WCET Research aims to shed light on topics that support the operation, instruction and technology implementation of technology-enhanced higher education.
WCET Distance Education Enrollment Report 2016
Based on data accumulated by the U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS) surveys from the Fall of 2014, the WCET Distance Education Enrollment Report 2016 highlights differences by sector, graduate vs. undergraduate study, student location, and by the number of institutions educating students at a distance. Our aim is to enlighten readers about the current state of the industry through graphs, data tables, observations, and commentary based on our insights.
In partnership with The Learning House, Inc. WCET surveyed more than 200 deans, directors, and provosts at two- and four-year higher education institutions about the hiring, expectations, policies, and support of adjunct and part-time faculty members for online courses.
WCET has produced an infographic utilizing the 2013 Fall IPEDS Enrollment numbers. This quick overview shows distance education enrollment patterns might not be what popular opinion thinks they are. We encourage you to share this with your networks!
Check out the Frontiers blog for a deeper discussion of these data.
The Managing Online Education series of surveys obtains data on the instructional, operational, and technology infrastructure of online operations in higher education. The Managing Online Education surveys are now conducted as a partnership of WCET, eCampusAlberta, BCcampus, and Connecticut Distance Learning Consortium.
College personnel often ask us about the status of compliance with state authorization regulations among their peer colleges. Since 2011, these surveys have sought input on institutional progress in obtaining authorization in all the states in which the colleges serve students. Additional questions about costs, compliance personnel, staying out of states, compliance strategies, and notification of students have also been asked.
To leverage expertise and efficiencies in implementing educational technologies, higher education leaders often create centralized service organizations or interinstitutional partnerships. Defined as “academic collaborations,” these organizations foster interinstitutional partnerships that share resources to increase institutional capacity for, sharing of, and access to technology-mediated courses and programs. This paper surveyed academic collaborations to gain insight on effective models used to finance their activities. By Demaree Michelau and Russ Poulin, August 2008.