Download or read book NSHE 2009 2010 Distance Education Report written by Nevada System of Higher Education and published by . This book was released on 2010 with total page 31 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 2009-10 academic year and provides documentation of the substantial growth of distance education within all colleges and universities. From this report, one gains an understanding of significant developments throughout the state and at each institution. The number of NSHE students enrolled in at least one distance education course increased from 5,798 in fall 2001 to 31,186 in fall 2009, an increase of 25,388 students or 438 percent. Board of Regents' "Handbook" Title 4, Chapter 14 Section 11 is appended. (Contains 2 tables and 7 charts.).
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 Report on 2004 2005 Distance Education written by Nevada System of Higher Education and published by . This book was released on 2006 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Nevada System of Higher Education (NSHE) is constantly working to provide and extend educational opportunities to all of the state of Nevada. With the rapid population growth experienced in Nevada, there are an increasing number of students eligible for and participating in some form of higher education. The NSHE employs many successful programs to reach these students; one particularly successful method is through distance education. It is the intent of this report to assist NSHE educators in the understanding of distance education and the issues associated with it. To better understand distance education in the NSHE, the focus of the report turns to the presentation of performance data through Spring 2005. Data and analysis are offered on the following areas: enrollment and student demographics. A list of recommendations that will help NSHE meet the needs of the new reality created by distance education is presented. Board of Regents' "Handbook" Title 4, Chapter 14 Section 11 is appended. (Contains 11 tables and 11 charts.).
Download or read book Universal Design in Higher Education written by Sheryl E. Burgstahler and published by Harvard Education Press. This book was released on 2010-01-01 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Universal Design in Higher Education looks at the design of physical and technological environments at institutions of higher education; at issues pertaining to curriculum and instruction; and at the full array of student services. Universal Design in Higher Education is a comprehensive guide for researchers and practitioners on creating fully accessible college and university programs. It is founded upon, and contributes to, theories of universal design in education that have been gaining increasingly wide attention in recent years. As greater numbers of students with disabilities attend postsecondary educational institutions, administrators have expressed increased interest in making their programs accessible to all students. This book provides both theoretical and practical guidance for schools as they work to turn this admirable goal into a reality. It addresses a comprehensive range of topics on universal design for higher education institutions, thus making a crucial contribution to the growing body of literature on special education and universal design. This book will be of unique value to university and college administrators, and to special education researchers, practitioners, and activists.
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 2010 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 200+ page report gives detailed benchmarking data from more than 50 participating higher education distance learning programs. The report presents highly specific data on spending on various forms of marketing methods such as Facebook, Yahoo and Google ads, and ezine, magazine, newspaper, radio, billboard and television advertising, to mention a few. The report also gives detailed information on trends in revenues, tuition, financial aid, enrollment and other critical areas and issues for higher education distance learning program administrators. Coverage includes course development costs, use of new technologies, and efforts in assessment and tutoring. The data in the report is broken out by type of college, size of college, for public and private colleges, for-profit and non-profit colleges, by size of distance learning enrollment, and by the scope of the distance learning program itself, those that aim at both traditional and non-traditional learners, and those focused exclusively on the latter.
Download or read book Emerging Technologies in Distance Education written by George Veletsianos and published by Athabasca University Press. This book was released on 2010 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: Highlighted are the pedagogical, organizational, cultural, social, and economic factors that influence the adoption and integration of emerging technologies in distance education. Advice is offered on how educators can launch effective and engaging distance education initiatives, in response to technological advancements, changing mindsets, and economic and organizational pressures.
Download or read book Distance Education written by Michael Simonson and published by IAP. This book was released on 2016-09-01 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Distance Learning journal is a premiere outlet for articles featuring practical applications of distance education in states, institutions, and countries. Distance Education: Statewide, Institutional, and International Applications of Distance Education, 2nd Edition is a collection of readings from Distance Learning journal written by practitioners for practitioners.
