Going the Distance: Online Education in the United States, 2011

Autor/inn/en	Allen, I. Elaine; Seaman, Jeff
Institution	Sloan Consortium
Titel	Going the Distance: Online Education in the United States, 2011
Quelle	(2011), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-9840-2881-8
Schlagwörter	Quantitative Daten; Electronic Learning; Strategic Planning; Online Courses; Deans; Annual Reports; Administrator Attitudes; Educational Development; College Outcomes Assessment; College Programs; Educational Indicators; College Planning; Distance Education; Enrollment Trends; College Faculty; Teacher Attitudes; Professional Development; School Surveys; Statistical Data; Educational Trends; Trend Analysis; United States + Suchen Sie Ihr Suchwort? Strategy; Planning; Strategie; Planung; Online course; Online-Kurs; Dean; Dekan; Annual report; Tätigkeitsbericht; Bildungsentwicklung; Studienprogramm; Educational indicato; Bildungsindikator; Studienplanung; Distance study; Distance learning; Fernunterricht; Fakultät; Lehrerverhalten; Trendanalyse; USA
Abstract	"Going the Distance: Online Education in the United States, 2011" is the ninth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group. Data collection is conducted in partnership with the College Board. This year's study, like those for the previous eight years, is aimed at answering fundamental questions about the nature and extent of online education. Based on responses from more than 2,500 colleges and universities, the study addresses: Is online learning strategic? After remaining steady for several years, the proportion of chief academic officers saying that online education is critical to their long-term strategy took an upward turn in both 2010 and 2011. Sixty-five percent of all reporting institutions said that online learning was a critical part of their long-term strategy, a small increase from sixty-three percent in 2010. The year-to-year change was greatest among the for-profit institutions, which increased from fifty-one percent agreeing in 2009 to sixty-nine percent in 2011. For-profit institutions are the most likely to have included online learning as a part of their strategic plan. (Contains 4 footnotes.) [For the previous report, "Class Differences: Online Education in the United States, 2010," see ED529952.] (ERIC).
Anmerkungen	Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. Tel: 781-583-7561; Fax: 888-898-6209; e-mail: info@sloanconsortium.org; Web site: http://sloanconsortium.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10