Costing a Flexible and/or Online Learning Program Overview
Since 1999 Central Gippsland Institute of Technical and Further Education (GippsTAFE) has strategically moved towards a flexible approach to a ‘fee for service’ and profile (state government funded or subsidised) delivery. As these programs have evolved, several programs at GippsTAFE have become recognised at a national level. The purpose of this paper is to provide teachers, co-ordinators and managers with some guidelines about the costs associated with flexible and online learning programs. Please note the guidelines should not be read as GippsTAFE policy nor should the recommendations be followed in isolation, they should be considered in light of the organisation’s costing policies and procedures.
Profile of a Successful Online/Flexible Learning Program
GippsTAFE’s most successful and sustainable online programs are delivered in a collaborative student centered manner. These programs do not simply consist of enrolled students working in a completely self-paced program where students have the options of contacting a teacher for assistance. Instead the teachers of these programs take a proactive role, remaining in continual contact with the students offering the same level of support given to face-to-face students.
Teaching Costs Associated with Online & Flexible Learning Programs
The following costing is often applied to Online and Flexible Programs, which adopt a model of delivery that sees the teacher take the proactive role referred to previously. For every 1 nominal hour (as specified by the relevant curriculum maintenance manager) attached to a unit of competency the teacher receives 1 hour off their teaching load. For example if a teacher delivers a 30 hour unit of competency they would receive 30 hours off their teaching load (approximately 800 over a year for a full time teacher). Where the teacher of a program takes a proactive role to remain in continual supportive contact with the students, a class size similar to an acceptable size for a more traditional face-to-face program should be considered. For example if a standard class size of 20 students for face-to-face delivery is financially acceptable to a department, the department should also aim for a flexible and/or online class size of 20. Increasingly GippsTAFE is offering government funded programs in a solely online environment. These programs are advertised within the online learning platform student catalogue. Where departments advertise online, they often receive enquires from students who live outside of the state of Victoria. GippsTAFE is unable to claim state government funded profile for these students
1 flexiblelearning.net.au/knowledgetree
2005 Australian Flexible Learning Framework, The Knowledge Tree
Costing a Flexible and/or Online Learning Program
and therefore needs to charge these students on a ‘fee for service’ basis. At GippsTAFE these students are usually costed at the same rate as would be expected from the state government for a profile funded student. Where a teacher is delivering a new and innovate flexible program for the first time, particularly if it is in a solely online learning program, where existing online learning materials are unavailable and will need to be generated by the teacher, the teacher may, in consultation with their co-ordinator and/or manager, negotiate to receive some additional time off his/her teaching load.
Additional Notes: This approach starts to break even when class sizes are between 10-15; starts to make profit after 15 and over 20 is often straight profit. However classes need to be capped it at 30, otherwise you risk staff burn out. Waiting lists are often used within this model as each online program has a clear start date and end date. This approach is taken to assist teachers to manage their workload by grouping like students. . One needs to figure out what the model for flexible learning is and who is the market, before you cost the program Be careful when attempting to mix solely online students with face to face students in a single class , as the work is too difficult for teachers…..it’s often a mistake.
Additional Information
For additional information on building sustainable flexible learning programs refer to the Flexible Delivery Business Planning Framework produced by the Australian Flexible Learning Framework for the National Education and Training System 2000 – 2004. This document is available at http://flexiblelearning.net.au/busmodels/index.html. If you would like to discuss any of the above information in more detail or make any comments please contact Brad Beach tel: 61 (0) 3 5120 4568 or email: bradleyb@gippstafe.vic.edu.au).
2005 Australian Flexible Learning Framework, The Knowledge Tree
2 flexiblelearning.net.au/knowledgetree