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Survey of Distance Learning Programs in Higher EducationProduct Type: Market Research ReportPublished by: Primary Research Group Published: April 1999 Product Code: R180-60 Description This report provides information from distance learning (DL) program directors across North America. They were asked to name their best distance education-related purchases (courses, equipment, software, telecom services, etc.) and to specify the best management practice that their program has employed read their answers and benefit from their insights. Some of the highlights of the survey include: a statistical record of the growth of distance education in the higher education community; pinpoint enrollment growth, revenue growth, growth in number of course offerings; find out what percentage of DL students fail to pay or withdraw from classes before completion; and much more. From Primary Research.Table of Contents SUMMARY OF MAJOR FINDINGS CHAPTER ONE: INTRODUCTION CHAPTER TWO: NUMBER OF STUDENTS/COURSES
Mean Number of Students Enrolled in Distance Learning Courses, Fall Semester of 1998 Mean Number of Students Enrolled in Distance Learning Courses, Spring Semester of 1998 Mean Number of Credit Hours Earned by Distance Learning Students Mean Number of Credit Hours Earned by Distance Learning Students, Fall Semester of 1998 Mean Number of Credit Hours Earned by Distance Learning Students, Spring Semester of 1998 Mean Number of Distance Learning Courses Offered Mean Number of Distance Learning Courses Offered in 1998 Mean Number of Distance Learning Courses Offered in 1999 Mean Percentage of Distance Learning Students That Drop a Class Prior to Completion Percentage of Respondents that Indicate that the Distance Learning Dropout Rate is Higher, Lower, or about the Same as it is For Traditional College Courses at the Institution Mean Number of Students per Distance Learning Course Mean Percentage of Students that Fail to Pay for Distance Learning Courses CHAPTER THREE: MARKETING/BUSINESS
Distance Learning Services to Other Organizations Mean Spending on Marketing and Advertising of Distance Learning Courses within the Past Year Percentage of Distance Learning Programs that Use Various Media In Marketing and Advertising Efforts Percentage of Distance Learning Programs that Advertise on the Radio Percentage of Distance Learning Programs that Advertise on Cable, Network, or Local Television Percentage of Distance Learning Programs that Use Direct Mail Campaigns in their Marketing Efforts Percentage of Distance Learning Programs that Use Videos about the Programs in their Marketing Efforts Percentage of Distance Learning Programs that Use the College or Program Web site in their Marketing Efforts Percentage of Distance Learning Programs that Use Internet Newsgroups and/or Billboard Postings in their Marketing Efforts Percentage of Distance Learning Programs that Advertise in Newspapers Percentage of Distance Learning Programs that Advertise in Magazines Percentage of Distance Learning Programs that Advertise on Billboards Percentage of Distance Learning Programs that Advertise in Cardpacks Percentage of Distance Learning Programs that have a Separate Catalog for Distance Learning Courses Percentage of Distance Learning Programs that have Special Arrangements with Corporations, Government Agencies, Non-Profit Organizations, Other Colleges, Distance Learning Consortia, High Schools, or Other Institutions to Provide Distance Learning Services Specifically or Largely to that Organization CHAPTER FOUR: INTERNET ACCESS
Arrangements Percentage of Distance Learning Programs that Have Their Own Internet Servers Percentage of Distance Learning Programs that Use the College's Internet Server Percentage of Distance Learning Programs that Use an Outside Service Provider Percentage of Distance Learning Programs that Use an Outside Service Provider Used by the College Percentage of Distance Learning Programs that Have their own Servers that Purchased or Rent the Servers Percentage of Distance Learning Programs that Use the Same Server as Other Departments of the College CHAPTER FIVE: TECHNOLOGY
