Download or read book Report on 2012 Distance Education Offerings and Enrollments at Maryland Colleges and Universities written by Maryland Higher Education Commission and published by . This book was released on 2014 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: Maryland's postsecondary colleges and universities serve more than 350,000 students and enrollments are expected to increase in the coming years. Along with growth in enrollment, the state expects to see an increasingly diverse student body. The 2013-2017 Maryland State Plan for Higher Education, "Maryland Ready," highlights the development of alternative educational delivery methods such as distance education as critical to serving their needs. The Maryland Higher Education Commission has been examining trends in distance learning since 1997. This report analyzes data from Calendar Year 2012 and highlights changes in distance education activities since 2010. The Distance Education (DE) Survey was created to inform the Maryland Higher Education Commission (MHEC) of postsecondary institutions' progress toward enhancing electronically delivered instruction on their campuses. In fall 2006, the DE Survey was redesigned to align with the data requirements of the annual survey of the Southern Regional Education Board (SREB) and to reduce duplicative reporting requirements for institutions. The current survey includes five mandatory questions and two follow-up questions. This Distance Education Survey was distributed in Spring 2013 and included questions regarding duplicated and unduplicated DE courses, sections, credit hours, and enrollment. These questions were disaggregated by student level, term, and type of delivery. Additionally, each institution was asked to list any programs offered entirely online. Each table in the survey roughly corresponds to a section in the Detailed Survey Findings chapter of this report. Sixty-one institutions, including community colleges, public four-year institutions, state-aided independent institutions, and other private colleges and universities in the State of Maryland responded to the 2013 survey. A listing of institutions participating in the DE Survey is provided in the appendix.

Download or read book Distance Education written by United States. General Accounting Office and published by . This book was released on 2004 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Survey of Distance Learning Programs in Higher Education written by and published by Primary Research Group Inc. This book was released on 2007 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Of major findings -- Methodology -- Enrollment growth -- Use of products and services from distance learning suppliers and vendors -- Use of web-based courses -- Third party course providers -- Departmental assistance to the distance learning program -- Use of technology -- Copyright and licensing issues -- Tuition costs -- Tailor-made courses for industry and government -- Consortium membership -- Adverstising and marketing the distance learning program -- Centralization of DL college bureaucracy -- Courses offered and staff salaries -- Profitability and cost structure.

Download or read book Survey of American College Students written by Primary Research Group Staff and published by Primary Research Group Inc. This book was released on 2009 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents more than 100 tables of data exploring how full time college students in the United States view distance learning, how many such courses that they have taken and plan to take, and how they view their level of preparedness for DL courses. The report also presents data on how students view DL courses compared to traditional courses and how many study in colleges that offer DL courses. The data in the report is based on a representative sample of more than 400 full time college students in the United States. Data is broken out by 16 criteria including gender, grade point average, major field of study, income level of students and type, size of college, and mean SAT acceptance score of colleges, among other variables. The report is designed to give college administrators, educational researchers and others benchmarks on student use of distance learning and the student demographics of DL use and future use.

Download or read book Distance Education written by D Lamont Johnson and published by CRC Press. This book was released on 2003-06-30 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn to assess and assure the quality of university-level distance education classes! Now that many colleges and universities have embarked on significant distance education curricula, an overview of the state of the art is necessary. This valuable collection looks at distance education through a varied set of critical lenses to examine how distance education classrooms can affect students' attitudes and behaviors, the use of—and attitudes toward—group projects in online courses, the effects that the use of technology has on the relationship between student and teacher, and a great deal more! Distance Education: Issues and Concerns: provides concrete recommendations for enhancing the distance education experience shows the relationship between learning styles, enrollment, and retention in Internet-based courses, and makes recommendations to help ensure student success highlights the importance of conducting small-scale usability studies for instructional Web sites examines the advantages of using handheld computers and mobile phones in teacher education emphasizes the importance of good teaching, no matter what kind of technology is in use provides an overview of the drawbacks and benefits of distance education and a plan for quality control examines the steps taken by one graduate program to ensure continuing improvement of its online courses offers a number of ways to develop a comprehensive quality control system that addresses development, delivery, and evaluation presents a basic cost-income model for electronically delivered instruction provides a social constructionist framework for online learning looks at the challenges that laboratory experience courses present in a distance education context, and shows how remote lab use could work in several engineering disciplines describes a successful hybrid online graduate class designed to help administrators increase their technical competencies and more!

