Ensuring accessibility in digital learning is a priority for WCET, and audio descriptions are a crucial component in making video content inclusive for all learners. But what exactly are audio descriptions, and how can they improve the learning experience? Let’s dive into the fundamentals of audio descriptions and how they enhance accessibility in higher education.
What Are Audio Descriptions?
An audio description is a narration added to a video’s soundtrack to describe important visual details that cannot be understood from the main audio alone. This additional narration provides key information about:
actions,
characters,
scene changes,
on-screen text, and,
other visual content…making videos more accessible for individuals who are blind or an individual with a visual impairment.
Typically, these descriptions are inserted during existing pauses in dialogue. However, when necessary, a video can be paused to allow for additional descriptions. Depending on the platform, audio descriptions may be offered as an optional alternate soundtrack or integrated into the standard audio track for all viewers.
Nostalgic and Practical Examples
Initially, I found it challenging to fully understand the role of audio descriptions. The Audio Description Project recommended an excellent example that helped me understand how vital these narrations are for providing essential visual information. Here’s that example:
In addition, here are some examples of audio descriptions in action in educational settings:
Lecture Enhancement: Imagine an instructor points to a graph and says, “This is the most important trend.” Without additional context, students who cannot see the graph miss vital information. An audio description can clarify: “The instructor points to a rising trend in student engagement from 2020 to 2024.”
Complex Scientific Content: In a biology video, the audio description could explain how an animation shows cell membranes passing through membrane channels.
Art Courses: If a video shows artwork such as a painting, the audio description could provide details on the art, for example: “This painting shows different shades of blue and green colors with a yellow flower in the middle.”
Laboratory Demonstrations: Students often watch videos showing chemistry experiments. The audio description could explain that “the scientist adds blue liquid to a clear solution in a test tube. The liquid turns green and starts bubbling.”
Promising Practices for Implementing Audio Descriptions
Here are some promising practices for adding audio descriptions into your digital learning content:
Plan Ahead – When creating videos, consider adding audio descriptions in advance to ensure key visual details are covered. This way, you don’t have to add them back in later.
Use Professional Narration – A clear, well-paced voice makes audio descriptions more effective and engaging.
Ensure Compatibility – Test your videos on different platforms to confirm that users can easily access the description track.
Gather Feedback – Solicit input from students and others who use audio descriptions to identify areas for improvement.
Additional Resources for Implementing Audio Descriptions
Are you ready to explore this topic and integrate audio descriptions into your content? Check out these resources for more guidance and best practices:
The Audio Description Project – From the American Council of the Blind, this resource provides comprehensive information on audio description initiatives: [Visit The Audio Description Project;
At WCET, we believe that accessibility is fundamental to digital learning. By implementing audio descriptions, institutions can create a learning environment that supports all students.
This blog post was written by Lindsey Downs with editing assistance from ChatGPT and Megan Raymond.
The focus on accessibility in higher education has significantly increased since the U.S. Department of Justice (DOJ) announced new requirements for websites and mobile applications.
These regulations apply to all public colleges and universities and mandate that digital content meets WCAG 2.1 Level AA standards.
Compliance Deadlines:
April 24, 2026 – Larger institutions (serving 50,000+ people)
April 24, 2027 – Smaller institutions (serving fewer than 50,000)
But accessibility isn’t just about compliance—it’s about ensuring all students have equal access to learning opportunities.
When digital spaces are inaccessible, students with disabilities face unnecessary barriers that hinder their academic success. Creating accessible content benefits everyone, from students using screen readers to those navigating online courses in low-bandwidth environments.
That’s why WCET has been working hard to support institutions in their accessibility journey—providing expert insights, timely resources, and a community for shared learning.
In March 2025, WCET, Every Learner Everywhere, and Teach Access hosted a free webcast exploring the intersection of AI and accessibility in higher education. Topics included:
Key accessibility concepts and their impact on higher education,
How AI can both help and harm individuals with disabilities,
Real-world assistive technology applications of AI,
Practical guidance for implementing AI in a way that benefits all learners.
At the same time, Every Learner and Teach Access will release a new AI & Accessibility Toolkit designed for higher education institutions, such as assistive technologies & digital accessibility best practices, legal, quality, and policy considerations, and practical tools—activities, discussion prompts, and reading lists. The recording will be available here.
