There are also transition costs entailed in moving from
the traditional, mostly face-to-face model to a hybrid model
that takes advantage of more sophisticated ILO systems
employing computer-guided instruction, cognitive tutors,
embedded feedback loops, and some forms of automated
grading. Instructors need to be trained to take full advantage
of such systems. On unionized campuses, there may
also be contractual limits on section size that were designed
with the traditional model in mind but that do not make
sense for a hybrid model. It is possible that these constraints
would be changed in future contract negotiations, but that
too will take time.
We address these issues by conducting cost simulations
based on data from three of the campuses in our study.