Download or read book 2007 08 Distance Education Report written by Nevada System of Higher Education and published by . This book was released on 2008 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report focuses on distance education within the Nevada System of Higher Education (NSHE) for the 2007-08 academic year and provides documentation of the substantial growth of distance education within all colleges and universities. Distance education is a field of continuous improvement and change, and NSHE institutions are constantly working to extend their offerings beyond their physical limits to meet the learning needs of students in Nevada. Without distance education many students, especially those living in Nevada's extensive rural areas and those with heavy work or family commitments, would not be able to pursue their higher education goals. The following are a few of the major highlights in this report: (1) The number of students enrolled in at least one distance education course increased from 5,798 in Fall 2001 to 24,656 in Fall 2007, an increase of 18,858 students or 325 percent; (2) The College of Southern Nevada (CSN) will soon launch the CSN Online Campus. The CSN Online Campus will meet the needs of the 100 percent online learners by providing all of the courses, programs, and services that are commonly provided to students attending traditional on campus courses and programs; (3) In order to provide a more robust support structure, Western Nevada College's (WNC) Library & Media Services reference librarians assumed responsibility as the first contact for students enrolled in online classes. This arrangement worked well over the past several years, with a record number of over 550 calls for assistance handled in student support; (4) Building on the universal deployment of WebCampus, all students admitted to Nevada State College (NSC) are enrolled automatically in an online course called "Student WebCampus Orientation". The course includes all of the WebCampus learning tools with related learning exercises; (5) Truckee Meadows Community College's (TMCC) WebCollege is developing a fast-track online degree program (courses offered in a 5-week online format) which will target nontraditional working adults and will offer an accelerated solution for degree completion. The degree program is slated to be launched in Spring 2010 and will feature credit for lifelong learning experience (where appropriate), a student academic plan, fostering student learning communities, and will focus on degree completion for nontraditional students; (6) The University of Nevada, Reno's (UNR) Teaching, Learning, and Technology staff is very active in training faculty to teach online. More than 1,000 class sections each semester have technology components. Technical support for online students through the Knowledge Center is excellent; (7) Since 2005, the University of Nevada Las Vegas (UNLV) Distance Education Office captions all streaming videos, which are used by distance education courses and sometimes the instructors' face to face campus sections. The captioning of videos ensures Americans with Disabilities Act (ADA) compliance. The shared use of distance education created materials utilizes scarce UNLV resources and upgrades educational effectiveness across the campus; and (8) Great Basin College's (GBC) distance education offerings currently account for over 51 percent of GBC's overall enrollment. Great Basin College's WebCampus continues to grow at an exceptional rate. The WebCampus has seen a 142 percent increase in FTE from Fall 2005 to Fall 2007. Students increasingly demand and expect distance education offerings. In order to meet the rising demand, some important elements should be examined in a statewide coordinated effort: infrastructure, faculty development and support, student services, accessibility, and the policies that govern distance education. Board of Regents' "Handbook" Title 4, Chapter 14 Section 11 is appended. (Contains 8 tables and 10 charts.).

Download or read book Learning at a Distance written by Alexandria Walton Radford and published by . This book was released on 2011 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Statistics in Brief investigates participation in distance education using the most current nationally representative student-reported data collected by the National Center for Education Statistics (NCES). Specifically, the data come from the three most recent administrations of the National Postsecondary Student Aid Study, which were conducted during the 1999-2000, 2003-04, and 2007-08 academic years (NPSAS:2000, NPSAS:04, and NPSAS:08). This Statistics in Brief's use of student-reported data allows for exploration of how participation in these courses varies with student characteristics. Key findings include: (1) From 2000 to 2008, the percentage of undergraduates enrolled in at least one distance education class expanded from 8 percent to 20 percent, and the percentage enrolled in a distance education degree program increased from 2 percent to 4 percent; (2) Compared with all students, students studying computer science and those studying business enrolled at higher rates in both distance education classes (27 percent and 24 percent, respectively, vs. 20 percent) and distance education degree programs (8 percent and 6 percent, respectively, vs. 4 percent); (3) Participation in a distance education course was most common among undergraduates attending public 2-year colleges; 22 percent were so enrolled. Participation in a distance education degree program was most common among undergraduates attending for-profit institutions; 12 percent were so enrolled; (4) Older undergraduates and those with a dependent, a spouse, or full-time employment participated in both distance education classes and degree programs relatively more often than their counterparts; and (5) Students with mobility disabilities enrolled in a distance education course more often than students with no disabilities (26 percent compared with 20 percent), but no other statistically significant difference between students with and without disabilities was detected. (Contains 4 tables, 8 figures and 10 footnotes.).

