Search Results: (1-15 of 16 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 2008008 | Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2002–03 and 2004–05
This report details findings from "Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2004-05," a survey that was designed to provide policymakers, researchers, and educators with information about technology-based distance education courses in public elementary and secondary schools nationwide. This report also compares these findings with baseline data collected in 2002-03, and provides longitudinal analysis of change in the districts that responded to both the 2002-03 and 2004-05 surveys. For these two surveys, distance education courses were defined as credit-granting courses offered via audio, video, or Internet or other computer technologies to elementary and secondary school students enrolled in the district, in which the teacher and students were in different locations. Findings indicate that 37 percent of public school districts and 10 percent of all public schools nationwide had students enrolled in technology-based distance education courses during 2004-05. During 2002-03, 36 percent of districts and 9 percent of schools had students enrolled in technology-based distance education courses. About a quarter (26 percent) of school districts that existed in both 2002-03 and 2004-05 had students enrolled in technology-based distance education in both school years, 11 percent did not have students in this type of education in 2002-03 but had such enrollments in 2004-05, and an equal percentage of districts (11 percent) had students enrolled in technology-based distance education in 2002-03 but not in 2004-05. The number of enrollments in technology-based distance education courses increased from an estimated 317,070 enrollments in 2002-03 to 506,950 in 2004-05. The number of enrollments varied considerably among districts, although the majority of districts (57 percent) reported between one and 20 technology-based distance education enrollments in 2004-05. Distance education was more commonly offered by high schools than by schools at any other level, with 61 percent of technology-based distance education enrollments at the high school level. Seventy-one percent of districts with students enrolled in technology-based distance education courses in 2004-05 planned to expand their distance education courses in the future. |
6/27/2008 |
| NCES 2007064 | The Condition of Education 2007
The Condition of Education 2007 summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school coursetaking. 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 2007 print edition includes 48 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/31/2007 |
| NCES 2007028 | Public-Use Data Files and Documentation: Distance Education Courses for Public Elementary and Secondary School Students: 2002-03
This file contains data from a fast-response survey conducted in winter-spring 2003-04 titled “Distance Education Courses for Public Elementary and Secondary School Students: 2002-03.” This public school district survey was the first nationally representative study to examine technology-based distance education availability, course offerings, and enrollments in the nation’s public elementary and secondary schools. For this study, distance education courses were defined as credit-granting courses offered to elementary and secondary school students enrolled in the district in which the teacher and students were in different locations. NCES released the results of the survey in the publication “Distance Education Courses for Public Elementary and Secondary School Students: 2002-03.” Questionnaires and cover letters for the study were mailed to the superintendent of each sampled district in November 2003, requesting that the questionnaire be completed by the district’s director of curriculum and instruction, the technology coordinator, the distance education coordinator, or another staff member who was most knowledgeable about the district’s distance education courses. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in December 2003 and completed in April 2004. The final response rate was 94 percent. The survey asked whether there were any public elementary or secondary school students in the district enrolled in distance education courses. If the respondents indicated that there were public elementary or secondary school students in the district enrolled in distance education courses, they were asked to report the number of schools in their district with students enrolled in distance education courses by instructional level of the school. Respondents were also asked to report the number of distance education course enrollments in schools in their district by instructional level of the school and curriculum area. Other survey items asked which technologies were used as primary modes of instructional delivery for distance education courses, which entities delivered distance education courses, whether any students accessed online distance education courses (and if so, from which locations), and the district’s reasons for having distance education courses. Finally, respondents were asked whether their district had any plans to expand their distance education courses, and if so, which factors, if any, might be keeping them from expanding those courses. |
4/4/2007 |
| NCES 2006071 | The Condition of Education 2006
The Condition of Education 2006 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education and a special analysis on international assessments. 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 2006 print edition includes 50 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
6/1/2006 |
| NCES 2006077 | Adult Education Participation in 2004-05
This descriptive report presents selected data on adults’ participation in adult educational activities in the United States, excluding full-time college/university or vocational/technical credential programs, over a 12-month period from 2004-05. These data are from the Adult Education Survey of the 2005 National Household Education Surveys Program. Interviews for the survey were conducted with a nationally representative sample adults. A wide range of statistics is included in the report. For example, 44 percent of adults reported having participated in formal adult educational activities (excluding full-time college programs) in this time period. |
5/31/2006 |
| 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 |
| NCES 2005612 | Education Statistics Quarterly-Vol. 6 Issue 3
The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES. |
7/26/2005 |
| NCES 2005094 | The Condition of Education 2005
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. 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 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary 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 contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2005 |
| NCES 2005009 | Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
This public school survey is the first national survey to provide baseline data on dual credit and exam-based courses, including Advanced Placement (AP) and International Baccalaureate (IB) courses, for public high school students. The report provides national estimates of the number of public high schools that offered dual credit and/or exam-based courses, as well as the number of enrollments in those courses. In addition, it examines the location and educational focus of these courses, dual credit course characteristics, and school requirements surrounding dual credit courses. Survey findings are presented at the national level and by school characteristics such as enrollment size, school locale, region, and percent minority enrollment. |
4/6/2005 |
| NCES 2005010 | Distance Education Courses for Public Elementary and Secondary School Students: 2002-03
This public school district survey is the first national survey to explore distance education courses for public elementary and secondary school students. The report provides national estimates of the number of districts and schools with students enrolled in distance education courses, as well as the number of enrollments in those courses. In addition, it examines the reported reasons for having distance education courses, the instructional level of the populations served, entities delivering the courses to students, and data pertaining to online courses. Data about curriculum areas and technology in distance education courses are also discussed. Survey findings are presented at the national level and by school district characteristics such as metropolitan status, district enrollment size, region, and poverty concentration. |
3/2/2005 |
| NCES 2005611 | Education Statistics Quarterly-Vol. 6 Issues 1&2
The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES. |
2/4/2005 |
| 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 2004077 | The Condition of Education 2004
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. 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 2004 print edition includes 38 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary 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 contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2004 |
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