The Survey of Distance Learning Programs in Higher Education, 2007-08 Edition

SELECTED PARTICIPANTS

SUMMARY OF KEY FINDINGS

CHAPTER ONE: ENROLLMENT & REVENUE

CHAPTER TWO: STUDENT DEMOGRAPHICS

CHAPTER THREE: TRENDS IN TUITION AND FEES

CHAPTER FOUR: MARKETING THE DISTANCE LEARNING PROGRAM

CHAPTER FIVE: RELATIONS WITH INDUSTRY

CHAPTER SIX: RELATIONS WITH OTHER COLLEGE DEPARTMENTS

CHAPTER SEVEN: USE OF TECHNOLOGY

CHAPTER EIGHT: USE OF ADJUNCT FACULTY

CHAPTER NINE: COURSE DEVELOPMENT

CHAPTER TEN: PROGRAM COST STRUCTURE

CHAPTER ELEVEN: ENROLLMENT PROSPECTS FOR PARTICULAR SUBJECT AREAS

OTHER REPORTS FROM PRIMARY RESEARCH GROUP

LIST OF TABLES

Table 1 - 1 Mean, Median, Minimum and Maximum Full-Time Equivalent Enrollment

Table 1 - 2 Mean, Median, Minimum and Maximum Full-Time Equivalent Enrollment, Broken Out by Type of College

Table 1 - 3 Mean, Median, Minimum and Maximum Full-Time Equivalent Enrollment, Broken Out by Total FTE Enrollment of the Entire College

Table 1 - 4 Mean, Median, Minimum and Maximum Full-Time Equivalent Enrollment, Broken Out by Full-Time Equivalent Enrollment of the Entire College

Table 1 - 5 Mean, Median, Minimum and Maximum Full-Time Equivalent Enrollment of the Entire College, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 1 - 6 Mean, Median, Minimum and Maximum Number of Students Enrolled in the Distance Learning Program, 2005

Table 1 - 7 Mean, Median, Minimum and Maximum Number of Students Enrolled in the Distance Learning Program, 2005, Broken Out by Total FTE Enrollment of the Entire College

Table 1 - 8 Mean, Median, Minimum and Maximum Number of Students Enrolled in the Distance Learning Program, 2005, Broken Out by Type of College

Table 1 - 9 Mean, Median, Minimum and Maximum Number of Students Enrolled in the Distance Learning Program, 2005, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 1 - 10 Mean, Median, Minimum and Maximum Number of Students Enrolled in the Distance Learning Program, 2005, Broken Out for Public and Private Colleges

Table 1 - 11 Mean, Median, Minimum and Maximum Annual Revenues for the Distance Learning Program, 2006 (in $ U.S.)

Table 1 - 12 Mean, Median, Minimum and Maximum Annual Revenues for the Distance Learning Program, 2006, Broken Out by Total FTE Enrollment of the Entire College

Table 1 - 13 Mean, Median, Minimum and Maximum Annual Revenues for the Distance Learning Program, 2006, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 1 - 14 Mean, Median, Minimum and Maximum Annual Revenues for the Distance Learning Program, 2006, Broken Out for Public and Private Colleges

Table 1 - 15 Mean, Median, Minimum and Maximum Annual Revenues for the Distance Learning Program, 2006, Broken Out by Type of College

Table 1 - 16 Mean, Median, Minimum and Maximum Percentage Change in Revenues for the Distance Learning Program, 2005 to 2006

Table 1 - 17 Mean, Median, Minimum and Maximum Percentage Change in Revenues for the Distance Learning Program, 2005 to 2006, Broken Out by Total FTE Enrollment of the Entire College

Table 1 - 18 Mean, Median, Minimum and Maximum Percentage Change in Revenues for the Distance Learning Program, 2005 to 2006, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 1 - 19 Mean, Median, Minimum and Maximum Percentage Change in Revenues for the Distance Learning Program, 2005 to 2006, Broken Out for Public and Private Colleges

Table 1 - 20 Mean, Median, Minimum and Maximum Percentage of Enrollment Growth in Distance Learning Program Accounted for by Change in Attendance by Students Already Enrolled in the College’s Traditional Education Program

Table 1 - 21 Mean, Median, Minimum and Maximum Percentage of Enrollment Growth in Distance Learning Program Accounted for by Change in Attendance by Students Already Enrolled in the College’s Traditional Education Program, Broken Out by Total FTE Enrollment of the Entire College

Table 1 - 22 Mean, Median, Minimum and Maximum Percentage of Enrollment Growth in Distance Learning Program Accounted for by Change in Attendance by Students Already Enrolled in the College’s Traditional Education Program, Broken Out for Public and Private Colleges

Table 1 - 23 Mean, Median, Minimum and Maximum Percentage of Enrollment Growth in Distance Learning Program Accounted for by Change in Attendance by Students Already Enrolled in the College’s Traditional Education Program, Broken Out by Type of College

Table 1 - 24 Perceived Impact of Potential Recession or Economic Slowdown on Distance Learning Program Revenues

Table 1 - 25 Perceived Impact of Potential Recession or Economic Slowdown on Distance Learning Program Revenues, Broken Out by Total FTE Enrollment of the Entire College

Table 1 - 26 Perceived Impact of Potential Recession or Economic Slowdown on Distance Learning Program Revenues, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 1 - 27 Perceived Impact of Potential Recession or Economic Slowdown on Distance Learning Program Revenues, Broken Out for Public and Private Colleges

Table 1 - 28 Perceived Impact of Potential Recession or Economic Slowdown on Distance Learning Program Revenues, Broken Out by Type of College

Table 1 - 29 Mean, Median, Minimum and Maximum Percentage of Students Who Drop a Course Prior to Completion

Table 1 - 30 Mean, Median, Minimum and Maximum Percentage of Students Who Drop a Course Prior to Completion, Broken Out by Total FTE Enrollment of the Entire College

Table 1 - 31 Mean, Median, Minimum and Maximum Percentage of Students Who Drop a Course Prior to Completion, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 1 - 32 Mean, Median, Minimum and Maximum Percentage of Students Who Drop a Course Prior to Completion, Broken Out for Public and Private Colleges

Table 1 - 33 Mean, Median, Minimum and Maximum Percentage of Students Who Drop a Course Prior to Completion, Broken Out by Type of College

Table 1 - 34 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Taking a Distance Learning Course at the Institution for the First Time

Table 1 - 35 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Taking a Distance Learning Course at the Institution for the First Time, Broken Out by Total FTE Enrollment of the Entire College

Table 1 - 36 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Taking a Distance Learning Course at the Institution for the First Time, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 1 - 37 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Taking a Distance Learning Course at the Institution for the First Time, Broken Out for Public and Private Colleges

Table 1 - 38 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Taking a Distance Learning Course at the Institution for the First Time, Broken Out by Type of College

Table 1 - 39 Mean, Median, Minimum and Maximum Percentage of Distance Learning Enrollment Accounted for by Cooperative Programs with Other Colleges or Consortiums

Table 1 - 40 Mean, Median, Minimum and Maximum Percentage of Distance Learning Enrollment Accounted for by Cooperative Programs with Other Colleges or Consortiums, Broken Out by Total FTE Enrollment of the Entire College

