Search Results: (1-12 of 12 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009044 | Distance Education at Degree-Granting Postsecondary Institutions: 2006-07
This report presents findings from "Distance Education at Postsecondary Institutions: 2006-07", a survey that was designed to provide national estimates on distance education at 2-year and 4-year Title IV eligible, degree-granting institutions. Distance education was defined as a formal education process in which the student and instructor are not in the same place. Thus, instruction may be synchronous or asynchronous, and it may involve communication through the use of video, audio, or computer technologies, or by correspondence (which may include both written correspondence and the use of technology such as CD-ROM). The questionnaire instructed institutions to include distance education courses and programs that were formally designated as online, hybrid/blended online, and other distance education courses and programs. Hybrid/blended online courses were defined as a combination of online and in-class instruction with reduced in-class seat time for students. The 2006-07 study on distance education collected information on the prevalence, types, delivery, policies, and acquisition or development of distance education courses and programs. Findings indicate that during the 2006-07 academic year, two-thirds (66 percent) of 2-year and 4-year Title IV degree-granting postsecondary institutions reported offering online, hybrid/blended online, or other distance education courses for any level or audience. Sixty-five percent of the institutions reported college-level credit-granting distance education courses, and 23 percent of the institutions reported noncredit distance education courses. Sixty-one percent of 2-year and 4-year institutions reported offering online courses, 35 percent reported hybrid/blended courses, and 26 percent reported other types of college-level credit-granting distance education courses. Together, distance education courses accounted for an estimated 12.2 million enrollments (or registrations). Asynchronous (not simultaneous or real-time) Internet-based technologies were cited as the most widely used technology for the instructional delivery of distance education courses; they were used to a large extent in 75 percent and to a moderate extent in 17 percent of the institutions that offered college-level credit-granting distance education courses. The most common factors cited as affecting distance education decisions to a major extent were meeting student demand for flexible schedules, providing access to college for students who would otherwise not have access, making more courses available, and seeking to increase student enrollment. |
12/30/2008 |
| NCES 2005118 | Distance Education at Higher Education Institutions: 2000-01 (PEQIS 13): Public-Use Data Files and Documentation.
This file contains data from a 2000–2001 quick-response survey, “Distance Education at Higher Education Institutions: 2000-01” (PEQIS 13). The administrators who were most knowledgeable about their institutions’ technology and distance-education programs completed the survey. Questions covered the number of distance education courses, distance education enrollments and course offerings, degree and certificate programs, distance education technologies, participation in distance education consortia, accommodations for students with disabilities, distance education program goals, and factors institutions identify as keeping them from starting or expanding distance education offerings. For this study, distance education was defined as education or training courses delivered to remote (off-campus) sites via audio, video (live or prerecorded), or computer technologies, including both synchronous (i.e., simultaneous) and asynchronous (i.e., not simultaneous) instruction. |
8/22/2005 |
| NPEC 2004831 | How Does Technology Affect Access in Postsecondary Education? What Do We Really Know?
This report examines the relationship between technology and access to postsecondary education, and identifies four basic themes: technology and access to postsecondary education in general; access to technology-based learning; preparation for using technology; and the effectiveness of technology in learning. The report presents a review of the more recent literature concerning each of these themes, and in addition, offers new analyses of national data that expands and further informs the knowledge base. The report concludes with some recommendations for additional data collection through NCES surveys. |
11/13/2004 |
| NCES 2004076 | The Condition of Education in Brief 2004
The Condition of Education 2004 in Brief, contains a summary of 19 of the 38 indicators in The Condition of Education 2004. The topics covered include: trends in full- and half-day kindergarten enrollments, the concentration of enrollment by race/ethnicity and poverty, students' gains in reading and mathematics achievement through 3rd grade, trends in student achievement from the National Assessment of Education Progress in reading, writing, and mathematics, the percentage of youth neither enrolled or working, event dropout rates, degrees earned by women, trends in science and mathematics coursetaking, out-of-field teaching by school poverty, parental choice of schools, remedial coursetaking in postsecondary education, distance education in postsecondary education, expenditures per student in elementary and secondary education, and the financial aid awarded to students by postsecondary institutions. |
6/1/2004 |
| NCES 2003154 | A Profile of Participation in Distance Education: 1999-2000
This report profiles undergraduate and graduate students’ participation in distance education in 1999–2000. The report discusses student demographic characteristics associated with distance education participation as well as different types of distance education technology and students’ satisfaction with their distance education courses compared to their regular courses. Results show that students with characteristics associated with greater family and work responsibilities tend to participate in distance education at higher rates than their counterparts with fewer family and work responsibilities. |
10/17/2002 |
| NCES 2002025 | The Condition of Education 2002
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. This edition also includes special analyses on the environment, climate, and student outcomes at private schools and on the enrollment and persistence of nontraditional undergraduates. |
5/31/2002 |
| NCES 2002155 | Distance Education Instruction by Postsecondary Faculty and Staff: Fall 1998
Using the 1999 National Study of Postsecondary Faculty, this report examines who, among postsecondary faculty and staff, were more likely to teach various types of distance education classes. It also explores how those who taught such classes differed from those who did not in terms of workload, compensation, interaction with students, classroom practices, and job satisfaction. Overall, those who taught distance classes had a higher workload than those who did not. They were also more likely to communicate with their students by e-mail and to use Web sites for their classes. |
2/11/2002 |
| NCES 2001125 | The Condition of Education 2001 in Brief
This publication contains a sample of the 59 indicators in the Condition of Education 2001. |
11/8/2001 |
| NCES 2001072 | The Condition of Education, 2001
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2001 print edition includes 59 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. Also in the 2001 edition is a special focus essay on the access, persistence, and success of first-generation students in postsecondary education. |
5/31/2001 |
| NCES 2000062 | The Condition of Education, 2000
The Condition of Education is an indicator report, summarizing the health of education, monitoring important developments, and showing trends in major aspects of education. The 65 indicators included examine relationships; show changes over time; compare or contrast sub-populations, regions, or countries; or assess characteristics of students from different backgrounds and types of schools. An indicator is policy relevant and problem oriented; it typically incorporates a standard against which to judge progress or regression. Please remember, however, that indicators are not intended to identify causes or solutions, and cannot individually by themselves provide a completely comprehensive view of conditions in education. |
6/1/2000 |
| NCES 98132 | Issue Brief: Distance Education in Higher Education Institutions: Incidence, Audiences, and Plans to Expand
Using data from the Postsecondary Education Quick Information System (PEQIS), this issue brief presents information on distance education in higher education institutions. |
2/10/1998 |
| NCES 98062 | Distance Education in Higher Education Institutions
This PEQIS study was designed to provide nationally representative data about distance education course offerings in higher education institutions. The study obtained information about the percentage of institutions that currently offer and that plan to offer distance education courses in the next 3 years; distance education courses offerings, including the types of technologies used to deliver distance education courses and the sites to which such courses are directed; distance education enrollments and completions; characteristics of distance education courses and programs; distance education program goals; future plans for distance education course offerings; and factors keeping institutions from starting or expanding their distance education offerings. |
10/6/1997 |
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