Download or read book Enrollment Projections 1998 2008 written by Maryland Higher Education Commission and published by . This book was released on 1999 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Task Force for Expanding Credit and Noncredit Courses for Students with Intellectual and Development Disabilities Final Report written by Maryland Higher Education Commission and published by . This book was released on 2016 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Task Force to Study the Impact of Expanding Credit and Noncredit Courses for Students with Intellectual and Developmental Disabilities was formed in July 2013. Chapter 392, Acts of 2013, (House Bill 813) established the Task Force to Study the Impact of Expanding Credit and Noncredit Courses for Students with Intellectual and Developmental Disabilities. The purpose of this Task Force was to study the impact of expanding the availability of credit and non-credit course offerings at public institutions of higher education in the state, including costs, distance learning options, pathways to meaningful credentials or gainful employment (as defined in regulations adopted under Title IV of the federal Higher Education Act), barriers, and logistics. The Task Force was then assigned the task of making recommendations regarding the expansion of credit and noncredit course offerings for students with intellectual and developmental disabilities at public institutions of higher education in the State. The Task Force met four times in 2015. Guests were invited to provide a broad perspective of all components of providing and receiving a postsecondary education. Presentations were made by both high school and college students with intellectual and developmental disabilities (ID/DD), and by the parents of these students. A presentation was also made by University of Maryland, Baltimore Campus (UMBC), which currently has the SUCCESS program on its campus. Also presenting was the national organization called Think College from the Institute for Community Inclusion at the University of Massachusetts Boston. During each of the three-hour meetings, discussion was shared as to the current state of what Maryland offers in comparison to other states, including classes that are offered, housing needs, and mentoring needs of the students. Barriers were discussed and logistics required for a program to be comprehensive and inclusive rather than segregated, as is the current common practice in Maryland and several other states. Recommendations as to what Maryland could do, if it decides to invest in expanding post-secondary opportunities for ID/DD students were also discussed. It was concluded that even though Maryland does offer some post-secondary community college and four-year institution experiences for these students, Maryland lags behind other states that offer much more diversity and inclusiveness in their curriculum and college experience. The conclusion of this final report suggests that recommendations should be discussed by legislators and acted upon accordingly if Maryland citizens want to improve both the experience of college life and the outcome of a better quality of life for students with both intellectual and developmental disabilities. Appended are: (1) Individuals Presenting and Providing Relevant Materials; (2) Task Force Members; (3) List of current ID Programs; (4) Information on Existing Maryland Programs; and (5) Descriptions of Model Programs.