Table 1 - 41 Mean, Median, Minimum and Maximum Percentage of Distance Learning Enrollment Accounted for by Cooperative Programs with Other Colleges or Consortiums, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 1 - 42 Mean, Median, Minimum and Maximum Percentage of Distance Learning Enrollment Accounted for by Cooperative Programs with Other Colleges or Consortiums, Broken Out for Public and Private Colleges

Table 1 - 43 Mean, Median, Minimum and Maximum Percentage of Distance Learning Enrollment Accounted for by Cooperative Programs with Other Colleges or Consortiums, Broken Out by Type of College

Table 1 - 44 College Administration’s View of the Distance Learning Program’s Economic Contribution to the College

Table 1 - 45 College Administration’s View of the Distance Learning Program’s Economic Contribution to the College, Broken Out by Number of Students in the Entire College

Table 1 - 46 College Administration’s View of the Distance Learning Program’s Economic Contribution to the College, Broken Out for Public and Private Colleges

Table 2 - 1 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Female

Table 2 - 2 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Female, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 3 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Female, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 4 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Female, Broken Out for Public and Private Colleges

Table 2 - 5 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Female, Broken Out by Type of College

Table 2 - 6 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Male

Table 2 - 7 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Male, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 8 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Male, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 9 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Male, Broken Out for Public and Private Colleges

Table 2 - 10 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Male, Broken Out by Type of College

Table 2 - 11 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Thirty

Table 2 - 12 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Thirty, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 13 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Thirty, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 14 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Thirty, Broken Out for Public and Private Colleges

Table 2 - 15 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Thirty, Broken Out by Type of College

Table 2 - 16 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Fifty

Table 2 - 17 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Fifty, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 18 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Fifty, Broken out Type of College

Table 2 - 19 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Fifty, Broken Out for Public and Private Colleges

Table 2 - 20 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Fifty, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 21 Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Live Within 75 Miles of the Main Campus

Table 2 - 22 Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Live Within 75 Miles of the Main Campus, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 23 Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Live Within 75 Miles of the Main Campus, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 24 Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Live Within 75 Miles of the Main Campus, Broken Out for Public and Private Colleges

Table 2 - 25 Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Live Within 75 Miles of the Main Campus, Broken Out by Type of College

Table 2 - 26 Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Are African-American

Table 2 - 27 Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Are African-American, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 28 Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Are African-American, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 29 Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Are African-American, Broken Out for Public and Private Colleges

Table 2 - 30 Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Are African-American, Broken Out by Type of College

Table 2 - 31 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Hispanic-American

Table 2 - 32 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Hispanic-American, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 33 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Hispanic-American, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 34 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Hispanic-American, Broken Out for Public and Private Colleges

Table 2 - 35 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Hispanic-American, Broken Out by Type of College

Table 2 - 36 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Nationals on Student Visas

Table 2 - 37 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Nationals on Student Visas, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 38 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Nationals on Student Visas, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 39 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Nationals on Student Visas, Broken Out for Public and Private Colleges

Table 2 - 40 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Nationals on Student Visas, Broken Out by Type of College

Table 2 - 41 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Born

Table 2 - 42 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Born, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 43 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Born, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 44 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Born, Broken Out for Public and Private Colleges

Table 2 - 45 Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Born, Broken Out for Type of College

Table 2 - 46 Percentage of Programs that Offer Distance Learning Courses in a Language Other Than English

Table 2 - 47 Percentage of Programs that Offer Distance Learning Courses in a Language Other Than English, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year 64

Table 2 - 48 Percentage of Programs that Offer Distance Learning Courses in a Language

Other Than English, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 49 Percentage of Programs that Offer Distance Learning Courses in a Language Other Than English, Broken Out for Public and Private Colleges

Table 2 - 50 Percentage of Programs that Offer Distance Learning Courses in a Language Other Than English, Broken Out by Type of College

Table 2 - 51 Percentage of Programs Whose Enrollment Has Benefited Through Attracting Immigrants from Africa

Table 2 - 52 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Africa, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 53 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Africa, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 54 Percentage of Programs Whose Enrollment Has Benefited through Attracting

Immigrants from Africa, Broken Out for Public and Private Colleges

Table 2 - 55 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Africa, Broken Out by Type of College

Table 2 - 56 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from China

Table 2 - 57 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from China, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 58 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from China, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 59 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from China, Broken Out for Public and Private Colleges

Table 2 - 60 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from China, Broken Out by Type of College

Table 2 - 61 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from India

Table 2 - 62 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from India, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 63 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from India, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 64 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from India, Broken Out for Public and Private Colleges

Table 2 - 65 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from India, Broken Out by Type of College

Table 2 - 66 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Mexico

Table 2 - 67 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Mexico, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 68 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Mexico, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 69 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Mexico, Broken Out for Public and Private Colleges

Table 2 - 70 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Mexico, Broken Out by Type of College

Table 2 - 71 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Latin America

Table 2 - 72 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Latin America, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 73 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Latin America, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 74 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Latin America, Broken Out for Public and Private Colleges

Table 2 - 75 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Latin America, Broken Out by Type of College

Table 2 - 76 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Russia

Table 2 - 77 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Russia, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 78 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Russia, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 79 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Russia, Broken Out for Public and Private Colleges

Table 2 - 80 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Russia, Broken Out by Type of College

Table 2 - 81 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Vietnam

Table 2 - 82 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Vietnam, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 83 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Vietnam, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 84 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Vietnam, Broken Out for Public and Private Colleges

Table 2 - 85 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Vietnam, Broken Out by Type of College

Table 2 - 86 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Countries Not Previously Specified

Table 2 - 87 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Countries Not Previously Specified, Broken Out by Total FTE Enrollment of the Entire College

Table 2 - 88 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Countries Not Previously Specified, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 2 - 89 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Countries Not Previously Specified, Broken Out for Public and Private Colleges

Table 2 - 90 Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Countries Not Previously Specified, Broken Out by Type of College

Table 3 - 1 Percentage of Students Who Receive Grants, Tuition Reduction or other Direct Aid, Except for Loans

Table 3 - 2 Percentage of Students Who Receive Grants, Tuition Reduction or other Direct Aid, Except for Loans, Broken Out by Total FTE Enrollment of the Entire College

Table 3 - 3 Percentage of Students Who Receive Grants, Tuition Reduction or other Direct Aid, Except for Loans, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 3 - 4 Percentage of Students Who Receive Grants, Tuition Reduction or other Direct Aid, Except for Loans, Broken Out for Public and Private Colleges

Table 3 - 5 Percentage of Students Who Receive Grants, Tuition Reduction or other Direct Aid, Except for Loans, Broken Out by Type of College

Table 3 - 6 Expectation for Trends in Tuition Increases in 2007

Table 3 - 7 Expectation for Trends in Tuition Increases in 2007, Broken Out by Total FTE Enrollment of the Entire College

Table 3 - 8 Expectation for Trends in Tuition Increases in 2007, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 3 - 9 Expectation for Trends in Tuition Increases in 2007, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 3 - 10 Expectation for Trends in Tuition Increases in 2007, Broken Out for Public and Private Colleges

Table 3 - 11 Mean, Median, Minimum and Maximum Cost Per Credit in the Distance Leaning Program

