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The Survey of Distance & Cyberlearning Programs in Higher Education, 2004 EditionProduct Type: Market Research ReportPublished by: Primary Research Group Published: March 2004 Product Code: R180-89 Description This report gives benchmarking data for college distance learning programs,
with data broken out by size and type of college and by size of distance
learning program. The report covers issues such as: use of emerging technologies,
such as authoring software, rates of market growth, revenue and enrollment growth,
use of DL journals and attendance at conferences, the spread of distance
learning to traditional full time students studying at a college, ties with
foreign colleges, outsourcing, trends in courses offered, enrollment growth in
courses tailored for industry, trends in marketing costs, trends in
instructor salaries, use of part time, full time and adjunct faculty, drop out and
non-payment rates, perceived growth prospects for distance learning in various
subject fields and other issues.
Table of Contents List Of Tables Description Of The Sample Section One: Use Of Authoring Software Section Two: Use Of Messenger Software & Chat Rooms Section Three: Journal Subscription Practices Section Four: Use Of The Distance Learning Program By Traditional Course Takers Section Five: Ties To Distance Learning Programs Abroad Section Six: Outsourcing Section Seven: Information Literacy And Virtual Reference Section Eight: Trends In Courses Offered To Specific Organizations Section Nine: Use Of Adjuncts Section Ten: Enrollement Growth Trends Section Eleven: Total Number Of Courses Offered Section Twelve: Marketing The Distance Learning Program Section Thirteen: Change In Charges For Tuition Section Fourteen: Distance Learning Program Revenues Section Fifteen: Perceived Level Of Competition With For- Profit Higher Education Providers Section Sixteen: Perceived Enrollment Growth Prospects For Courses In Particular Fields Of Study List Of Participants Other Reports From Primary Research Group Table #1: Percentage Of Programs That Use Dreamweaver Table #2: Percentage Of Programs That Use Dreamweaver Broken Out For 2 Year And 4 Year Colleges Table #4: Percentage Of Programs That Use Dreamweaver, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #5: Percentage Of Programs That Use Lectora Table #6: Percentage Of Programs That Use Lectora, Broken Out For 2 Year And Year Colleges Table #7: Percentage Of Programs That Use Lectora, Broken Out For Public And Private Colleges Table #8: Percentage Of Programs That Use Lectora, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #9: Percentage Of Programs That Use I-Author Table #10: Percentage Of Programs That Use I-Author, Broken Out For 2 Year And Year Colleges Table #11: Percentage Of Programs That Use I-Author, Broken Out For Public And Private Colleges Table #12: Percentage Of Programs That Use I-Author , Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #13: Percentage Of Programs That Use Moodle Table #14: Percentage Of Programs That Use Moodle, Broken Out For 2 Year And Year Colleges Table #15: Percentage Of Programs That Use Moodle, Broken Out For Public And Private Colleges Table #16: Percentage Of Programs That Use Moodle, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #17: Percentage Of Programs That Use Docent Table #18: Percentage Of Programs That Use Docent, Broken Out For 2 Year And 4 Year Colleges Table #19: Percentage Of Programs That Use Docent, Broken Out For Public And Private Colleges Table #20: Percentage Of Programs That Use Docent, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #21: Percentage Of Programs That Use Macromedia Authorware Table #22: Percentage Of Programs That Use Macromedia Authorware, Broken Out For 2 Year And 4 Year Colleges Table #23: Percentage Of Programs That Use Macromedia Authorware, Broken Out For Public And Private Colleges Table #24: Percentage Of Programs That Use Macromedia Authorware, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #25: Percentage Of Programs That Use Questionmark Table #26: Percentage Of Programs That Use Questionmark, Broken Out For 2 Year And 4 Year Colleges Table #27: Percentage Of Programs That Use Questionmark, Broken Out For Public And Private Colleges Table #28: Percentage Of Programs That Use Questionmark, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #29: Percentage Of Programs That Use Golive Table #30: Percentage Of Programs That Use Golive, Broken Out For 2 Year And 4 Year Colleges Table #31: Percentage Of Programs That Use Golive, Broken Out For Public And Private Colleges Table #32: Percentage Of Programs That Use Golive, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #33: Percentage Of Programs That Use Or Encourage The Use Of Aol Messenger Table #34: Percentage Of Programs That Use Or Encourage The Use Of Aol Messenger, Broken