Download or read book Distance Education Courses for Public Elementary and Secondary School Students written by Barbara Queen and published by . This book was released on 2011 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides national estimates about student enrollment in distance education courses in public school districts. The estimates presented in this report are based on a district survey about distance education courses offered by the district or by any of the schools in the district during the 12-month 2009-10 school year. For this survey, distance education courses were defined as courses offered to elementary and secondary school students regularly enrolled in the district that meet all of the following criteria: (1) are credit granting; (2) are technology delivered; and (3) have the instructor in a different location than the students and/or have course content developed in, or delivered from, a different location than that of the students. Findings include: (1) Fifty-five percent of public school districts reported having students enrolled in distance education courses in 2009-10 (table 1); (2) Districts reported an estimated 1,816,400 enrollments in distance education courses for 2009-10 (table 2); (3) Seventy-nine percent of districts with students enrolled in distance education courses reported enrollments of 100 or fewer students, with 25 percent reporting 1 to 10 enrollments, 27 percent reporting 11 to 30 enrollments, and 27 percent reporting 31 to 100 enrollments (table 3); (4) Eighty-seven percent of districts reported tracking all distance education courses that students completed with a passing grade, 79 percent reported tracking all distance education courses that students completed with a failing grade, and 65 percent reported tracking all distance education courses where students withdrew prior to completing the course (table 4); (5) Ninety-eight percent of districts reported monitoring student progress in distance education courses using a final grade report (table 5); (6) Twelve percent of districts reported having written policies specifying that a student cannot enroll in another distance education course when a distance education course was not successfully completed, while 6 percent of districts reported having policies specifying that a student must wait a specified time before enrolling in another distance education course (table 6); (7) Twenty-two percent of districts with students enrolled in distance education courses reported that students enrolled in regular high school programs could take a full course load in an academic term using only distance education courses, while 12 percent reported that students could fulfill all high school graduation requirements using only distance education courses (table 7); (8) Fifty percent of districts reported that a postsecondary institution in the United States delivered distance education courses in which students in their district were enrolled (table 8); (9) Districts reported that the types of distance education courses in which students enrolled were credit recovery (62 percent), dual enrollment (47 percent), Advanced Placement (29 percent), career and technical education (27 percent), and other types of academic courses (65 percent) (table 9); (10) The majority of districts reported that providing courses not otherwise available at the school (64 percent) and providing opportunities for students to recover course credits from classes missed or failed (57 percent) were very important reasons for having distance education courses in their district (table 10); (11) Fifty-nine percent of districts reported having students enrolled in courses that used the Internet with asynchronous (not simultaneous) instruction to a large extent, with an additional 27 percent reporting having students enrolled in courses that used this technology to a small or moderate extent (table 11); (12) The technology most frequently cited by districts as the primary mode of instructional delivery for the greatest number of distance education courses was the Internet using asynchronous instruction (63 percent) (table 12); (13) Ninety percent of districts with distance education enrollments reported having students enrolled in distance education courses delivered over the Internet (table 13); and (14) About three-quarters (74 percent) of the districts with distance education enrollments in 2009-10 indicated that they planned to expand the number of distance education courses offered in the next 3 years (table 14). Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 29 tables and 12 footnotes.).

Download or read book Distance Education Courses for Public Elementary and Secondary School Students 2002 2003 written by J. Carl Stezer and published by . This book was released on 2005-07-01 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report examines technology-based distance education availability, course offerings, & enrollments in the nation's elementary & secondary schools. It provides baseline data, gathered for the 2002-03 12-month school year, on the prevalence of technology-based distance education courses across the nation, as well as estimated enrollments of public elementary & secondary school students in these distance education course. It also identifies the types of technologies most commonly used for delivering distance education courses. The survey also provide information on districts' reasons for having distance education courses & factors districts report that prevent their expansion of distance education course offerings.

Download or read book 2012 2013 College Admissions Data Sourcebook Southeast Edition written by and published by Wintergreen Orchard House. This book was released on with total page 1046 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Graduate Programs in Business Education Information Studies Law Social Work 2014 Grad 6 written by Peterson's and published by Peterson's. This book was released on 2013-12-20 with total page 8488 pages. Available in PDF, EPUB and Kindle. Book excerpt: Peterson's Graduate Programs in Business, Education, Information Studies, Law & Social Work 2014 contains comprehensive profiles of more than 11,000 graduate programs in disciplines such as, accounting & finance, business administration & management, education, human resources, international business, law, library & information studies, marketing, social work, transportation management, and more. Up-to-date info, collected through Peterson's Annual Survey of Graduate and Professional Institutions, provides valuable data on degree offerings, professional accreditation, jointly offered degrees, part-time & evening/weekend programs, postbaccalaureate distance degrees, faculty, students, requirements, expenses, financial support, faculty research, and unit head and application contact information. There are helpful links to in-depth descriptions about a specific graduate program or department, faculty members and their research, and more. Also find valuable articles on financial assistance, the graduate admissions process, advice for international and minority students, and facts about accreditation, with a current list of accrediting agencies.