Technologies Percentage of Distance Learning Programs that Use Mail Correspondence Percentage of Distance Learning Programs that Use Fax Percentage of Distance Learning Programs that Use Fax Broadcasting Percentage of Distance Learning Programs that Use E-mail Correspondence Percentage of Distance Learning Programs that Use Internet Correspondence (WWW and E-mail) Percentage of Distance Learning Programs that Use Internet Voice Applications (Phone Calls over the Internet) Percentage of Distance Learning Programs that Use Campus Groupware or Intranet Percentage of Distance Learning Programs that Use Voice Dictation Software (Writing by Speaking into a Computer) Percentage of Distance Learning Programs that use Audiocassette Percentage of Distance Learning Programs that Use Live Audio Percentage of Distance Learning Programs that Use Radio Percentage of Distance Learning Programs that Use Telephone Percentage of Distance Learning Programs that Use Voice Mail Percentage of Distance Learning Programs that Use Interactive Voice Response Percentage of Distance Learning Programs that Use Videocassette Percentage of Distance Learning Programs that Use Tape Video Percentage of Distance Learning Programs that Use Tape Video, Broadcast Percentage of Distance Learning Programs that Use Tape Video, Cablecast Percentage of Distance Learning Programs that Use Tape Video, Satellite Percentage of Distance Learning Programs that Use Live Video Percentage of Distance Learning Programs that Use Live Video, Broadcast Percentage of Distance Learning Programs that Use Live Video, Cablecast Percentage of Distance Learning Programs that Use Live Video, Satellite Percentage of Distance Learning Programs that Use Videoconferencing Percentage of Distance Learning Programs that Use CD-ROM Percentage of Distance Learning Programs that Use DVD Percentage of Distance Learning Programs that Plan to Make Greater Use of Various Practices and Technologies Percentage of Distance Learning Programs that Plan to Make Greater Use of Mail Correspondence Percentage of Distance Learning Programs that Plan to Make Greater Use of Fax Correspondence Percentage of Distance Learning Programs that Plan to Make Greater Use of Fax Broadcasting Percentage of Distance Learning Programs that Plan to Make Greater Use of E-mail Correspondence Percentage of Distance Learning Programs that Plan to Make Greater Use of Internet Correspondence (WWW and E-mail) Percentage of Distance Learning Programs that Plan to Make Greater Use of Internet Voice Applications Percentage of Distance Learning Programs that Plan to Make Greater Use of Campus Groupware or Intranet Percentage of Distance Learning Programs that Plan to Make Greater Use of Voice Diction Software Percentage of Distance Learning Programs that Plan to Make Greater Use of Audiocassette Percentage of Distance Learning Programs that Plan to Make Greater Use of Live Audio Percentage of Distance Learning Programs that Plan to Make Greater Use of Radio Percentage of Distance Learning Programs that Plan to Make Greater Use of Telephone Percentage of Distance Learning Programs that Plan to Make Greater Use of Voice Mail Percentage of Distance Learning Programs that Plan to Make Greater Use of Interactive Voice Response Percentage of Distance Learning Programs that Plan to Make Greater Use of Videocassette Percentage of Distance Learning Programs that Plan to Make Greater Use of Tape Video Percentage of Distance Learning Programs that Plan to Make Greater Use of Tape Video, Broadcast Percentage of Distance Learning Programs that Plan to Make Greater Use of Tape Video, Cablecast Percentage of Distance Learning Programs that Plan to Make Greater Use of Tape Video, Satellite Percentage of Distance Learning Programs that Plan to Make Greater Use of Live Video Percentage of Distance Learning Programs that Plan to Make Greater Use of TV Broadcast Percentage of Distance Learning Programs that Plan to Make Greater Use of Cablecast Percentage of Distance Learning Programs that Plan to Make Greater Use of Satellite Percentage of Distance Learning Programs that Plan to Make Greater Use of Interactive Videoconferencing Percentage of Distance Learning Programs that Plan to Make Greater Use of Computer-to-Computer Videoconferencing Percentage of Distance Learning Programs that Plan to Make Greater Use of CD-ROM Percentage of Distance Learning Programs that Plan to Make Greater Use of DVD CHAPTER SIX: INTERNET ADMINISTRATION
Students Need Passwords to Gain Access to Course Materials Percentage of Distance Learning Programs that Use the Internet whose Instructors Must Submit Materials for Approval before Posting Them on the Internet Percentage of Distance Learning Programs that Have Used various Programs to Devise Internet-Based Courses or Support Services Percentage of Distance Learning Programs that Have Used Pathware to Devise Internet-Based Courses or Support Services Percentage of Distance Learning Programs that Have Used WebCT to Devise Internet-Based Courses or Support Services Percentage of Distance Learning Programs that Have Used Vcampus to Devise Internet-Based Courses or Support Services Percentage of Distance Learning Programs that Have Used InfoPrint to Devise Internet-Based Courses or Support Services Percentages of Distance Learning Programs that Have Used Programs Other Than Those Listed on the Questionnaire to Devise Internet-Based Courses or Support Services Percentage of Distance Learning Programs that Have Outsourced Web Program Design to an Organization Outside of the Campus CHAPTER SEVEN: FACULTY