Out For 2-Year And 4-Year Colleges Table #35: Percentage Of Programs That Use Or Encourage The Use Of Aol Messenger, Broken Out For Public And Private Colleges Table #36: Percentage Of Programs That Use Or Encourage The Use Of Aol Messenger, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #37: Percentage Of Programs That Use Or Encourage The Use Of Yahoo Messenger Table #38: Percentage Of Programs That Use Or Encourage The Use Of Yahoo Messenger, Broken Out For 2 Year And 4 Year Colleges Table #39: Percentage Of Programs That Use Or Encourage The Use Of Yahoo Messenger, Broken Out For Public And Private Colleges Table #40: Percentage Of Programs That Use Or Encourage The Use Of Yahoo Messenger, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #41: Percentage Of Programs That Use Or Encourage The Use Of Yahoo Groups Table #42: Percentage Of Programs That Use Or Encourage The Use Of Yahoo Groups, Broken Out For 2 Year And 4 Year Colleges Table #43: Percentage Of Programs That Use Or Encourage The Use Of Yahoo Groups, Broken Out For Public And Private Colleges Table #44: Percentage Of Programs That Use Or Encourage The Use Of Yahoo Groups, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution26 Table #45: Percentage Of Programs That Use Or Encourage The Use Of Msn Chat Groups Table #46: Percentage Of Programs That Use Or Encourage The Use Of Msn Chat Groups, Broken Out For 2 Year And 4 Year Colleges Table #47: Percentage Of Programs That Use Or Encourage The Use Of Msn Chat Groups, Broken Out For Public And Private Colleges Table #48: Percentage Of Programs That Use Or Encourage The Use Of Msn Chat Groups, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #49: Percentage Of Programs That Subscribe To Distance Learning Journals Table #50: Percentage Of Programs That Subscribe To Distance Learning Journals, Broken Out For 2 Year And 4 Year Colleges Table #51: Percentage Of Programs That Subscribe To Distance Learning Journals, Broken Out For Public And Private Colleges Table #52: Percentage Of Programs That Subscribe To Distance Learning Journals, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #53: Number Of Distance Learning Journals To Which The Program Subscribes By Itself Or Through The College Library Table #54: Number Of Distance Learning Journals To Which The Program Subscribes By Itself Or Through The College Library, Broken Out For 2 Year And 4 Year Colleges Table #55: Number Of Distance Learning Journals To Which The Program Subscribes By Itself Or Through The College Library, Broken Out For Public And Private Colleges Table #56: Number Of Distance Learning Journals To Which The Program Subscribes By Itself Or Through The College Library, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #57: Number Of Distance Learning Journal Subscriptions Maintained By The Program Itself Table #58: Number Of Distance Learning Journal Subscriptions Maintained By The Program Itself, Broken Out For 2 Year And 4 Year Colleges Table #59: Number Of Distance Learning Journal Subscriptions Maintained By The Program Itself, Broken Out For Public And Private Colleges Table #60: Number Of Distance Learning Journal Subscriptions Maintained By The Program Itself, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #61: Number Of Distance Learning Journal Subscriptions Maintained By The Library Table #62: Number Of Distance Learning Journal Subscriptions Maintained By The Library, Broken Out For 2 Year And 4 Year Colleges Table #63: Number Of Distance Learning Journal Subscriptions Maintained By The Library, Broken Out For Public And Private Colleges Table #64: Number Of Distance Learning Journal Subscriptions Maintained By The Library, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #65: Percentage Of Programs That Allow Students Enrolled In Traditional Programs To Also Take Distance Learning Courses Table #66: Percentage Of Programs That Allow Students Enrolled In Traditional Programs To Also Take Distance Learning Courses, Broken Out For 2 Year And 4 Year Colleges Table #67: Percentage Of Programs That Allow Students Enrolled In Traditional Programs To Also Take Distance Learning Courses, Broken Out For Public And Private Colleges Table #68: Percentage Of Programs That Allow Students Enrolled In Traditional Programs To Also Take Distance Learning Courses, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #69: Percentage Of Programs That Offers Core Courses To Students Enrolled In The Distance Learning Or Traditional Program Table #70: Percentage Of Programs That Offers Core Courses To Students Enrolled In The Distance Learning Or Traditional Program, Broken Out For 2 Year And 4 Year Colleges Table #71: Percentage Of Programs That Offers Core Courses To Students Enrolled In The Distance Learning Or Traditional Program, Broken Out For Public And Private Colleges Table #72: Percentage Of Programs That Offers Core