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dc.contributor.authorAcquah, Edward
dc.descriptionThe presentation was attended by 12 conference participants from both Canada and the US. The head of Education Statistics, Statistics Canada, also attended. The paper was presented by power-point and handouts of the full paper and the power-point were given out. Questions were asked about the content of the paper and suggestions were made. The head of education statistics from Statistics Canada suggested that the variables used to estimate the model should also include full-time tuition fees to determine whether students are influenced by full-time fees in their decisions. In other words, how do full-time fees impact demand for distance education? It was also suggested to do cross-country comparison, particularly Canada and the US to determine whether the determinants of demand for distance education are the same in Canada and the US or they are different. It was also suggested that it would be helpful to do institutional comparisons or to use cross-sectional data involving distance education providers rather than a time series data. These suggestions or comments indicated that there more room for this kind of research, not only in terms of a wider context but also the factors and institutions involved. It was suggested that this research needs to be revisited often particularly given the current economic recession which began soon after the write up. This research is only one area in my research program and can be used to inform other topics or expanded to include more variable considerations. It is related to my research on academic program life cycle and demand for programs. Both the full paper and power-point presentation have been published as part of the conference proceedings at the AIR website.en
dc.description.abstractDistance education has become important element since the invention of the computer and internet technologies. This advancement has expanded the access for higher education, which now includes increasing numbers of non-traditional part-time learners. However, past research has focused mainly on traditional education. As distance education come of age, it has become the focus of current research. This study uses the Life Cycle hypothesis to examine historical demand trends & econometric models to examine factors influencing demand for distance education in Canada at both macro/micro levels. The preliminary empirical results indicate that price, disposable income, marketing and online courses/University Participation Rates are significant determinants of the demand for distance education in Canada.en
dc.subjectaccess for higher educationen
dc.subjectlife cycleen
dc.subjectdemand for distance educationen
dc.subjectinternet technologiesen
dc.titleEconomic Analysis of Demand for Distance Education in Canadaen

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