Table 3 - 12 Mean, Median, Minimum and Maximum Cost Per Credit in the Distance Leaning Program, Broken Out by Total FTE Enrollment of the Entire College

Table 3 - 13 Mean, Median, Minimum and Maximum Cost Per Credit in the Distance Leaning Program, Broken Out for Public and Private Colleges

Table 3 - 14 Mean, Median, Minimum and Maximum Cost Per Credit in the Distance Leaning Program, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 3 - 15 Mean, Median, Minimum and Maximum Cost Per Credit in the Distance Leaning Program, Broken Out by Type of College

Table 4 - 1 Percentage of Distance Learning Programs that Have a Marketing Budget Distinct from the Overall College Marketing Budget

Table 4 - 2 Percentage of Distance Learning Programs that Have a Marketing Budget Distinct from the Overall College Marketing Budget, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 3 Percentage of Distance Learning Programs that Have a Marketing Budget Distinct from the Overall College Marketing Budget, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 4 Percentage of Distance Learning Programs that Have a Marketing Budget Distinct from the Overall College Marketing Budget, Broken Out for Public and Private Colleges

Table 4 - 5 Percentage of Distance Learning Programs that Have a Marketing Budget Distinct from the Overall College Marketing Budget, Broken Out Type of College

Table 4 - 6 Mean, Median, Minimum and Maximum Distance Learning Program Distinct Marketing Budget (in $)

Table 4 - 7 Mean, Median, Minimum and Maximum Distance Learning Program Distinct Marketing Budget, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 8 Mean, Median, Minimum and Maximum Distance Learning Program Distinct Marketing Budget, Broken Out by Type of College

Table 4 - 9 Mean, Median, Minimum and Maximum Distance Learning Program Distinct Marketing Budget, Broken Out for Public and Private Colleges

Table 4 - 10 Percentage of Distance Learning Programs with a Marketing or Enrollment Director

Table 4 - 11 Percentage of Distance Learning Programs with a Marketing or Enrollment Director, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 12 Percentage of Distance Learning Programs with a Marketing or Enrollment Director, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year 80

Table 4 - 13 Percentage of Distance Learning Programs with a Marketing or Enrollment Director, Broken Out by Type of College

Table 4 - 14 Percentage of Distance Learning Programs that Advertised in Newspapers Within the Past Year

Table 4 - 15 Percentage of Distance Learning Programs that Advertised in Newspapers Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 16 Percentage of Distance Learning Programs that Advertised in Newspapers Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 17 Percentage of Distance Learning Programs that Advertised in Newspapers Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 18 Percentage of Distance Learning Programs that Advertised in Newspapers Within the Past Year, Broken Out by Type of College

Table 4 - 19 Percentage of Distance Learning Programs that Advertised in Magazines Within the Past Year

Table 4 - 20 Percentage of Distance Learning Programs that Advertised in Magazines Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 21 Percentage of Distance Learning Programs that Advertised in Magazines Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 22 Percentage of Distance Learning Programs that Advertised in Magazines Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 23 Percentage of Distance Learning Programs that Advertised in Magazines Within the Past Year, Broken Out by Type of College

Table 4 - 24 Percentage of Distance Learning Programs that Advertised on Billboards Within the Past Year

Table 4 - 25 Percentage of Distance Learning Programs that Advertised on Billboards Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 26 Percentage of Distance Learning Programs that Advertised on Billboards Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 27 Percentage of Distance Learning Programs that Advertised on Billboards Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 28 Percentage of Distance Learning Programs that Advertised on Billboards Within the Past Year, Broken Out by Type of College

Table 4 - 29 Percentage of Distance Learning Programs that Advertised on Cable or Network Television Within the Past Year

Table 4 - 30 Percentage of Distance Learning Programs that Advertised on Cable or Network Television Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 31 Percentage of Distance Learning Programs that Advertised on Cable or Network Television Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 32 Percentage of Distance Learning Programs that Advertised on Cable or Network Television Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 33 Percentage of Distance Learning Programs that Advertised on Cable or Network Television Within the Past Year, Broken Out by Type of College

Table 4 - 34 Percentage of Distance Learning Programs that Advertised on Radio Within the Past Year

Table 4 - 35 Percentage of Distance Learning Programs that Advertised on Radio Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 36 Percentage of Distance Learning Programs that Advertised on Radio Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 37 Percentage of Distance Learning Programs that Advertised on Radio Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 38 Percentage of Distance Learning Programs that Advertised on Radio Within the Past Year, Broken Out by Type of College

Table 4 - 39 Percentage of Distance Learning Programs that Advertised Via Direct Mail Within the Past Year

Table 4 - 40 Percentage of Distance Learning Programs that Advertised Via Direct Mail Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 41 Percentage of Distance Learning Programs that Advertised Via Direct Mail Within the Past Year, Broken Out by Type of College

Table 4 - 42 Percentage of Distance Learning Programs that Advertised Via Direct Mail Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 43 Percentage of Distance Learning Programs that Publicized the Program through a Podcast Within the Past Year

Table 4 - 44 Percentage of Distance Learning Programs that Publicized the Program through a Podcast Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 45 Percentage of Distance Learning Programs that Publicized the Program through a Podcast Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 46 Percentage of Distance Learning Programs that Publicized the Program through a Podcast Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 47 Percentage of Distance Learning Programs that Publicized the Program through a Podcast Within the Past Year, Broken Out by Type of College

Table 4 - 48 Percentage of Distance Learning Programs that Marketed the Program through an E-mail Newsletter Within the Past Year

Table 4 - 49 Percentage of Distance Learning Programs that Marketed the Program through an E-mail Newsletter Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 50 Percentage of Distance Learning Programs that Marketed the Program through an E-mail Newsletter Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 51 Percentage of Distance Learning Programs that Marketed the Program through an E-mail Newsletter Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 52 Percentage of Distance Learning Programs that Marketed the Program through an E-mail Newsletter Within the Past Year, Broken Out by Type of College

Table 4 - 53 Percentage of Distance Learning Programs that Marketed the Program through Opt-In E-mail Within the Past Year

Table 4 - 54 Percentage of Distance Learning Programs that Marketed the Program through Opt-In E-mail Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 55 Percentage of Distance Learning Programs that Marketed the Program through Opt-In E-mail Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 56 Percentage of Distance Learning Programs that Marketed the Program through Opt-In E-mail Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 57 Percentage of Distance Learning Programs that Marketed the Program through Opt-In E-mail Within the Past Year, Broken Out by Type of College

Table 4 - 58 Percentage of Programs that Make Personal Visits to Guidance Counselors and Other Educators as a Way of Marketing the Program

Table 4 - 59 Percentage of Programs that Make Personal Visits to Guidance Counselors and Other Educators as a Way of Marketing the Program, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 60 Percentage of Programs that Make Personal Visits to Guidance Counselors and Other Educators as a Way of Marketing the Program, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 61 Percentage of Programs that Make Personal Visits to Guidance Counselors and Other Educators as a Way of Marketing the Program, Broken Out for Public and Private Colleges

Table 4 - 62 Percentage of Programs that Make Personal Visits to Guidance Counselors and Other Educators as a Way of Marketing the Program, Broken Out by Type of College