Courses To Students Enrolled In The Distance Learning Or Traditional Program, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #73: Percentage Of Programs That Allows Traditional Students To Take Core Courses Through The Distance Learning Program Table #74: Percentage Of Programs That Allows Traditional Students To Take Core Courses Through The Distance Learning Program, Broken Out By, Broken Out For 2 Year And 4 Year Colleges Table #75: Percentage Of Programs That Allows Traditional Students To Take Core Courses Through The Distance Learning Program, Broken Out For Public And Private Colleges Table #76: Percentage Of Programs That Allows Traditional Students To Take Core Courses Through The Distance Learning Program, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #77: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Core Language Skills Course Through A Distance Learning Course Table #78: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Core Language Skills Course Through A Distance Learning Course, Broken Out For 2 Year And 4 Year Colleges Table #79: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Core Language Skills Course Through A Distance Learning Course, Broken Out For Public And Private Colleges Table #80: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Core Language Skills Course Through A Distance Learning Course, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #81: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Economics Through A Distance Learning Course Table #82: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Economics Through A Distance Learning Course, Broken Out By 2 Yr And 4 Yr Colleges Table #83: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Economics Through A Distance Learning Course, Broken Out For Public And Private Colleges Table #84: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Economics Through A Distance Learning Course, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #85: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Psychology Through A Distance Learning Course Table #86: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Psychology Through A Distance Learning Course, Broken Out By 2 Yr And 4 Yr Colleges Table #87: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Psychology Through A Distance Learning Course, Broken Out For Public And Private Colleges Table #88: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Psychology Through A Distance Learning Course, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #89: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Biology Through A Distance Learning Course Table #90: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Biology Through A Distance Learning Course, Broken Out By 2 Yr And 4 Yr Colleges Table #91: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Biology Through A Distance Learning Course, Broken Out For Public And Private Colleges Table #92: Percentage Of Distance Learning Programs That Enable Students Enrolled In Traditional Programs Of Study To Satisfy Requirements To Take The Basic Introduction To Biology Through A Distance Learning Course, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #93: Percentage Of Programs That Offer Distance Learning Courses Through Colleges In Foreign Countries Table #94: Percentage Of Programs That Offer Distance Learning Courses Through Colleges In Foreign Countries, Broken Out For 2 Year And 4 Year Colleges Table #95: Percentage Of Programs That Offer Distance Learning Courses Through Colleges In Foreign Countries, Broken Out For Public And Private Colleges Table #96: Percentage Of Programs That Offer Distance Learning Courses Through Colleges In Foreign Countries, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #97: Percentage Of Distance Learning Programs Not Currently Offering Courses Through Colleges In Foreign Countries That Are Actively Developing Plans For Such Links Table #98: Percentage Of Distance Learning Programs Not Currently Offering Courses Through Colleges In Foreign Countries That Are Actively Developing Plans For Such Links, Broken Out For 2 Year And 4 Year Colleges Table #99: Percentage Of Distance Learning Programs Not Currently Offering Courses Through Colleges In Foreign Countries That Are.. Actively Developing Plans For Such Links, Broken Out For Public And Private Colleges Table #100: Percentage Of Distance Learning Programs Not Currently Offering Courses Through Colleges In Foreign Countries That Are Actively Developing Plans For Such Links, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #101: Percentage Of Programs That Have Outsourced Any Functions Such As Teaching, Tutoring, Programming, Data Input Or Other Tasks To India Or Other Developing Countries Table #102: Percentage Of Programs That Have Outsourced Any Functions Such As Teaching, Tutoring, Programming, Data Input Or Other Functions To