What’s Your Institution’s Biggest Accessibility Challenge?
With the DOJ’s deadlines fast approaching, institutions are at different stages of preparation. What challenges is your institution facing? Have you found strategies that work? Drop us a comment on LinkedIn or join the conversation in MIX—we’d love to hear from you! 💬
Together, let’s make higher education more accessible for everyone.
This blog post was written by Lindsey Downs and refined by ChatGPT.
If you joined us at this year’s WCET virtual summit, The Elements of Humanizing EdTech in Higher Education – thank you. We appreciate the chance to learn and discuss the essential elements of digital education today with you all. It wasn’t just another Zoom marathon; dynamic panelists shared their thoughts about the critical components of humanizing teaching and learning with technology. The sessions provided a whole lot of inspiration about how technology can truly support learning and learners, not just deliver it.
Each year, WCET hosts a member-only virtual summit designed to bring together educational leaders and practitioners from forward-thinking institutions and organizations actively pursuing answers to the big questions in higher education. In the past, we’ve discussed AI Policy, higher education business models, quality digital learning, and more. This year’s topic focused on keeping the human connection in digital learning and educational technologies.
We dove deep into what it means to bring the human element back into digital learning. We discussed AI’s role in education, fostering inclusivity in online spaces, and ensuring student success in our increasingly tech-driven world. And the best part? The people leading these discussions weren’t just experts in their fields; they were passionate, thoughtful changemakers shaping the future of higher education. Even better, these individuals are part of the WCET community, so now, we can continue learning and working together.
An Inspiring Opening Session
Our opening session this year featured the inspirational Eric Rodriguez, a speaker and strategist passionate about the power of education to transform lives. Eric began by sharing a heartfelt story about his grandmother’s love for learning—not just for the sake of earning a degree or credential, but for the joy of lifelong curiosity. Her example instilled in him a deep appreciation for continuous learning.
One of my favorite stories from Eric’s presentation was about a student determined to solve a problem in her community—pests invading a local community garden. She developed a humane pest control system by learning how to code and exploring AI. This story perfectly illustrates how we can create opportunities for students to gain new knowledge and practical skills while tackling real-world challenges that matter to them.
Eric also highlighted how today’s technology is increasingly personalized to individual needs. He made a great point—my iPhone is set up exactly the way I like it, but it would probably drive someone else crazy! Our students interact with highly customizable tech tools every day, and they will expect similarly tailored experiences in their college classrooms.
A big thank you to Eric for his engaging and thought-provoking presentation—it was the perfect way to kick off our day!
A Celebration of Women Leading the Way
How fitting that this year’s Summit took place so close to International Women’s Day, as many of our sessions were presented or facilitated by incredible women doing groundbreaking work in digital learning. We heard from leaders pushing the boundaries of AI and virtual reality and from those championing the call for equitable student experiences. Everyone who spoke reminded us that innovation isn’t just about technology. It’s about the people behind it.
Their insights left me energized and also left me feeling challenged – how exactly can we try to ensure that technology enhances—not replaces—the human connections that make learning meaningful? How do we design learning environments that serve all students?
Key Takeaways from the Summit
While we could (and probably should) write an entire book about the wisdom shared at the Summit, here are just a few of my key takeaways:
AI should be another tool in the toolbox instructors can use for learner support, not a replacement for any of your current tools. The conversation around AI in higher ed continues to evolve, and speakers emphasized that AI should be used to support educators, not sideline them.
Student Success must be at the center of digital learning. Access to technology is not enough—we need intentional, inclusive design to ensure all students thrive.
Authentic connections matter. Human interaction remains critical in online learning through well-designed online discussions, thoughtful instructor presence, or community-building initiatives.
Let’s Continue this Conversation
Of course, one event can’t solve every challenge in digital learning, but wow, what a starting point! If you attended, we’d love to hear your reflections—what inspired you? What new ideas will you bring back to your work?
And if you missed it, don’t worry! You can still engage in these conversations through WCET’s ongoing work, blog posts (like this one!), and community discussions in MIX, or join us on LinkedIn! Also – I just heard that a certain WCET Annual Meeting Call for Proposals is open – continue our discussions and share your expertise by submitting a session proposal!