Table 4 - 63 Percentage of Distance Learning Programs that Marketed the Program through Web Banner Ads Within the Past Year

Table 4 - 64 Percentage of Distance Learning Programs that Marketed the Program through Web Banner Ads Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 65 Percentage of Distance Learning Programs that Marketed the Program through Web Banner Ads Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 66 Percentage of Distance Learning Programs that Marketed the Program through Web Banner Ads Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 67 Percentage of Distance Learning Programs that Marketed the Program through Web Banner Ads Within the Past Year, Broken Out by Type of College

Table 4 - 68 Percentage of Distance Learning Programs that Marketed the Program through Search Engine Optimization Strategies Within the Past Year

Table 4 - 69 Percentage of Distance Learning Programs that Marketed the Program through Search Engine Optimization Strategies Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 70 Percentage of Distance Learning Programs that Marketed the Program through Search Engine Optimization Strategies Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 71 Percentage of Distance Learning Programs that Marketed the Program through Search Engine Optimization Strategies Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 72 Percentage of Distance Learning Programs that Marketed the Program through Search Engine Optimization Strategies Within the Past Year, Broken Out by Type of College

Table 4 - 73 Percentage of Programs that Have Used an Electronic Press Release Distribution Service Within the Past Year

Table 4 - 74 Percentage of Programs that Have Used an Electronic Press Release Distribution Service Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 75 Percentage of Programs that Have Used an Electronic Press Release Distribution Service Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 76 Percentage of Programs that Have Used an Electronic Press Release Distribution Service Within the Past Year, Broken Out for Public and Private Colleges

Table 4 - 77 Percentage of Programs that Have Used an Electronic Press Release Distribution Service Within the Past Year, Broken Out by Type of College

Table 4 - 78 Percentage of Programs that Have Used a Traditional Press Release Distribution Service Within the Past

Table 4 - 79 Percentage of Programs that Have Used a Traditional Press Release Distribution Service Within the Past, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 80 Percentage of Programs that Have Used a Traditional Press Release Distribution Service Within the Past, Broken Out for Public and Private Colleges

Table 4 - 81 Percentage of Programs that Have Used a Traditional Press Release Distribution Service Within the Past, Broken Out by Type of College

Table 4 - 82 What is the Most Effective Marketing Vehicle for the Distance Learning Program?

Table 4 - 83 What is the Most Effective Marketing Vehicle for the Distance Learning Program?, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 84 What is the Most Effective Marketing Vehicle for the Distance Learning Program?, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 85 What is the Most Effective Marketing Vehicle for the Distance Learning Program?, Broken Out for Public and Private Colleges

Table 4 - 86 What is the Most Effective Marketing Vehicle for the Distance Learning Program?, Broken Out by Type of College

Table 4 - 87 Percentage of Programs that Use the Paid Advertising Services of Google

Table 4 - 88 Percentage of Programs that Use the Paid Advertising Services of Google, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 89 Percentage of Programs that Use the Paid Advertising Services of Google, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 90 Percentage of Programs that Use the Paid Advertising Services of Google, Broken Out for Public and Private Colleges

Table 4 - 91 Percentage of Programs that Use the Paid Advertising Services of Google, Broken Out by Type of College

Table 4 - 92 Percentage of Programs that Use the Paid Advertising Services of Yahoo

Table 4 - 93 Percentage of Programs that Use the Paid Advertising Services of Yahoo, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 94 Percentage of Programs that Use the Paid Advertising Services of Yahoo, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 95 Percentage of Programs that Use the Paid Advertising Services of Yahoo, Broken Out for Public and Private Colleges

Table 4 - 96 Percentage of Programs that Use the Paid Advertising Services of Yahoo, Broken Out by Type of College

Table 4 - 97 Percentage of Programs that Have Used the Paid Advertising Services of Search Engines Other than Google or Yahoo

Table 4 - 98 Percentage of Programs that Have Used the Paid Advertising Services of Search Engines Other than Google or Yahoo, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 99 Percentage of Programs that Have Used the Paid Advertising Services of Search Engines Other than Google or Yahoo, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 100 Percentage of Programs that Have Used the Paid Advertising Services of Search Engines Other than Google or Yahoo, Broken Out for Public and Private Colleges 99

Table 4 - 101 Percentage of Programs that Have Used the Paid Advertising Services of Search Engines Other than Google or Yahoo, Broken Out by Type of College

Table 4 - 102 Plans for Use of Direct Mail

Table 4 - 103 Plans for Use of Direct Mail, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 104 Plans for Use of Direct Mail, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 105 Plans for Use of Direct Mail, Broken Out for Public and Private Colleges

Table 4 - 106 Plans for Use of Direct Mail, Broken Out by Type of College

Table 4 - 107 Plans for Use of Opt-In E-mail

Table 4 - 108 Plans for Use of Opt-In E-mail, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 109 Plans for Use of Opt-In E-mail, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 110 Plans for Use of Opt-In E-mail, Broken Out for Public and Private Colleges

Table 4 - 111 Plans for Use of Opt-In E-mail, Broken Out by Type of College

Table 4 - 112 Plans for Use of Web Ads or Web Site Sponsorships

Table 4 - 113 Plans for Use of Web Ads or Web Site Sponsorships, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 114 Plans for Use of Web Ads or Web Site Sponsorships, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 115 Plans for Use of Web Ads or Web Site Sponsorships, Broken Out for Public and Private Colleges

Table 4 - 116 Plans for Use of Web Ads or Web Site Sponsorships, Broken Out by Type of College

Table 4 - 117 Plans for Use of Space Ads in Newspapers

Table 4 - 118 Plans for Use of Space Ads in Newspapers, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 119 Plans for Use of Space Ads in Newspapers, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 120 Plans for Use of Space Ads in Newspapers, Broken Out for Public and Private Colleges

Table 4 - 121 Plans for Use of Space Ads in Newspapers, Broken Out by Type of College...107

Table 4 - 122 Plans for Use of Space Ads in Magazines

Table 4 - 123 Plans for Use of Space Ads in Magazines, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 124 Plans for Use of Space Ads in Magazines, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 125 Plans for Use of Space Ads in Magazines, Broken Out for Public and Private Colleges

Table 4 - 126 Plans for Use of Space Ads in Magazines, Broken Out by Type of College

Table 4 - 127 Plans for Use of Radio Advertising

Table 4 - 128 Plans for Use of Radio Advertising, Broken Out for Public and Private Colleges

Table 4 - 129 Plans for Use of Radio Advertising, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 130 Plans for Use of Radio Advertising, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 131 Plans for Use of Radio Advertising, Broken Out by Type of College

Table 4 - 132 Plans for Use of Television Advertising

Table 4 - 133 Plans for Use of Television Advertising, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 134 Plans for Use of Television Advertising, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 135 Plans for Use of Television Advertising, Broken Out for Public and Private Colleges

Table 4 - 136 Plans for Use of Television Advertising, Broken Out by Type of College

Table 4 - 137 Plans for Use of Billboards

Table 4 - 138 Plans for Use of Billboards, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 139 Plans for Use of Billboards, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 140 Plans for Use of Billboards, Broken Out for Public and Private Colleges

Table 4 - 141 Plans for Use of Billboards, Broken Out by Type of College

Table 4 - 142 Plans for Marketing the Program through Visits to Guidance Counselors, Industry Training Officials or Others