Download or read book Annual Report written by United States. Congressional-Executive Commission on China and published by . This book was released on 2010 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Distance Education written by United States. General Accounting Office and published by DIANE Publishing. This book was released on 2004 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Handbook of Distance Education written by Michael G. Moore and published by Routledge. This book was released on 2013 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work provides overviews and summaries of the research and practice of distance education in the USA. It addresses such questions as how distance education is best practised at the level of the teacher, as well as the administrator.
Download or read book MOOCs and Open Education in the Global South written by Ke Zhang and published by Routledge. This book was released on 2019-11-05 with total page 455 pages. Available in PDF, EPUB and Kindle. Book excerpt: With e-learning technologies evolving and expanding at high rates, organizations and institutions around the world are integrating massive open online courses (MOOCs) and other open educational resources (OERs). MOOCs and Open Education in the Global South explores the initiatives that are leveraging these flexible systems to educate, train, and empower populations previously denied access to such opportunities. Featuring contributors leading efforts in rapidly changing nations and regions, this wide-ranging collection grapples with accreditation, credentialing, quality standards, innovative assessment, learner motivation and attrition, and numerous other issues. The provocative narratives curated in this volume demonstrate how MOOCs and OER can be effectively designed and implemented in vastly different ways in particular settings, as detailed by experts from Asia, Latin America, the Middle East, Africa, the Pacific/Oceania, and the Caribbean. This comprehensive text is an essential resource for policy makers, instructional designers, practitioners, administrators, and other MOOC and OER community stakeholders.
Download or read book For Profit Higher Education written by and published by . This book was released on 2012 with total page 1098 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Distance Education in Nursing written by Deborah Clark and published by Springer Publishing Company. This book was released on 2013 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Print+CourseSmart
Download or read book Open and Distance Education Theory Revisited written by Insung Jung and published by Springer. This book was released on 2019-05-22 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores foundational theories that have been applied in open and distance education (ODE) research and refined to reflect advances in research and practice. In addition, it develops new theories emerging from recent developments in ODE. The book provides a unique and up-to-date source of information for ODE scholars and graduate students, enabling them to make sense of essential theory, research and practice in their field, and to comprehend the gaps in, and need for further enquiry into, theoretical approaches in the digital era. It also offers theory-based advice and guidelines for practitioners, helping them make and justify decisions and actions concerning the development, implementation, research and evaluation of ODE.
Download or read book Online Education written by Regina L. Garza Mitchell and published by John Wiley & Sons. This book was released on 2010-06-21 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume highlights existing issues in online courses and programs and provides strategies for addressing them as the demand for online education continues to grow. Organizational changes caused by greater reliance on technology for teaching and learning are still not fully understood, and many colleges continue to react to change rather than positioning themselves to take advantage of it. As a challenge to that, contributors to this volume use personal narratives and research to discuss how online education continues to lead to organizational, professional, and personal change. Community colleges are at the forefront of the tremendous growth in online programs. Two-year colleges now serve more than half of all online students, and they are poised for continued growth as more adults seek education and retraining. Despite the acceptance, and even expectation, of online services and programs in education, colleges must address existing issues before expanding these. This volume is an indispensable resource in that process. This is the 150th volume of the Jossey-Bass higher education quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Download or read book MOOCs and Open Education Around the World written by Curtis J. Bonk and published by Routledge. This book was released on 2015-06-12 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions of the world are implementing massive open online courses (MOOCs) and other forms of open educational resources (OERs). Educators, researchers, politicians, and numerous other stakeholders want to grasp what the outcomes of these initiatives are and how they can be improved. Ongoing e-learning developments related to both technology and pedagogy have pushed institutions and organizations to grapple with issues of accreditation, credentialing, quality standards, innovative assessment, and learner motivation and attrition, among other areas of concern. In response, MOOCs and Open Education Around the World explores and illuminates unique implementations of MOOCs and open education across regions and nations. The book also focuses on the various opportunities as well as the dilemmas presented in this rapidly evolving age of technology-enabled learning. What are the different delivery formats, interaction possibilities, assessment schemes, and business models? What are the key controversies or issues that must be discussed and addressed? This edited collection explains MOOCs and open education trends and issues in a variety of contexts, shares key research findings, and provides practical suggestions and recommendations for the near future.
