Out of hours: final report of the project e-teaching leadership: planning and implementing a benefits-oriented costs model for technology enhanced learning

Abstract

Over the past decade, most Australian universities have moved increasingly towards online course delivery for both undergraduate and graduate programs. In almost all cases, online teaching is part of routine teaching loads. Yet detailed and accurate financial and workload data are not readily available. As a result, institutional policies are often guided more by untested assumptions about reduction of costs per student unit, rather than being evidence-based and teacher-focused, with the result that implementation of new technologies for online teaching intended to reduce costs per student 'unit' results in a 'black hole' of additional expense