Let me reiterate: thank you to those of you who were able to join us. The WCET community thrives because of your active engagement in meetings, webcasts, volunteering, and project collaboration with us and our other members.
Let’s keep the momentum going to ensure that the future of digital learning and educational technologies remains in human hands.
This post was written by Lindsey Downs, from WCET, with some brainstorming and editing help from Megan Raymond, ChatGPT, and Grammarly.
As the WCET Steering Committee Chair, I am honored to work with our members to help guide the content, themes, and activities that inform WCET’s work throughout 2025. Collectively, the Steering Committee selected two key topics to focus on this year:
Digital Learning Operations, and,
Artificial Intelligence.
Over the next several months, the Steering Committee work groups will seek your input and engagement to help shape these topic areas and their outcomes.
Digital Learning Operations
Digital learning has gained traction as an important aspect of education, but often, digital learning doesn’t have a coordinated, shared-service role within the institution. For those of us in the digital learning field, there are can be online enrollment growth mandates from above us, with little institutional or financial support for effective, consistent implementation and expansion. How we define digital learning and strategically align it with the mission of our institutions is critical to online programs success.
This year’s work group focused on this topic intends to surface effective communication strategies to showcase the importance of digital learning and the role of digital learning professionals to key stakeholders.
Such strategies can be used to help those stakeholders understand the value and opportunities, as well as the resource allocation needed for support services, instruction, policies, planning, and evaluation. We are looking for effective communication strategies exemplars from a variety of institutions. Please share your communication approach by emailing WCET.
Artificial Intelligence
The pace of artificial intelligence adoption and the ubiquitousness of emerging tools are overwhelming. Faculty, staff, and students have vastly different comfort levels with this technology and a wide range of sentiment towards it, from enthusiasm to disillusionment. We know the AI we have today will only become more advanced and prevalent. We risk leaving our students unprepared for future workplace skills and expectations if we don’t engage with AI tools and create AI engagement strategies simulating the contemporary work environment.
The WCET workgroup on artificial intelligence is specifically exploring institutional opportunities and challenges associated with AI. Institutions will need to establish clear policies that promote responsible, ethical use of AI while also preparing students to engage critically with these technologies. The workgroup intends to develop resources to help institutions better prepare students and faculty for using AI responsibly, ethically, and efficiently.
New resources, toolkits, and other information are rolling out every day, and it’s hard to stay current with the information avalanche. The group’s work aims to be a valuable, just-in-time resource to support students and faculty without adding to the overwhelm.
Additional Topics
In addition to our two key focus areas of digital learning operations and artificial intelligence, WCET themes during the next few months cover a wide range of digital learning in higher education topics:
Accessibility and Teaching Students to Center Accessibility
Quality Digital Learning
Institutional Collaborations and Course Sharing
Student Success with Digital Learning
Learn and Work Ecosystems
WCET will use these themes to guide its programs and events. Look for webcasts, member-only Closer Conversations, member-only resources, and blog articles about these topics and more over the next year.
We know these are important topics, but we also know these are interesting times, and that ongoing support, guidance, and community support are more critical than ever.
WCET excels at informing the higher education digital learning community about policies and their potential impacts on higher education.
We know WCET clarifies national and state policies, regulations, and rules affecting institutions and students. WCET is adept at making confusing concepts understandable, which is one of the reasons I’ve always looked to them for help and will continue to do so as we navigate whatever is next on the horizon.
Thanks so much for being an engaged member, and I look forward to our continued conversations and support for one another on MIX.
One of my favorite aspects of my work leading membership, sponsorship, programs, and events at WCET is the opportunity to connect with amazing people doing incredible work at higher education institutions across the United States. However, lately, I’ve felt some heaviness in these conversations.
Working in higher education can often feel like navigating a stormy sea. We have experienced the rip tides of a global pandemic, the remote learning currents and ripple effects, and on and on. We are devoted to a noble mission: serving students, broadening access to learning, and fostering an environment where lifelong learning flourishes. And we also face overwhelming challenges—budget cuts, administrative pressures, changing student demographics, and an ever-evolving technological landscape. Not to mention what is happening minute to minute at the federal level. It’s easy to become lost in the noise or to feel disheartened by external pressures and internal uncertainties.