Organizations In The United States Table #103: Percentage Of Programs That Have Outsourced Any Functions Such As Teaching, Tutoring, Programming, Data Input Or Other Functions To Organizations In The United States, Broken Out For 2 Year And 4 Year Colleges Table #104: Percentage Of Programs That Have Outsourced Any Functions Such As Teaching, Tutoring, Programming, Data Input Or Other Functions To Organizations In The United States, Broken Out For Public And Private Colleges Table #105: Percentage Of Programs That Have Outsourced Any Functions Such As Teaching, Tutoring, Programming, Data Input Or Other Functions To Organizations In The United States, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #106: Percentage Of Programs That Have Any Formal Requirements For Information Literacy Table #107: Percentage Of Programs That Have Any Formal Requirements For Information Literacy, Broken Out For 2 Year And 4 Year Colleges Table #108: Percentage Of Programs That Have Any Formal Requirements For Information Literacy, Broken Out For Public And Private Colleges Table #109: Percentage Of Programs That Have Any Formal Requirements For Information Literacy, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #110: Percentage Of Programs Without Information Literacy Requirements That Plan To Implement Such Requirements Table #111: Percentage Of Programs Without Information Literacy Requirements That Plan To Implement Such Requirements, Broken Out For 2 Year And 4 Year Colleges Table #112: Percentage Of Programs Without Information Literacy Requirements That Plan To Implement Such Requirements, Broken Out For Public And Private Colleges Table #113: Percentage Of Programs Without Information Literacy Requirements That Plan To Implement Such Requirements, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #114: Percentage Of Programs That Offer Virtual Reference Services To Their Distance Learning Students Table #115: Percentage Of Programs That Offer Virtual Reference Services To Their Distance Learning Students, Broken Out For 2 Year And 4 Year Colleges Table #116: Percentage Of Programs That Offer Virtual Reference Services To Their Distance Learning Students, Broken Out For Public And Private Colleges Table #117: Percentage Of Programs That Offer Virtual Reference Services To Their Distance Learning Students, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #118: Percentage Of Programs That Offer Courses Tailored To Specific Organizations Table #119: Percentage Of Programs That Offer Courses Tailored To Specific Organizations, Broken Out For 2 Year And 4 Year Colleges Table #120: Percentage Of Programs That Offer Courses Tailored To Specific Organizations, Broken Out For Public And Private Colleges Table #121: Percentage Of Programs That Offer Courses Tailored To Specific Organizations, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #122: Percentage Of Dl Programs That Provide Courses To Prisons ... Table #123: Percentage Of Programs That Provide Courses To Prisons, Broken Out For 2 Year And 4 Year Colleges Table #124: Percentage Of Dl Programs That Provide Courses To Prisons, Broken Out For Public And Private Colleges Table #125: Percentage Of Dl Programs That Provide Courses To Prisons, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #126: Percentage Of Dl Programs That Have Formal Arrangements To Provide Courses To Particular Healthcare Organizations Table #127: Percentage Of Programs That Have Formal Arrangements To Provide Courses To Particular Healthcare Organizations, Broken Out For 2 Year And 4 Year Colleges Table #128: Percentage Of Dl Programs That Have Formal Arrangements To Provide Courses To Particular Healthcare Organizations, Broken Out For Public And Private Colleges Table #129: Percentage Of Dl Programs That Have Formal Arrangements To Provide Courses To Particular Healthcare Organizations, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#130: Use Of Adjuncts In The Distance Learning Program Table#131: Use Of Adjuncts In The Distance Learning Program, Broken Out For 2 Year And 4 Year Colleges Table#132: Use Of Adjuncts In The Distance Learning Program, Broken Out For Public And Private Colleges Table#133: Use Of Adjuncts In The Distance Learning Program, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#134: Per Course Pay Levels For Adjuncts Table#135: Per Course Pay Levels For Adjuncts, Broken Out For 2 Year And 4 Year Colleges Table#136: Per Course Pay Levels For Adjuncts, Broken Out For Public And Private Colleges Table#137: Per Course Pay Levels For Adjuncts, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #138: The Growth Rate Of Total Distance Learning Courses Taken From Fall 2002 To Fall 2003 Table #139: The Growth Rate Of Total Distance Learning Courses Taken From Fall 2002 To Fall 2003, Broken Out For 2 Year And 4 Year Colleges Table #140: The Growth Rate Of Total Distance Learning