IDEAS home Printed from https://ideas.repec.org/a/ids/ijeded/v10y2019i1p1-21.html
   My bibliography  Save this article

Online course enrolment and tuition: empirical evidence from public colleges in Georgia, USA

Author

Listed:
  • Yongseung Han
  • Michael P. Ryan
  • Kelly Manley

Abstract

In the USA, higher education has witnessed substantial increases in tuition levels and online course offerings. In an effort to estimate the demand for online courses, this study collected institutional-level enrolment data during four academic years (2010-2011 through 2013-2014) from 22 colleges within the University System of Georgia (USG). The results indicate that: 1) the demand for online courses is price-elastic (a 10% increase in online tuition rates reduces online credit hours by 15-18% when the effect of traditional course tuition rate is not controlled, and by 30-36% when this effect is controlled); 2) online credit hours increase 1.0 to 1.3 times more than overall student enrolment; 3) online courses and traditional courses are shown to be substitutes, rather than complements.

Suggested Citation

  • Yongseung Han & Michael P. Ryan & Kelly Manley, 2019. "Online course enrolment and tuition: empirical evidence from public colleges in Georgia, USA," International Journal of Education Economics and Development, Inderscience Enterprises Ltd, vol. 10(1), pages 1-21.
    • Handle: RePEc:ids:ijeded:v:10:y:2019:i:1:p:1-21
    as

    Download full text from publisher

    File URL: http://www.inderscience.com/link.php?id=97132
    Download Restriction: Access to full text is restricted to subscribers.
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. James Dean Ward & Daniel Corral, 2023. "Resetting Prices: Estimating the Effect of Tuition Reset Policies on Institutional Finances and Enrollment," Research in Higher Education, Springer;Association for Institutional Research, vol. 64(6), pages 862-892, September.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:ids:ijeded:v:10:y:2019:i:1:p:1-21. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sarah Parker (email available below). General contact details of provider: http://www.inderscience.com/browse/index.php?journalID=346 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.