A cost analysis of instructional treatments for discussion-based activities
Christine M Geith, University of Nebraska - Lincoln
Date: 2004
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Abstract
This cost effectiveness study compared two instructional treatments to support case study assignments in a quasi-experimental design of eight sections of undergraduate educational psychology courses. One treatment group used Web-based threaded discussions within a standard learning management system; the other treatment group used Web-based software to support structured engagement. The study combined qualitative interview data, instructor time logs, and activity-based costing using the Flashlight Cost Model. Secondary analysis of pretest and posttest results was used for the measures of effectiveness. The relationship between enrollment, fixed and variable costs, and outcomes were analyzed using the theoretical framework of the mini-BRIDGE model. Results indicated that the threaded discussions within the learning management system were the most cost-effective.
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