Download or read book Peterson s Graduate Programs in Business Education Health Information Studies Law Social Work 2012 written by Peterson's and published by Peterson's. This book was released on 2012-05-15 with total page 13784 pages. Available in PDF, EPUB and Kindle. Book excerpt: Peterson's Graduate Programs in Business, Education, Health, Information Studies, Law & Social Work 2012 contains a wealth of info on accredited institutions offering graduate degrees in these fields. Up-to-date info, collected through Peterson's Annual Survey of Graduate and Professional Institutions, provides valuable data on degree offerings, professional accreditation, jointly offered degrees, part-time & evening/weekend programs, postbaccalaureate distance degrees, faculty, students, requirements, expenses, financial support, faculty research, and unit head and application contact information. There are helpful links to in-depth descriptions about a specific graduate program or department, faculty members and their research, and more. Also find valuable articles on financial assistance, the graduate admissions process, advice for international and minority students, and facts about accreditation, with a current list of accrediting agencies.

Download or read book Peterson s Graduate Programs in Engineering Applied Sciences 2012 written by Peterson's and published by Peterson's. This book was released on 2012-03-09 with total page 3556 pages. Available in PDF, EPUB and Kindle. Book excerpt: Peterson's Graduate Programs in Engineering & Applied Sciences 2012 contains a wealth of information on accredited institutions offering graduate degree programs in these fields. Up-to-date data, collected through Peterson's Annual Survey of Graduate and Professional Institutions, provides valuable information on degree offerings, professional accreditation, jointly offered degrees, part-time and evening/weekend programs, postbaccalaureate distance degrees, faculty, students, requirements, expenses, financial support, faculty research, and unit head and application contact information. There are helpful links to in-depth descriptions about a specific graduate program or department, faculty members and their research, and more. There are also valuable articles on financial assistance, the graduate admissions process, advice for international and minority students, and facts about accreditation, with a current list of accrediting agencies.

Download or read book Graduate Programs in the Humanities Arts Social Sciences 2014 Grad 2 written by Peterson's and published by Peterson's. This book was released on 2013-11-22 with total page 7128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Peterson's Graduate Programs in the Humanities, Arts & Social Sciences 2014 contains comprehensive profiles of more than 11,000 graduate programs in disciplines such as, applied arts & design, area & cultural studies, art & art history, conflict resolution & mediation/peace studies, criminology & forensics, language & literature, psychology & counseling, religious studies, sociology, anthropology, archaeology and more. Up-to-date data, collected through Peterson's Annual Survey of Graduate and Professional Institutions, provides valuable information on degree offerings, professional accreditation, jointly offered degrees, part-time and evening/weekend programs, postbaccalaureate distance degrees, faculty, students, requirements, expenses, financial support, faculty research, and unit head and application contact information. There are helpful links to in-depth descriptions about a specific graduate program or department, faculty members and their research, and more. There are also valuable articles on financial assistance, the graduate admissions process, advice for international and minority students, and facts about accreditation, with a current list of accrediting agencies.

Download or read book Graduate Programs in the Biological Biomedical Sciences Health Related Medical Professions 2014 Grad 3 written by Peterson's and published by Peterson's. This book was released on 2013-12-20 with total page 4553 pages. Available in PDF, EPUB and Kindle. Book excerpt: Peterson's Graduate Programs in the Biological/Biomedical Sciences & Health-Related Medical Professions 2014 contains comprehensive profiles of nearly 6,800 graduate programs in disciplines such as, allied health, biological & biomedical sciences, biophysics, cell, molecular, & structural biology, microbiological sciences, neuroscience & neurobiology, nursing, pharmacy & pharmaceutical sciences, physiology, public health, and more. Up-to-date data, collected through Peterson's Annual Survey of Graduate and Professional Institutions, provides valuable information on degree offerings, professional accreditation, jointly offered degrees, part-time and evening/weekend programs, postbaccalaureate distance degrees, faculty, students, requirements, expenses, financial support, faculty research, and unit head and application contact information. There are helpful links to in-depth descriptions about a specific graduate program or department, faculty members and their research, and more. There are also valuable articles on financial assistance, the graduate admissions process, advice for international and minority students, and facts about accreditation, with a current list of accrediting agencies.