READIT-2007 - Indira Gandhi Centre for Atomic Research

APPLYING E-COMMERCE TO E-LEARNING
E-commerce presents an opportunity to programs offering e-learning to
access a variety of potential audiences of learners. Additionally,
e-commerce
also is about developing an online presence, but also about improving the efficiency of
any operation, which in this case can relate to optimizing the use of digitally developed
materials. This can be discerned in the types of e-commerce relationships developed
(B2B or B2C) as well as using the Internet to attract or retain learners.
A BUSINESS TO CONSUMER EXAMPLE
A B2C application relates “knowledge as marketable commodity”
directly to the end user—in this case the learners. Consider the example of an online
program for registered and practicing pharmacists that enable them to upgrade their skills
and degree.
This is a direct marketing of education to any pharmacist who is qualified
and interested in pursuing the degree. In addition, this can be marketed in a variety of
forms of offerings to attract the maximum number of users. Since the B2C model applies
directly to learners, it requires interactions with a variety of educational ancillary services
such as registrar, admissions, financial aid, library, and accreditation issues that are
associated with the provision of education and the possible awarding of a degree. Finally,
as would be expected in a B2C scenario, the financial model is based upon tuition and
expenditure, so it is imperative to capitalize upon the various opportunities that present
themselves when offering materials online.
A BUSINESS TO BUSINESS EXAMPLE
Now, take the same non-traditional pharmacy program and apply a business-tobusiness
(B2B) model. Now a distinctly different audience appears. The non-traditional
pharmacy program is sold either in its entirety or piecemeal to another college or
university that brokers the content to a third party. This type of “knowledge as
marketable commodity” arrangement is becoming more common.
Depending on what is sold, the contractual arrangement can be structured to allow
for either a lump-sum purchase of the content or a revenue-sharing arrangement where
each party gets a set percentage of the tuition generated. The second revenue model
allows for continuous income over the life of the contract and control over the content
sold, which has significant advantages.
In this B2B model, the seller is no longer in the position of dealing with registrar
issues, admissions, financial aid, library services, and, to some extent, accreditation.
There are other issues, however.
For example, with respect to copyright clearance it is no longer a question of fairuse,
but the knowledgeable sale of educational content containing copyrighted materials.
Another concern is intellectual property and ownership. The university selling the
courses for distribution may need to compensate or ensure that course ownership has
been resolved before this occurs. Finally, a purchasing school may need to ensure that the
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