Biaya Penyelenggaraan Sistem Pendidikan Jarak Jauh: Benarkah Lebih Murah?  

Oleh:

Belawati, Tian ; Andriani, Durri

Jenis: Article from Journal - ilmiah nasional - tidak terakreditasi DIKTI
Dalam koleksi: Jurnal Pendidikan Terbuka dan Jarak Jauh vol. 3 no. 1 (Mar. 2002)
Topik: Struktur Biaya Sistem Pendidikan Jarak Jauh; Komponen Biaya SPJJ; Perbandingan Biaya SPJJ dan Sistem Tatap Muka; Komponen dan Proporsi Pembiayaan di Universitas Terbuka
Fulltext: Tian Belawati_Durri Andriani.pdf (84.63KB)

Isi artikel

Distance education relies on various learning media, printed or non-printed, to successfully deliver it's learning process. The choice of learning media offered by an institution determines the cost of learning material development. Therefore the cost of delivering distance education is determined by both the types of media offered and the number of students served. The cost for delivering distance education includes institutional cost and personal cost (incurred by students). At Universitas Terbuka (UT) the largest proportion of institutional cost is for learning and education (56%), followed by general administrations (41%). Learning and education activities consist of program and curriculum development; learning material development, duplication, and distribution; student learning support; and student assessment. The high cost for learning material development, duplication, and distribution is closely related to the number of students enrolled and is unique to distance education only. General administration activities consist of public relations, collaborative networking, maintenance, procurement, human resource development, regional center's daily operation, and employee salary. Of these activities, the highest proportion of cost is for the regional center's daily operation. The number of student enrollment at each regional center determines the cost needed by each center for its daily operation. In terms of personal cost, the tuition fee paid by students for learning at UT is lower than that of a conventional university. But nonetheless, the cost for delivering education at a distance can be far lesser than delivering it through the face-to-face mode when the economies of scales are established. This means that as the number of students served increases, the cost for delivering learning to each student decreases.

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