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Every Learner Everywhere
Arizona State University

Digital Learning ROI Resources

In 2018, Arizona State University (ASU) and the Boston Consulting Group released Making Digital Learning Work, a report that features findings from analysis of six different institutional implementations of digital learning, and highlights how digital learning can impact student access, student outcomes, and institutional and student economics. The report introduces a framework for evaluating the return on investment (ROI) of digital learning initiatives and offers guidance for institutions seeking to systematically evaluate and improve their digital learning strategies.  This analysis forms the foundation and inspiration for the resources on this page, which are designed to be used by institutional administrators to build awareness and understanding of ROI analysis and important considerations related digital learning implementations at their institutions.

The digital learning ROI resource set includes five issue briefs that provide introductions to concepts related to ROI analysis and strategic decisions related to digital learning. It also includes four case studies on institutions that were featured in the Making Digital Learning Work report, each highlighting a specific strategy employed at an institution and how that strategy impacts the institution’s ROI in digital learning. In addition to written briefs, five short learning modules are offered as supplements to the briefs and case studies.

Please use the following citation when referencing it:

Vignare, K., Lammers, E., & Wagner, E. (2019, June 28). Return on Investment Overview What Is Return on Investment and How Should Postsecondary Institutions Be Using It? Retrieved (month) (day), (year), from https://www.everylearnereverywhere.org/wp-content/uploads/ROI-Strategy-Toolkit.pdf

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This year our network has prioritized increasing our knowledge and capacity for equity and racial justice work along with centering equity and racial justice in our resources and services. In addition to our personal and professional equity work, we have spent this last year inviting students into our work.