Courses Taken From Fall 2002 To Fall 2003, Broken Out For Public And Private Colleges Table #141: The Growth Rate Of Total Distance Learning Courses Taken From Fall 2002 To Fall 2003, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#142: Percentage Of Total Course Load Of Students In The Colleges Traditional Undergraduate Program Awe Have Or Will Have Courses In This Area And We Expect Moderate Growthounted For By Distance Learning Courses In Colleges That Allow Traditional Students To Take Distance Learning Courses For Credit Table#143: Percentage Of Total Course Load Of Students In The Colleges Traditional Undergraduate Program Accunted For By Distance Learning Courses In Colleges That Allow Traditional Students To Take Distance Learning Courses For Credit, Broken Out By 2 Yr And 4 Yr Colleges Table#144: Percentage Of Total Course Load Of Students In The Colleges Traditional Undergraduates Program Accounted For By Distance Learning Courses In Colleges That Allow Traditional Students To Take Distance Learning Courses For Credit, Broken Out For Public And Private Colleges Table#145: Percentage Of Total Course Load Of Students In The Colleges Traditional Undergraduates Program Accounted For By Distance Learning Courses In Colleges That Allow Traditional Students To Take Distance Learning Courses For Credit, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#146: Percentage Of Courses Offered By Third Party Providers Table#147: Percentage Of Courses Offered By Third Party Providers, Broken Out For 2 Year And 4 Year Colleges Table#148: Percentage Of Courses Offered By Third Party Providers, Broken Out For Public And Private Colleges Table#149: Percentage Of Courses Offered By Third Party Providers, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #150: Total Number Of Courses Offered At A Distance Table #151: Total Number Of Courses Offered At A Distance, Broken Out For 2 Year And 4 Year Colleges Table #152: Total Number Of Courses Offered At A Distance, Broken Out For Public And Private Colleges Table #153: Total Number Of Courses Offered At A Distance, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#154: Percentage Change In The Number Of Courses Offered At A Distance In The Past Year Table#155: Percentage Change In The Number Of Courses Offered At A Distance In The Past Year, Broken Out For 2 Year And 4 Year Colleges Table#156: Percentage Change In The Number Of Courses Offered At A Distance In The Past Year, Broken Out For Public And Private Colleges Table#157: Percentage Change In The Number Of Courses Offered At A Distance In The Past Year, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #158: Total Spending In The Past Year For Advertising Through Newspapers Table #159: Total Spending In The Past Year For Advertising Through Newspapers, Broken Out For 2 Year And 4 Year Colleges Table #160: Total Spending In The Past Year For Advertising Through Newspapers, Broken Out For Public And Private Colleges Table #161: Total Spending In The Past Year For Advertising Through Newspapers, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #162: Total Spending In The Past Year For Advertising Through Student Newspapers Table #163: Total Spending In The Past Year For Advertising Through Student Newspapers, Broken Out For 2 Year And 4 Year Colleges Table #164: Total Spending In The Past Year For Advertising Through Student Newspapers, Broken Out For Public And Private Colleges Table #165: Total Spending In The Past Year For Advertising Through Student Newspapers, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #166: Total Spending In The Past Year For Advertising Through Radio Table #167: Total Spending In The Past Year For Advertising Through Radio, Broken Out For 2 Year And 4 Year Colleges Table #168: Total Spending In The Past Year For Advertising Through Radio, Broken Out For Public And Private Colleges Table #169: Total Spending In The Past Year For Advertising Through Radio, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #170: Total Spending In The Past Year For Advertising Through Billboards Table#171: Total Spending In The Past Year For Advertising Through Billboards, Broken Out For 2 Year And 4 Year Colleges Table#172: Total Spending In The Past Year For Advertising Through Billboards, Broken Out For Public And Private Colleges Table#173: Total Spending In The Past Year For Advertising Through Billboards, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#174: Total Spending In The Past Year For Advertising Through Direct Mail Table#175: Total Spending In The Past Year For Advertising Through Direct Mail, Broken Out For 2 Year And 4 Year Colleges Table#176: Total Spending In The Past Year For Advertising Through Direct Mail, Broken Out For Public And Private Colleges Table#177: Total Spending In The Past Year For Advertising Through Direct Mail, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table #178: Total Spending In The Past Year For Advertising Through Television Table #179: Total Spending In The Past Year For Advertising Through Television, Broken Out For 2 Year And 4 Year Colleges Table #180: Total Spending In The Past Year For Advertising Through Television , Broken Out For Public And Private Colleges Table #181: Total Spending In The Past Year For Advertising Through Television , Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#182: Total Spending In The Past Year For Advertising Through Web Banners Or Sponsorship Table#183: Total Spending In The Past Year For Advertising Through Web Banners Or Sponsorship, Broken Out For 2 Year And 4 Year Colleges Table#184: Total Spending In The Past Year For Advertising Through Web Banners Or Sponsorship, Broken Out For Public And Private Colleges Table#185: Total Spending In The Past Year For Advertising Through Web Banners Or Sponsorship, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#186: Percentage Change In Tuition Prices For Distance Learning Courses Table#:187 Percentage Change In Tuition Prices For Distance Learning Courses, Broken Out For 2 Year And 4 Year Colleges Table#188: Percentage Change In Tuition Prices For Distance Learning Courses, Broken Out For Public And Private Colleges Table#189: Percentage Change In Tuition Prices For Distance Learning Courses, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#190: Average Per Credit Cost For Distance Learning Courses Table#191: Average Per Credit Cost For Distance Learning Courses, Broken Out For 2 Year And 4 Year Colleges Table#192: Average Per Credit Cost For Distance Learning Courses, Broken Out For Public And Private Colleges Table#193: Average Per Credit Cost For Distance Learning Courses, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#194: Average Per Credit Cost For Traditional Courses Table#195: Average Per Credit Cost For Traditional Courses, Broken Out For Year And 4 Year Colleges Table#196: Average Per Credit Cost For Traditional Courses, Broken Out For Public And Private Colleges Table#197: Average Per Credit Cost For Traditional Courses, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#198: Trends In Decisions On Tuition Prices Table#199: Trends In Decisions On Tuition Prices, Broken Out For 2 Year And 4 Year Colleges Table#200: Trends In Decisions On Tuition Prices, Broken Out For Public And Private Colleges Table#201: Trends In Decisions On Tuition Prices, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#202: Percentage Of Distance Learning Courses Taught By Regular College Full-Time Faculty That Primarily Teach In Other Divisions Or Programs Of The College Table#203: Percentage Of Distance Learning Courses Taught By Regular College Full-Time Faculty That Primarily Teach In Other Divisions Or Programs Of The College, Broken Out By 2 Yr And 4 Yr Colleges Table#204: Percentage Of Distance Learning Courses Taught By Regular College Full-Time Faculty That Primarily Teach In Other Divisions Or Programs Of The College, Broken Out For Public And Private Colleges Table#205: Percentage Of Distance Learning Courses Taught By Regular College Full-Time Faculty That Primarily Teach In Other Divisions Or Programs Of The College, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#206: Percentage Of Distance Learning Courses Taught By College Full-Time Faculty That Teach Primarily Or Exclusively In The Adult Education Program Table#207: Percentage Of Distance Learning Courses Taught By College Full-Time Faculty That Teach Primarily Or Exclusively In The Adult Education Program, Broken Out For 2 Year And 4 Year Colleges Table#208: Percentage Of Distance Learning Courses Taught By College Full-Time Faculty That Teach Primarily Or Exclusively In The Adult Education Program, Broken Out For Public And Private Colleges Table#209: Percentage Of Distance Learning Courses Taught By College Full-Time Faculty That Teach Primarily Or Exclusively In The Adult Education Program, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#210: Percentage Of Distance Learning Courses Taught By Graduate Students Table#211: Percentage Of Distance Learning Courses Taught By Graduate Students, Broken Out For 2 Year And 4 Year Colleges Table#212: Percentage Of Distance Learning Courses Taught By Graduate Students, Broken Out For Public And Private Colleges Table#213: Percentage Of Distance Learning Courses Taught By Graduate Students, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#214: Percentage Of Distance Learning Courses Taught By Adjuncts Table#215: Percentage Of Distance Learning Courses Taught By Adjuncts, Broken Out For 2 Year And 4 Year Colleges Table#216: Percentage Of Distance Learning Courses Taught By Adjuncts, Broken Out For Public And Private Colleges Table#217: Percentage Of Distance Learning Courses Taught By Adjuncts, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#218: Number Of