Abstract
This paper examines the social cost of ALN. This social cost is considered from several vantage points. First, student time is identified as the primary input in instruction. This time investment is not forthcoming automatically - several incentive problems must be resolved to elicit it. The resolution of these incentive problems entails additional cost. Second, the relationship between ALN and economies of scale in instruction is discussed. One channel for increasing returns is the better matching of instructor attributes with the demands of the course. This happens because the matching occurs in a global "market" rather than a market internal to the educational institution. Third, since distance ALN requires no brick and mortar investment, the paper considers how institutional commitment to quality instruction can be had without the brick and mortar. If there are institutional-specific investments associated with learning how to run a distance-ALN program, then institutional reputation is the likely mechanism. Otherwise, the labor market will require external verification, such as having students in ALN degree programs pass a series of standardized exams, to value such an ALN degree.
Highlights
The emergence of ALN has provided much fodder for futurists
Dr Gomory likened the potential impact of ALN to Edison’s invention of the lightbulb, the generation of cheap electricity engendered by that invention, and the revolutionary impact that this cheap electricity had on the quality of life thereafter
While it may not be astute for a Sloan grantee to take issue with Dr Gomory, I’d like to venture an alternative view in this essay
Summary
The emergence of ALN has provided much fodder for futurists. One stark view was recently articulated by Dr Ralph Gomory, President of the Alfred P. Sloan Foundation, at the Second International ALN Conference held in New York City In his keynote address, Dr Gomory likened the potential impact of ALN to Edison’s invention of the lightbulb, the generation of cheap electricity engendered by that invention, and the revolutionary impact that this cheap electricity had on the quality of life thereafter. Dr Gomory likened the potential impact of ALN to Edison’s invention of the lightbulb, the generation of cheap electricity engendered by that invention, and the revolutionary impact that this cheap electricity had on the quality of life thereafter While it may not be astute for a Sloan grantee to take issue with Dr Gomory, I’d like to venture an alternative view in this essay. For the sake of illustration, I present a simple calculation to impute this cost on a per student basis for my Economics 300 course This is an undergraduate, 3-credit hour course. Certification of the student is a crucial component to the ALNs which are the focus here
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