Table 4 - 143 Plans for Marketing the Program through Visits to Guidance Counselors, Industry Training Officials or Others, by Type of College

Table 4 - 144 Plans for Marketing the Program through Visits to Guidance Counselors, Industry Training Officials or Others, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 145 Plans for Marketing the Program through Visits to Guidance Counselors, Industry Training Officials or Others, Broken Out for Public and Private Colleges

Table 4 - 146 Plans for Marketing the Program through Use of Podasting

Table 4 - 147 Plans for Marketing the Program through Use of Podcasting, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 148 Plans for Marketing the Program through Use of Podcasting, Broken Out for Public and Private Colleges

Table 4 - 149 Plans for Marketing the Program through Use of Podcasting, Broken Out by Type of College

Table 4 - 150 Plans for Marketing the Program through Use of Webcasting

Table 4 - 151 Plans for Marketing the Program through Use of Webcasting, Broken Out by Total FTE Enrollment of the Entire College

Table 4 - 152 Plans for Marketing the Program through Use of Webcasting, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 4 - 153 Plans for Marketing the Program through Use of Webcasting, Broken Out for Public and Private Colleges

Table 4 - 154 Plans for Marketing the Program through Use of Webcasting, Broken Out by Type of College

Table 4 - 155 Plans for Marketing the Program through Blogs

Table 4 - 156 Plans for Marketing the Program through Blogs, Broken Out for Public and Private Colleges

Table 4 - 157 Plans for Marketing the Program through Blogs, Broken Out by Type of College

Table 5 - 1 Percentage of Distance Learning Programs that Provide Tailor-Made Distance Learning Programs to Particular Organizations

Table 5 - 2 Percentage of Distance Learning Programs that Provide Tailor-Made Distance Learning Programs to Particular Organizations, Broken Out by Total FTE Enrollment of the Entire College

Table 5 - 3 Percentage of Distance Learning Programs that Provide Tailor-Made Distance Learning Programs to Particular Organizations, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 5 - 4 Percentage of Distance Learning Programs that Provide Tailor-Made Distance Learning Programs to Particular Organizations, Broken Out for Public and Private Colleges

Table 5 - 5 Percentage of Distance Learning Programs that Provide Tailor-Made Distance Learning Programs to Particular Organizations, Broken Out by Type of College

Table 5 - 6 Mean, Median, Minimum and Maximum Percentage of Program Enrollment Accounted for by Courses Tailor-Made for Particular Organizations

Table 5 - 7 Mean, Median, Minimum and Maximum Percentage of Program Enrollment Accounted for by Courses Tailor-Made for Particular Organizations, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 5 - 8 Mean, Median, Minimum and Maximum Percentage of Program Enrollment Accounted for by Courses Tailor-Made for Particular Organizations, Broken Out for Public or Private Type of College

Table 5 - 9 Mean, Median, Minimum and Maximum Percentage of Program Enrollment Accounted for by Courses Tailor-Made for Particular Organizations Broken Out by Total FTE Enrollment of the Entire College

Table 5 - 10 Mean, Median, Minimum and Maximum Percentage of Program Enrollment Accounted for by Courses Tailor-Made for Particular Organizations, Broken Out by Type of College

Table 5 - 11 Mean, Median, Minimum and Maximum Percentage Change in Enrollment in Courses Tailor-Made for Particular Organizations in 2005

Table 5 - 12 Mean, Median, Minimum and Maximum Mean, Median, Minimum and Maximum Percentage Change in Enrollment in Courses Tailor-Made for Particular Organizations in 2006

Table 5 - 13 Percentage of Programs that Have Distance Learning Courses Specifically Designed for the U.S. Armed Forces

Table 5 - 14 Percentage of Programs that Have Distance Learning Courses Specifically Designed for the U.S. Armed Forces, Broken Out by Total FTE Enrollment of the Entire College

Table 5 - 15 Percentage of Programs that Have Distance Learning Courses Specifically Designed for the U.S. Armed Forces, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 5 - 16 Percentage of Programs that Have Distance Learning Courses Specifically Designed for the U.S. Armed Forces, Broken Out for Public and Private Colleges

Table 5 - 17 Percentage of Programs that Have Distance Learning Courses Specifically Designed for the U.S. Armed Forces, Broken Out by Type of College

Table 6 - 1 Level of Integration of Distance Learning and Traditional College Programs

Table 6 - 2 Level of Integration of Distance Learning and Traditional College Programs, Broken Out by Total FTE Enrollment of the Entire College

Table 6 - 3 Level of Integration of Distance Learning and Traditional College Programs, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 6 - 4 Level of Integration of Distance Learning and Traditional College Programs, Broken Out for Public and Private Colleges

Table 6 - 5 Level of Integration of Distance Learning and Traditional College Programs, Broken Out by Type of College

Table 7 - 1 Estimated Impact on Program Profitability of a 25% Increase in the Information Technology Budget

Table 7 - 2 Estimated Impact on Program Profitability of a 25% Increase in the Information Technology Budget, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 3 Estimated Impact on Program Profitability of a 25% Increase in the Information Technology Budget, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 4 Estimated Impact on Program Profitability of a 25% Increase in the Information Technology Budget, Broken Out for Public and Private Colleges

Table 7 - 5 Estimated Impact on Program Profitability of a 25% Increase in the Information Technology Budget, Broken Out by Type of College

Table 7 - 6 Percentage of Programs that Use Web CT or Blackboard

Table 7 - 7 Percentage of Programs that Use Web CT or Blackboard, Broken out by Type of College

Table 7 - 8 Percentage of Programs that Use Web CT or Blackboard, Broken out by Type of College, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 9 Percentage of Programs that Use Web CT or Blackboard, Broken out by Type of College, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 10 Percentage of Programs that Use Web CT or Blackboard, Broken out by Type of College, Broken Out for Public and Private Colleges

Table 7 - 11 Percentage of Programs that Use “Moodle”

Table 7 - 12 Percentage of Programs that Use “Moodle”, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 13 Percentage of Programs that Use “Moodle”, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 14 Percentage of Programs that Use “Moodle”, Broken Out for Public and Private Colleges

Table 7 - 15 Percentage of Programs that Use “Moodle”, Broken Out by Type of College...135

Table 7 - 16 Percentage of Programs that Use “Desire to Learn”

Table 7 - 17 Percentage of Programs that Use “Desire to Learn”, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 18 Percentage of Programs that Use “Desire to Learn”, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 19 Percentage of Programs that Use “Desire to Learn”, Broken Out for Public and Private Colleges

Table 7 - 20 Percentage of Programs that Use “Desire to Learn”, Broken Out by Type of College

Table 7 - 21 Percentage of Programs that Use “Angel”

Table 7 - 22 Percentage of Programs that Use “Angel”, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 23 Percentage of Programs that Use “Angel”, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 24 Percentage of Programs that Use “Angel”, Broken Out for Public or Private Colleges

Table 7 - 25 Percentage of Programs that Use “Angel”, Broken Out for by Type of College 137

Table 7 - 26 Percentage of Programs that Use “Ecollege”

Table 7 - 27 Percentage of Programs that Use “Ecollege”, Broken Out for Public and Private Colleges

