Exam Details
| Subject | Distance Education : Economicperspective | |
| Paper | ||
| Exam / Course | Master of Arts in Distance Education | |
| Department | Staff Training & Research in Distance Education (STRIDE) | |
| Organization | indira gandhi national open university | |
| Position | ||
| Exam Date | December, 2016 | |
| City, State | new delhi, |
Question Paper
No. of Printed Pages: 2 IMDE-417I
MASTER OF ARTS (DISTANCE EDUCATION)
c Term-End Examination
00 o December, 2016
o
o MDE417: DISTANCE EDUCATION: ECONOMIC PERSPECTIVE
Time: 3 hours Weightage 75%
Note: Answer all the three questio1ls.
All tile questio1ls carry equal weightage.
1. Answer anyone of the following in about 1200 words:
Distance education is organised differently as compared to conventional classroom education. Describe the process, and identify the different cost centres of distance education. In what ways the costs can be reduced to achieve economy of scale?
Distinguish between 'cost-effectiveness' and 'cost-efficiency'. Apply these concepts to distance education with suitable examples; and enumerate how distance education can achieve cost-efficiency.
2. Answer any four of the following in 300 words each:
Distinguish between consumption and investment in education with the help of suitable examples.
Establish the relationship between average cost and marginal cost with the help of a suitable example.
Does distance education contribute to human capital formation? Enumerate this through a suitable example.
Establish the relationship between education and earning. Does distance education contribute to this relationship?
Distinguish between fixed cost and variable cost in case of both conventional classroom education and in distance education.
3. Answer anyone of the following in about 1200 words:
What are the sources of income and heads of expenditure in a distance teaching institution? In what ways does a distance teaching institution mobilise financial resources to become self-supporting?
Describe the major factors that contribute to the cost of distance education. Suggest how the factors can be balanced so that a distance teaching institution can break-even.
MASTER OF ARTS (DISTANCE EDUCATION)
c Term-End Examination
00 o December, 2016
o
o MDE417: DISTANCE EDUCATION: ECONOMIC PERSPECTIVE
Time: 3 hours Weightage 75%
Note: Answer all the three questio1ls.
All tile questio1ls carry equal weightage.
1. Answer anyone of the following in about 1200 words:
Distance education is organised differently as compared to conventional classroom education. Describe the process, and identify the different cost centres of distance education. In what ways the costs can be reduced to achieve economy of scale?
Distinguish between 'cost-effectiveness' and 'cost-efficiency'. Apply these concepts to distance education with suitable examples; and enumerate how distance education can achieve cost-efficiency.
2. Answer any four of the following in 300 words each:
Distinguish between consumption and investment in education with the help of suitable examples.
Establish the relationship between average cost and marginal cost with the help of a suitable example.
Does distance education contribute to human capital formation? Enumerate this through a suitable example.
Establish the relationship between education and earning. Does distance education contribute to this relationship?
Distinguish between fixed cost and variable cost in case of both conventional classroom education and in distance education.
3. Answer anyone of the following in about 1200 words:
What are the sources of income and heads of expenditure in a distance teaching institution? In what ways does a distance teaching institution mobilise financial resources to become self-supporting?
Describe the major factors that contribute to the cost of distance education. Suggest how the factors can be balanced so that a distance teaching institution can break-even.
Other Question Papers
Departments
- Centre for Corporate Education, Training & Consultancy (CCETC)
- Centre for Corporate Education, Training & Consultancy (CCETC)
- National Centre for Disability Studies (NCDS)
- School of Agriculture (SOA)
- School of Computer and Information Sciences (SOCIS)
- School of Continuing Education (SOCE)
- School of Education (SOE)
- School of Engineering & Technology (SOET)
- School of Extension and Development Studies (SOEDS)
- School of Foreign Languages (SOFL)
- School of Gender Development Studies(SOGDS)
- School of Health Science (SOHS)
- School of Humanities (SOH)
- School of Interdisciplinary and Trans-Disciplinary Studies (SOITDS)
- School of Journalism and New Media Studies (SOJNMS)
- School of Law (SOL)
- School of Management Studies (SOMS)
- School of Performing Arts and Visual Arts (SOPVA)
- School of Performing Arts and Visual Arts(SOPVA)
- School of Sciences (SOS)
- School of Social Sciences (SOSS)
- School of Social Work (SOSW)
- School of Tourism & Hospitality Service Sectoral SOMS (SOTHSM)
- School of Tourism &Hospitality Service Sectoral SOMS (SOTHSSM)
- School of Translation Studies and Training (SOTST)
- School of Vocational Education and Training (SOVET)
- Staff Training & Research in Distance Education (STRIDE)
Subjects
- Curriculum Development for Distance Education
- Curriculum Development Fordistance Education
- Distance Education : Economicperspective
- Distance Education: Economic Perspectives
- Educational Communication Technologies
- Instructional Design
- Learner Support Systems And Services
- Management Of Distance Education
- Philosophy Of Distance Education
- Research for Distance Education
- Research For Distanceeducation
- Staff Development In Distance Education
- Staff Training Anddevelopment In Distance Education