Dl Instructors Employed Directly By The Adult Education Program Table#219: Number Of Dl Instructors Employed Directly By The Adult Education Program, Broken Out For 2 Year And 4 Year Colleges Table#220: Number Of Dl Instructors Employed Directly By The Adult Education Program, Broken Out For Public And Private Colleges Table#221: Number Of Dl Instructors Employed Directly By The Adult Education Program, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#222: Change In Distance Learning Revenue In 2003 For Non-Degree Programs Table#223: Change In Distance Learning Revenue In 2003 For Non-Degree Programs, Broken Out For 2 Year And 4 Year Colleges Table#224: Change In Distance Learning Revenue In 2003 For Non-Degree Programs, Broken Out For Public And Private Colleges Table#225: Change In Distance Learning Revenue In 2003 For Non-Degree Programs, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#226: Change In Distance Learning Revenue In 2003 For Degree Programs Table#227: Change In Distance Learning Revenue In 2003 For Degree Programs, Broken Out For 2 Year And 4 Year Colleges Table#228: Change In Distance Learning Revenue In 2003 For Degree Programs, Broken Out For Public And Private Colleges Table #229: Change In Distance Learning Revenue In 2003 For Degree Programs, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#230: Self Assessment Of Rate Of Growth Of Distance Learning Program Table#231: Self Assessment Of Rate Of Growth Of Distance Learning Program, Broken Out For 2 Year And 4 Year Colleges Table#232: Self Assessment Of Rate Of Growth Of Distance Learning Program, Broken Out For Public And Private Colleges Table#233: Self Assessment Of Rate Of Growth Of Distance Learning Program, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#234: Percentage Of Providers Compensated With A Flat Fee, Or A Percentage Of Tuition Revenues, Or On A Per Student Basis Table#235: Percentage Of Providers Compensated With A Flat Fee, Or A Percentage Of Tuition Revenues, Or On A Per Student Basis, Broken Out For 2 Year And 4 Year Colleges Table#236: Percentage Of Providers Compensated With A Flat Fee, Or A Percentage Of Tuition Revenues, Or On A Per Student Basis, Broken Out For Public And Private Colleges Table#237: Percentage Of Providers Compensated With A Flat Fee, Or A Percentage Of Tuition Revenues, Or On A Per Student Basis, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#238: Percentage Of Change Of Courses Offered During The Past Year Table#239: Percentage Of Change Of Courses Offered During The Past Year, Broken Out By 2 Yr And 4 Yr Colleges Table#240: Percentage Of Change Of Courses Offered During The Past Year, Broken Out For Public And Private Colleges Table#241: Percentage Of Change Of Courses Offered During The Past Year, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#242: Level Of Competition With For-Profit Education Programs Such As The University Of Phoenix Table#243: Level Of Competition With For-Profit Education Programs Such As The University Of Phoenix Table#244: Level Of Competition With For-Profit Education Programs Such As The University Of Phoenix, Broken Out For Public And Private Colleges Table#245: Level Of Competition With For-Profit Education Programs Such As The University Of Phoenix, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#246: Level Of Competition With Non-Degree Certificates Offered By For-Profit Training Or Professional Institutes Table#247: Level Of Competition With Non-Degree Certificates Offered By For-Profit Training Or Professional Institutes Table#248: Level Of Competition With Non-Degree Certificates Offered By For-Profit Training Or Professional Institutes, Broken Out For Public And Private Colleges Table#249: Level Of Competition With Non-Degree Certificates Offered By For-Profit Training Or Professional Institutes, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#250: Level Of Competition With Private Sector Educational Providers Table#251: Level Of Competition With Private Sector Educational Providers Table#252: Level Of Competition With Private Sector Educational Providers, Broken Out For Public And Private Colleges Table#253: Level Of Competition With Private Sector Educational Providers, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#254: Perceived Enrollment Growth Prospects For Distance Learning Courses In Healthcare Table#255: Perceived Enrollment Growth Prospects For Distance Learning Courses In Healthcare Table#256: Perceived Enrollment Growth Prospects For Distance Learning Courses In Healthcare, Broken Out For Public And Private Colleges Table#257: Perceived Enrollment Growth Prospects For Distance Learning Courses In Healthcare, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#258: Perceived Enrollment Growth Prospects For Distance Learning Courses In Alternative Medicine Table#259: Perceived Enrollment Growth Prospects For Distance