WWW is also used for course advertisement.
Distance learning is organized in modules as follows:
1) texts available on web pages ( with the possibility to download the texts in word format);
2) the trainee can read the texts and send comments to an electronic forum (also via www);
3) debate/discussion of the different contributions by the trainee at forum level:
4) trainers/trainers must develop a syntheses of the module together with some trainee
chosen by the trainer (those documents are to be done individually and should integrate
the discussions in the forums).
All those steps are fully web based.
Many institutions seem to have full or partial external funding for the courses and one may
ask how many of these initiatives that will continue when the external funding ceases:
" all the courses are financed by National or European funds" <50>.
"The courses are financed by international institutions" <74>.
"All courses are funded by Statens l rerkurs (funds for further education for teachers).
There is no costs for the students, even travels and per diem are covered by the state"
"The cost of the course per trainee is close to 100 EUROs, including all the costs of the
course. At the moment the course is being supported by the ESF and by The Portuguese
"The courses are 90% financed by the European Social Fund. The average cost per student
for a course of 100 hours is 100 EURO <69>.
"The fee is NZ$ 2300 which represents 20% of the total costs. The government pays 80%.
In addition the student pays online costs of NZ$ 5 10 per week" <57>.
"50% of costs are supported by the student. The Distance Learning had 1500 students last
year. 80% of the students that enroll in these courses remain until the end of the course. On
average a 60h course can cost the student 500 EUROs" <84>.
The tuition fees of web courses seem to vary considerably among institutions and courses.
Some courses are free and open to everyone, and others seem to have full or partial external
funding. The institutions that operate with tuition fees seem to have fees that are the same or
not very different from fees in traditional courses. The analysis has revealed few, if any,
examples of institutions with substantial income from student fees. Likewise, there seem to be
few institutions that can claim that provision of web based courses has been an economic
success, if they disregard external research and development grants.
Massey and Curry s (1999, v) analysis of key institutional providers of online post secondary
education shows that none of the providers emphasize price as a competitive advantage. At
Phoenix Online, online tuition is more expensive than in class tuition, but the overall cost is
less since the students does not have to commute.