Table 7 - 28 Percentage of Programs that Use “Ecollege”, Broken Out by Type of College

Table 7 - 29 Percentage of Programs that Use a Course Management System not Previously Specified

Table 7 - 30 Percentage of Programs that Use a Course Management System not Previously Specified, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 31 Percentage of Programs that Use a Course Management System not Previously Specified, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 32 Percentage of Programs that Use a Course Management System not Previously Specified, Broken Out for Public and Private Colleges

Table 7 - 33 Percentage of Programs that Use a Course Management System not Previously Specified, Broken Out by Type of College

Table 7 - 34 Percentage of Programs that Plan to Change their Supplier of Course Management Systems Within the Next Year

Table 7 - 35 Percentage of Programs that Plan to Change their Supplier of Course Management Systems Within the Next Year, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 36 Percentage of Programs that Plan to Change their Supplier of Course Management Systems Within the Next Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 37 Percentage of Programs that Plan to Change their Supplier of Course Management Systems Within the Next Year, Broken Out for Public and Private Colleges

Table 7 - 38 Percentage of Programs that Plan to Change their Supplier of Course Management Systems Within the Next Year, Broken Out by Type of College

Table 7 - 39 Attitude Towards the Use of Open Source Software

Table 7 - 40 Attitude Towards the Use of Open Source Software, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 41 Attitude Towards the Use of Open Source Software, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 42 Attitude Towards the Use of Open Source Software, Broken Out for Public and Private Colleges

Table 7 - 43 Attitude Towards the Use of Open Source Software, Broken Out by Type of College

Table 7 - 44 Percentage of Distance Learning Programs that Use Television as a Course Delivery Vehicle

Table 7 - 45 Percentage of Distance Learning Programs that Use Television as a Course Delivery Vehicle, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 46 Percentage of Distance Learning Programs that Use Television as a Course Delivery Vehicle, Broken Out for Public and Private Colleges

Table 7 - 47 Percentage of Distance Learning Programs that Use Television as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 48 Percentage of Distance Learning Programs that Use Television as a Course Delivery Vehicle, Broken Out by Type of College

Table 7 - 49 Percentage of Distance Learning Programs that Use Videoconferencing as a Course Delivery Vehicle

Table 7 - 50 Percentage of Distance Learning Programs that Use Videoconferencing as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 51 Percentage of Distance Learning Programs that Use Videoconferencing as a Course Delivery Vehicle, Broken Out for Public and Private Colleges

Table 7 - 52 Percentage of Distance Learning Programs that Use Videoconferencing as a Course Delivery Vehicle, Broken Out by Type of College

Table 7 - 53 Percentage of Distance Learning Programs that Use the Internet as a Course Delivery Vehicle

Table 7 - 54 Percentage of Distance Learning Programs that Use the Internet as a Course Delivery Vehicle, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 55 Percentage of Distance Learning Programs that Use the Internet as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 56 Percentage of Distance Learning Programs that Use the Internet as a Course Delivery Vehicle, Broken Out for Public and Private Colleges

Table 7 - 57 Percentage of Distance Learning Programs that Use the Internet as a Course Delivery Vehicle, Broken Out by Type of College

Table 7 - 58 Percentage of Distance Learning Programs that Use Satellite as a Course Delivery Vehicle

Table 7 - 59 Percentage of Distance Learning Programs that Use Satellite as a Course Delivery Vehicle, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 60 Percentage of Distance Learning Programs that Use Satellite as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 61 Percentage of Distance Learning Programs that Use Satellite as a Course Delivery Vehicle, Broken Out for Public and Private Colleges

Table 7 - 62 Percentage of Distance Learning Programs that Use Satellite as a Course Delivery Vehicle, Broken Out by Type of College

Table 7 - 63 Percentage of Distance Learning Programs that Use Webcasting as a Course Delivery Vehicle

Table 7 - 64 Percentage of Distance Learning Programs that Use Webcasting as a Course Delivery Vehicle, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 65 Percentage of Distance Learning Programs that Use Webcasting as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 66 Percentage of Distance Learning Programs that Use Webcasting as a Course Delivery Vehicle, Broken Out for Public and Private Colleges

Table 7 - 67 Percentage of Distance Learning Programs that Use Webcasting as a Course Delivery Vehicle, Broken Out by Type of College

Table 7 - 68 Percentage of Distance Learning Programs that Use Podcasting as a Course Table 7 - 69 Percentage of Distance Learning Programs that Use Podcasting as a Course Delivery Vehicle, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 70 Percentage of Distance Learning Programs that Use Podcasting as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 71 Percentage of Distance Learning Programs that Use Podcasting as a Course Delivery Vehicle, Broken Out for Public and Private Colleges

Table 7 - 72 Percentage of Distance Learning Programs that Use Podcasting as a Course Delivery Vehicle, Broken Out by Type of College

Table 7 - 73 Percentage of Distance Learning Programs that Use Course or Instructor Specific Web Sites as a Course Delivery Vehicle

Table 7 - 74 Percentage of Distance Learning Programs that Use Course or Instructor Specific Web Sites as a Course Delivery, Broken Out by Type of College

Table 7 - 75 Percentage of Distance Learning Programs that Use Course or Instructor Specific Web Sites as a Course Delivery, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 76 Percentage of Distance Learning Programs that Use Course or Instructor Specific Web Sites as a Course Delivery, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 77 Percentage of Distance Learning Programs that Use Course or Instructor Specific Web Sites as a Course Delivery, Broken Out for Public and Private Colleges

Table 7 - 78 Attitude Towards the Use of Video Game Technology in Distance Learning

Table 7 - 79 Attitude Towards the Use of Video Game Technology in Distance Learning, Broken Out by Total FTE Enrollment of the Entire College

Table 7 - 80 Attitude Towards the Use of Video Game Technology in Distance Learning, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 7 - 81 Attitude Towards the Use of Video Game Technology in Distance Learning, Broken Out for Public and Private Colleges

Table 7 - 82 Attitude Towards the Use of Video Game Technology in Distance Learning, Broken Out for Public and Private Colleges

Table 8 - 1 Mean, Median, Minimum and Maximum Percentage of Courses Taught by Adjunct Faculty

Table 8 - 2 Mean, Median, Minimum and Maximum Percentage of Courses Taught by Adjunct Faculty, Broken Out by Total FTE Enrollment of the Entire College

Table 8 - 3 Mean, Median, Minimum and Maximum Percentage of courses Taught by Adjunct Faculty, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 8 - 4 Mean, Median, Minimum and Maximum Percentage of courses Taught by Adjunct Faculty, Broken Out for Public and Private Colleges

Table 8 - 5 Mean, Median, Minimum and Maximum Percentage of courses Taught by Adjunct Faculty, Broken Out by Type of College

Table 8 - 6 Method of Compensating Adjunct Instructors

Table 8 - 7 Method of Compensating Adjunct Instructors, Broken Out by Total FTE Enrollment of the Entire College

Table 8 - 8 Method of Compensating Adjunct Instructors, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 8 - 9 Method of Compensating Adjunct Instructors, Broken Out for Public and Private Colleges

Table 8 - 10 Method of Compensating Adjunct Instructors, Broken Out by Type of College 153

