Information technology-based teaching and learning in higher education: a view of the economic issues

Abstract

Abstract The past twenty years have seen significant expansion of United Kingdom higher education, so that the present system is one of mass access. Approximately one-third of the 18-21 age cohort now proceeds to higher education, and almost half of all enrolled students are aged twenty-one or over. Adjustment to the new order has occurred during periods of financial stringency (measured by units of resource per student), and rapid developments in communications and information technology, which are believed to offer efficiency gains to the sector. A series of national and locally-funded development initiatives has encouraged exploration of alternative teaching and learning delivery strategies, based on these technologies. To date, uptake of IT-assisted teaching and learning resources has been limited. Measures designed to establish the true development and adoption costs and related benefits (both economic and educational) from this approach to teaching and learning are equally restricted. This paper outlines some of the basic economic principles relating to resource allocation decisions in IT-assisted teaching and learning. The methodology of Cost-Benefit Analysis (CBA) is discussed, as are the major conceptual and practical difficulties of accurate assessment of costs and benefits in this context.