Percentage of Distance Learning Programs that Compensate Instructors for the Development of Technology-Based Lessons Percentage of Distance Learning Programs whose Instructors are Required to Undergo Formal Training in Distance Learning Mean Cost of Distance Learning Training per Instructor Percentage of Distance Learning Programs whose Students are Required to Undergo Formal Training in Distance Learning Mean Cost of Distance Learning Training per Student CHAPTER EIGHT: FINANCES
Costs and Expenditures Percentage of Total Costs and Expenditures Attributed to Administration and Oversight Percentage of Total Costs and Expenditures Attributed to Instructor/Tutor Salaries Percentage of Total Costs and Expenditures Attributed to Advertising and Promotion Percentage of Total Costs and Expenditures Attributed to Course Development/Purchase Percentage of Total Costs and Expenditures Attributed to Equipment Percentage of Total Costs and Expenditures Attributed to Teacher Training and Recruitment Percentage of Total Costs and Expenditures Attributed to Telecommunications Costs Percentage of Total Costs and Expenditures Attributed to Facilities (Buildings/Classrooms) Percentage of Total Costs and Expenditures Attributed to Costs other than Those Mentioned Above Percentage of Distance Learning Programs that Receive Outside Financial Support or Some Sort of Grant for Development Purposes Percentage of Distance Learning Programs that Receive Outside Financial Support that Receive such Support from the State Government Percentage of Distance Learning Programs that Receive Outside Financial Support that Receive such Support from the Local Government Percentage of Distance Learning Programs that Receive Outside Financial Support that Receive such Support from a Private Foundation Percentage of Distance Learning Programs that Receive Outside Financial Support that Receive such Support from a Private Company Percentage of Distance Learning Programs that Receive Outside Financial Support that Receive such Support from a Telecommunications Provider Percentage of Distance Learning Programs that Receive Outside Financial Support that Receive such Support from a Source other than the Ones Listed CHAPTER NINE: COURSE PARAMETERS
as Tailor-Made for DL Applications; Similar or the Same as in Traditional Courses with Few or No Modifications; Similar or the Same as in Traditional Courses with Some Important Modifications Percentage of Distance Learning Programs whose Courses are Offered over Certain Time Spans Percentage of Distance Learning Programs whose Students Fill Out Course Evaluation Forms Percentage of Distance Learning Programs in which Administrative Staff "Sit In" on DL courses to Evaluate Instructors and Course Offerings Percentage of Distance Learning Programs that Indicate that Students Enrolled in Distance Learning Courses Have More Difficulty, Less Difficulty, or About the Same Level of Difficulty as Students Enrolled in Traditional Courses in Obtaining Loans and Other Types of Financial Support from the College Percentage of Distance Learning Programs that Indicate that Students Enrolled in Distance Learning Courses Have More Difficulty, Less Difficulty, or About the Same Level of Difficulty as Students Enrolled in Traditional Courses in Obtaining Loans and Other Types of Financial Support from Outside the College Percentage of Distance Learning Programs that Indicate that Students Enrolled in Distance Learning Courses Have More Difficulty, Less Difficulty, or About the Same Level of Difficulty as Students Enrolled in Traditional Courses in Transferring Credits to Other Colleges, or Qualifying for More Advanced or Graduate Study Percentage Of Distance Learning Programs that Indicate that Certain Percentages of Current DL Students Have Taken DL Courses in the Past Percentage of Distance Learning Programs for which Exams are Administered at Various Locations ercentage of Distance Learning Programs for which Exams are Administered at Home Percentage of Distance Learning Programs for which Exams are Administered at a Common Physical Location Outside the College, for Some or All of the Students Enrolled Percentage of Distance Learning Programs for which Exams are Administered at the College Percentage of Distance Learning Programs for which Exams are Administered at College Sites that Serve as Proxies Percentage of Distance Learning Programs for which Exams are Administered at All of the Above Locations CHAPTER TEN: BEST PRACTICES AND PURCHASES
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