Table 8 - 11 Percentage of Programs that Pay Instructors Extra if Class Size Exceeds a Certain Limit

Table 8 - 12 Percentage of Programs that Pay Instructors Extra if Class Size Exceeds a Certain Limit, Broken Out by Total FTE Enrollment of the Entire College

Table 8 - 13 Percentage of Programs that Pay Instructors Extra if Class Size Exceeds a Certain Limit, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 8 - 14 Percentage of Programs that Pay Instructors Extra if Class Size Exceeds a Certain Limit, Broken Out for Public and Private Colleges

Table 8 - 15 Percentage of Programs that Pay Instructors Extra if Class Size Exceeds a Certain Limit, Broken Out by Type of College

Table 8 - 16 Mean, Median, Minimum and Maximum Compensation for a Typical Three-Credit Class (in $)

Table 8 - 17 Mean, Median, Minimum and Maximum Compensation for a Typical Three-Credit Class, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 8 - 18 Mean, Median, Minimum and Maximum Compensation for a Typical Three-Credit Class, Broken Out for Public and Private Colleges

Table 8 - 19 Mean, Median, Minimum and Maximum Compensation for a Typical Three-Credit Class, Broken Out by Type of College

Table 8 - 20 Mean, Median, Minimum and Maximum Percentage of Adjunct Faculty Who Teach More than One Course Per Semester

Table 8 - 21 Mean, Median, Minimum and Maximum Percentage of Adjunct Faculty Who Teach More than One Course Per Semester, Broken Out by Total FTE Enrollment of the Entire College

Table 8 - 22 Mean, Median, Minimum and Maximum Percentage of Adjunct Faculty Who Teach More than One Course Per Semester, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 8 - 23 Mean, Median, Minimum and Maximum Percentage of Adjunct Faculty Who Teach More than One Course Per Semester, Broken Out for Public and Private Colleges

Table 8 - 24 Mean, Median, Minimum and Maximum Percentage of Adjunct Faculty Who Teach More than One Course Per Semester, Broken Out by Type of College

Table 8 - 25 Mean, Median, Minimum and Maximum Percentage of Instructors in the DL Program Who Live Within 75 Miles of the Main Campus

Table 8 - 26 Mean, Median, Minimum and Maximum Percentage of Instructors in the DL Program Who Live Within 75 Miles of the Main Campus, Broken Out by Total FTE Enrollment of the Entire College

Table 8 - 27 Mean, Median, Minimum and Maximum Percentage of Instructors in the DL Program Who Live Within 75 Miles of the Main Campus, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 8 - 28 Mean, Median, Minimum and Maximum Percentage of Instructors in the DL Program Who Live Within 75 Miles of the Main Campus, Broken Out for Public and Private Colleges

Table 8 - 29 Mean, Median, Minimum and Maximum Percentage of Instructors in the DL Program Who Live Within 75 Miles of the Main Campus, Broken Out by Type of College

Table 9 - 1 Mean, Median, Minimum and Maximum Percentage of Courses Supplied by Another College or an Outside Vendor

Table 9 - 2 Mean, Median, Minimum and Maximum Percentage of Courses Supplied by Another College or an Outside Vendor, Broken Out by Total FTE Enrollment of the Entire College

Table 9 - 3 Mean, Median, Minimum and Maximum Percentage of Courses Supplied by Another College or an Outside Vendor, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 9 - 4 Mean, Median, Minimum and Maximum Percentage of Courses Supplied by Another College or an Outside Vendor, Broken Out for Public and Private Colleges

Table 9 - 5 Mean, Median, Minimum and Maximum Percentage of Courses Supplied by Another College or an Outside Vendor, Broken Out by Type of College

Table 9 - 6 Percentage of Colleges that Offer Payments to Professors for Course Development

Table 9 - 7 Percentage of Colleges that Offer Payments to Professors for Course Development, Broken Out by Total FTE Enrollment of the Entire College

Table 9 - 8 Percentage of Colleges that Offer Payments to Professors for Course Development, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 9 - 9 Percentage of Colleges that Offer Payments to Professors for Course Development, Broken Out for Public and Private Colleges

Table 9 - 10 Percentage of Colleges that Offer Payments to Professors for Course Development, Broken Out by Type of College

Table 9 - 11 Mean, Median, Minimum and Maximum Fee for Developing a Course from Scratch

Table 9 - 12 Mean, Median, Minimum and Maximum Fee for Developing a Course from Scratch, Broken Out by Total FTE Enrollment of the Entire College

Table 9 - 13 Mean, Median, Minimum and Maximum Fee for Developing a Course from Scratch, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 9 - 14 Mean, Median, Minimum and Maximum Fee for Developing a Course from Scratch, Broken Out for Public and Private Colleges

Table 9 - 15 Mean, Median, Minimum and Maximum Fee for Developing a Course from Scratch, Broken Out by Type of College

Table 9 - 16 Percentage of Programs that Employ at Least One Individual to Develop Courses or to Teach Others to Develop Courses

Table 9 - 17 Percentage of Programs that Employ at Least One Individual to Develop Courses or to Teach Others to Develop Courses, Broken Out by Total FTE Enrollment of the Entire College

Table 9 - 18 Percentage of Programs that Employ at Least One Individual to Develop Courses or to Teach Others to Develop Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 9 - 19 Percentage of Programs that Employ at Least One Individual to Develop Courses or to Teach Others to Develop Courses, Broken Out for Public and Private Colleges

Table 9 - 20 Percentage of Programs that Employ at Least One Individual to Develop Courses or to Teach Others to Develop Courses, Broken Out by Type of College

Table 9 - 21 Mean, Median, Minimum and Maximum Number of Individuals Employed for the Purpose of Course Development

Table 9 - 22 Mean, Median, Minimum and Maximum Number of Individuals Employed for the Purpose of Course Development, Broken Out by Total FTE Enrollment of the Entire College

Table 9 - 23 Mean, Median, Minimum and Maximum Number of Individuals Employed for the Purpose of Course Development, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 9 - 24 Mean, Median, Minimum and Maximum Number of Individuals Employed for the Purpose of Course Development, Broken Out for Public and Private Colleges

Table 9 - 25 Mean, Median, Minimum and Maximum Number of Individuals Employed for the Purpose of Course Development, Broken Out by Type of College

Table 9 - 26 Mean, Median, Minimum and Maximum Estimated Annual Cost of Course Development

Table 9 - 27 Mean, Median, Minimum and Maximum Estimated Annual Cost of Course Development, Broken Out by Total FTE Enrollment of the Entire College

Table 9 - 28 Mean, Median, Minimum and Maximum Estimated Annual Cost of Course Development, Broken Out by Total FTE Enrollment of the Entire, Broken Out by Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 9 - 29 Mean, Median, Minimum and Maximum Estimated Annual Cost of Course Development, Broken Out for Public and Private Colleges

Table 9 - 30 Mean, Median, Minimum and Maximum Estimated Annual Cost of Course Development, Broken Out by Type of College

Table 10 - 1 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Administration

Table 10 - 2 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Administration, Broken Out by Total FTE Enrollment of the Entire College

Table 10 - 3 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Administration, Broken Out for Public and Private Colleges

