as designing the course in such a way that facilitates group work, and setting up simple arrangements for communication, such as a phone or fax linkages. The question is whether the advantages offered by a specific technology justify the increased cost in money and time for the provider and the learner.