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Who pays for blended learning? A cost–benefit analysis

2012; Elsevier BV; Volume: 18; Linguagem: Inglês

10.1016/j.iheduc.2012.09.002

1873-5525

Ross Taplin, Rosemary Kerr, Alistair Brown,

Online and Blended Learning

Abstract Using cost–benefit analysis, the purpose of this study is to analyse the monetary value students place on having access, via the internet, to recorded lectures in a blended learning context. The principal results are that the average price students are willing to pay to download iLectures is approximately $30 per equivalent full time student. These results provide higher education institutions a benchmark of the economic benefits of iLectures in the view of students. The study concludes that these average prices are relevant for higher education institutions to match their own per capita start-up costs with the prices students are willing to download iLectures. Given the theoretical constructs of the cost/benefit analysis and the emphasis of this study on monetary valuations, our study provides an alternative framework to the non-monetary frameworks, by scrutinising costs in light of assessments of higher quality teaching and learning.