Table 10 - 4 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Administration, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 10 - 5 Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Administration, Broken Out For Public and Private Colleges

Table 10 - 6 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Faculty

Table 10 - 7 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Faculty, Broken Out by Total FTE Enrollment of the Entire College

Table 10 - 8 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Faculty, Broken Out by Type of College

Table 10 - 9 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Facilities

Table 10 - 10 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Facilities, Broken Out by Total FTE Enrollment of the Entire College

Table 10 - 11 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Facilities, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 10 - 12 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Facilities, Broken Out for Public and Private Colleges

Table 10 - 13 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Facilities, Broken Out by Type of College

Table 10 - 14 Mean, Median, Minimum and Maximum Estimated Percentage of Distance

Learning Program Costs Accounted for by Promotion

Table 10 - 15 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Promotion, Broken Out by Total FTE Enrollment of the Entire College

Table 10 - 16 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Promotion, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 10 - 17 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Promotion, Broken Out for Public and Private Colleges

Table 10 - 18 Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Promotion, Broken Out by Type of College

Table 10 - 19 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Educational Materials and Course Development

Table 10 - 20 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Educational Materials and Course Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 10 - 21 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Educational Materials and Course Development, Broken Out by Total FTE Enrollment of the Entire College

Table 10 - 22 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Educational Materials and Course Development, Broken Out for Public and Private Colleges

Table 10 - 23 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Educational Materials and Course Development, Broken Out by Type of College

Table 10 - 24 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Telecommunications Costs

Table 10 - 25 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Telecommunications Costs, Broken Out by Total FTE Enrollment of the Entire College

Table 10 - 26 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Telecommunications Costs, Broken Out for Public and Private Colleges

Table 10 - 27 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Telecommunications Costs, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 10 - 28 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Telecommunications Costs, Broken Out by Type of College

Table 10 - 29 Mean, Median, Minimum and Maximum Percentage of Total Distance Learning Program Costs Accounted for by Equipment

Table 10 - 30 Mean, Median, Minimum and Maximum Percentage of Total Distance Learning Program Costs Accounted for by Equipment, Broken Out by Total FTE Enrollment of the Entire College

Table 10 - 31 Mean, Median, Minimum and Maximum Percentage of Total Distance Learning Program Costs Accounted for by Equipment, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 10 - 32 Mean, Median, Minimum and Maximum Percentage of Total Distance Learning Program Costs Accounted for by Equipment, Broken Out for Public and Private Colleges

Table 10 - 33 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Equipment, Broken Out by Type of College

Table 10 - 34 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by All Other Costs not Previously Specified

Table 10 - 35 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by All Other Costs not Previously Specified, Broken Out by Total FTE Enrollment of the Entire College

Table 10 - 36 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by All Other Costs not Previously Specified, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 10 - 37 Mean, Median, Minimum and Maximum Percentage of Distance Learning

Program Costs Accounted for by All Other Costs not Previously Specified, Broken Out for Public and Private Colleges

Table 10 - 38 Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by All Other Costs not Previously Specified, Broken Out by Type of College

Table 11 - 1 Prospects for Enrollment Growth of Advanced Placement Courses

Table 11 - 2 Prospects for Enrollment Growth of Advanced Placement Courses, Broken Out by Total FTE Enrollment of the Entire College

Table 11 - 3 Prospects for Enrollment Growth of Advanced Placement Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 11 - 4 Prospects for Enrollment Growth of Advanced Placement Courses, Broken Out for Public and Private Colleges

Table 11 - 5 Prospects for Enrollment Growth of Advanced Placement Courses, Broken Out by Type of College

Table 11 - 6 Prospects for Enrollment Growth of Business & Finance Courses

Table 11 - 7 Prospects for Enrollment Growth of Business & Finance Courses, Broken Out by Total FTE Enrollment of the Entire College

Table 11 - 8 Prospects for Enrollment Growth of Business & Finance Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 11 - 9 Prospects for Enrollment Growth of Business & Finance Courses, Broken Out for Public and Private Colleges

Table 11 - 10 Prospects for Enrollment Growth of Business & Finance Courses, Broken Out by Type of College

Table 11 - 11 Prospects for Enrollment Growth of Communications & Journalism Courses...182

Table 11 - 12 Prospects for Enrollment Growth of Communications & Journalism Courses, Broken Out by Total FTE Enrollment of the Entire College

Table 11 - 13 Prospects for Enrollment Growth of Communications & Journalism Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 11 - 14 Prospects for Enrollment Growth of Communications & Journalism Courses, Broken Out for Public and Private Colleges

Table 11 - 15 Prospects for Enrollment Growth of Communications & Journalism Courses, Broken Out by Type of College

Table 11 - 16 Prospects for Enrollment Growth of Counseling & Psychology Courses

Table 11 - 17 Prospects for Enrollment Growth of Counseling & Psychology Courses, Broken Out by Total FTE Enrollment of the Entire College

Table 11 - 18 Prospects for Enrollment Growth of Counseling & Psychology Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 11 - 19 Prospects for Enrollment Growth of Counseling & Psychology Courses, Broken Out for Public and Private Colleges

Table 11 - 50 Prospects for Enrollment Growth of Project Management Courses

Table 11 - 51 Prospects for Enrollment Growth of Project Management Courses, Broken Out by Total FTE Enrollment of the Entire College

Table 11 - 52 Prospects for Enrollment Growth of Project Management Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 11 - 53 Prospects for Enrollment Growth of Project Management Courses, Broken Out for Public and Private Colleges

Table 11 - 54 Prospects for Enrollment Growth of Project Management Courses, Broken Out by Type of College

Table 11 - 55 Prospects for Enrollment Growth of Religious Education Courses

Table 11 - 56 Prospects for Enrollment Growth of Religious Education Courses, Broken Out by Total FTE Enrollment of the Entire College

Table 11 - 57 Prospects for Enrollment Growth of Religious Education Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 11 - 58 Prospects for Enrollment Growth of Religious Education Courses, Broken Out for Public and Private Colleges

Table 11 - 59 Prospects for Enrollment Growth of Religious Education Courses, Broken Out by Type of College

Table 11 - 60 Prospects for Enrollment Growth of Teacher Training Courses

Table 11 - 61 Prospects for Enrollment Growth of Teacher Training Courses, Broken Out by Total FTE Enrollment of the Entire College

Table 11 - 62 Prospects for Enrollment Growth of Teacher Training Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 11 - 63 Prospects for Enrollment Growth of Teacher Training Courses, Broken Out for Public and Private Colleges

Table 11 - 64 Prospects for Enrollment Growth of Teacher Training Courses, Broken Out by Type of College

Table 11 - 65 Prospects for Enrollment Growth for Writing and English Language Arts Courses

Table 11 - 66 Prospects for Enrollment Growth for Writing and English Language Arts Courses, Broken Out by Total FTE Enrollment of the Entire College

Table 11 - 67 Prospects for Enrollment Growth for Writing and English Language Arts Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year

Table 11 - 68 Prospects for Enrollment Growth for Writing and English Language Arts Courses, Broken Out for Public and Private Colleges

Table 11 - 69 Prospects for Enrollment Growth for Writing and English Language Arts Courses, Broken Out for Public and Private Colleges