Learning Courses In Alternative Medicine Table#260: Perceived Enrollment Growth Prospects For Distance Learning Courses In Alternative Medicine, Broken Out For Public And Private Colleges Table#261: Perceived Enrollment Growth Prospects For Distance Learning Courses In Alternative Medicine, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#262: Perceived Enrollment Growth Prospects For Distance Learning Courses In English Language Skills Table#263: Perceived Enrollment Growth Prospects For Distance Learning Courses In English Language Skills Table#264: Perceived Enrollment Growth Prospects For Distance Learning Courses In English Language Skills, Broken Out For Public And Private Colleges Table#265: Perceived Enrollment Growth Prospects For Distance Learning Courses In English Language Skills, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#266: Perceived Enrollment Growth Prospects For Distance Learning Courses In Foreign Language Study Table#267: Perceived Enrollment Growth Prospects For Distance Learning Courses In Foreign Language Study Table#268: Perceived Enrollment Growth Prospects For Distance Learning Courses In Foreign Language Study, Broken Out For Public And Private Colleges Table#269: Perceived Enrollment Growth Prospects For Distance Learning Courses In Foreign Language Study, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#270: Perceived Enrollment Growth Prospects For Distance Learning Courses In Economics And Finance Table#271: Perceived Enrollment Growth Prospects For Distance Learning Courses In Economics And Finance Table#272: Perceived Enrollment Growth Prospects For Distance Learning Courses In Economics And Finance, Broken Out For Public And Private Colleges Table#273: Perceived Enrollment Growth Prospects For Distance Learning Courses In Economics And Finance, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#274: Perceived Enrollment Growth Prospects For Distance Learning Courses In Marketing Table#275: Perceived Enrollment Growth Prospects For Distance Learning Courses In Marketing Table#276: Perceived Enrollment Growth Prospects For Distance Learning Courses In Marketing, Broken Out For Public And Private Colleges Table#277: Perceived Enrollment Growth Prospects For Distance Learning Courses In Marketing, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#278: Perceived Enrollment Growth Prospects For Distance Learning Courses In General Business Table#279: Perceived Enrollment Growth Prospects For Distance Learning Courses In General Business Table#280: Perceived Enrollment Growth Prospects For Distance Learning Courses In General Business, Broken Out For Public And Private Colleges Table#281: Perceived Enrollment Growth Prospects For Distance Learning Courses In General Business, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#282: Perceived Enrollment Growth Prospects For Distance Learning Courses In Information Technology Table#283: Perceived Enrollment Growth Prospects For Distance Learning Courses In Information Technology Table#284: Perceived Enrollment Growth Prospects For Distance Learning Courses In Information Technology, Broken Out For Public And Private Colleges Table#285: Perceived Enrollment Growth Prospects For Distance Learning Courses In Information Technology, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#286 : Perceived Enrollment Growth Prospects For Distance Learning Courses In Culinary Arts Table#287: Perceived Enrollment Growth Prospects For Distance Learning Courses In Culinary Arts Table#288: Perceived Enrollment Growth Prospects For Distance Learning Courses In Culinary Arts, Broken Out For Public And Private Colleges Table#289: Perceived Enrollment Growth Prospects For Distance Learning Courses In Culinary Arts, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#290: Perceived Enrollment Growth Prospects For Distance Learning Courses In Teacher Education Table#291: Perceived Enrollment Growth Prospects For Distance Learning Courses In Teacher Education Table#292: Perceived Enrollment Growth Prospects For Distance Learning Courses In Teacher Education, Broken Out For Public And Private Colleges Table#293: Perceived Enrollment Growth Prospects For Distance Learning Courses In Teacher Education, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution Table#294: Perceived Enrollment Growth Prospects For Distance Learning Courses In Psychology And Counseling Table#295: Perceived Enrollment Growth Prospects For Distance Learning Courses In Psychology And Counseling Table#296: Perceived Enrollment Growth Prospects For Distance Learning Courses In Psychology And Counseling, Broken Out For Public And Private Colleges Table#297: Perceived Enrollment Growth Prospects For Distance Learning Courses In Psychology And Counseling, Broken Out By Full Time Equivalent Enrollment Of The Parent Institution |
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