Yet, in these turbulent times, it’s helpful to remember why I chose this path. The communities within our institutions are those of learning, growth, and transformation. Our work plays a key role in shaping futures and supporting students on their lifelong learning journeys. We are in this work for the students and the intrinsic rewards of shaping lives. Not to mention the “giant” paychecks, of course.
Mission ImPossible
Our mission in higher education extends beyond developing learners:
we cultivate engaged citizens,
we provide pathways to lifelong success, and
we partner with our communities to create jobs and expand opportunities locally and globally.
Digital learning enables anytime, anywhere learning. Flexible learning options can significantly enhance access for students juggling various responsibilities. Digital learning provides this critical access for all learners, including rural populations, military students, and those unable to travel to campus.
Amidst the pressures we face, it’s essential to remind ourselves of our impact on individual lives. Each student represents a unique story full of potential, and our role is to help rewrite those narratives, enabling dreams to flourish and ambitions to be realized.
Whether it’s providing guidance on academic pathways or supporting personal growth, our goal remains the same: to empower each student, ensuring they have the tools they need to succeed.
Refocusing on Our Passion
When the external noise becomes overwhelming, grounding ourselves in our passion is vital. I want to invite you to take a moment with me and reflect on why you chose this career in the first place. Often, it’s the joy of seeing a student achieve that “aha” moment, the excitement of seeing a graduate walk across the stage, or the fulfillment of knowing we played a part in someone’s success. These connections with students reaffirm the importance of our roles.
By fostering collaboration within our institutions and supporting each other, we can rise above the noise and keep us focused on what really matters. Expand your reach and impact by engaging with WCET’s vibrant community. Connect through discussion groups like wcetDISCUSS, participate in virtual events, and join us at the WCET Conference.
Together, we can drive innovation, share insights, and advance our shared goals.
Elevating our Positive Impact
As we strive to rise above the noise, it’s essential that we also advocate for a culture that promotes mental well-being, inclusivity, and engagement—both for ourselves and for our students. Our work environment should reflect the values we wish to impart: a supportive community that nurtures curiosity, resilience, and passion for learning.
Let us commit to fostering spaces where students feel valued and heard, and where they can embrace their learning journey without barriers. By prioritizing our mission over the distractions, we can create an atmosphere that inspires both educators and learners.
In conclusion, while staying committed amid ongoing distractions may be difficult, let’s remember what truly matters—our passion for serving students and our dedication to making education accessible for all. And the WCET team and community are always here to help, listen, and support.
Here at WCET, our focus is on educational technology and digital learning. While many of us enjoy learning about the latest and greatest tech tools, we know technology alone is not at the heart of our work. The most advanced digital learning tool holds little value if our students are unable to use it effectively or if our educators aren’t sure how to use it in a classroom setting. Instead, our work focuses on how technology can be used to enhance learning, more effectively engage with students, and inspire connection no matter where or how that education is being delivered. That’s why our entire team is really excited about the Keynote Speaker for our upcoming Virtual Summit – Elements of Humanizing EdTech in Higher Education, which takes place February 27, 2025 (that’s next week for those of us still taking down Christmas decorations!). Eric Rodriguez, speaker, futurist, and strategist, will open the Summit with his presentation on The Future of Human Experience and his framework that will help us all keep our focus on what really matters.
In this post, Eric introduces the Human Advantage Framework™, a people-first approach to integrating technology while keeping students, faculty, and learning experiences at the center. This framework offers a clear, repeatable process for ensuring that ed-tech decisions prioritize human connection and meaningful learning outcomes.
We’re finishing up our preparations for the Summit, but we’d love for you to join us! Learn more and register now!
Enjoy the read,
Lindsey Downs, WCET
As educational technology continues to evolve, the challenge is no longer about simply adopting new tools—it’s about ensuring that technology enhances, rather than replaces, human connection, learning, and engagement.
Higher education is at a crossroads. Institutions can either proactively its future or remain in a reactive cycle, trying to catch up with technological shifts. What if innovation wasn’t something we constantly chase, but something we lead to with intention and purpose?
This is the foundation of the Human Advantage Framework™—a people-first approach to humanizing innovation in higher education.
Rather than treating innovation as a one-time event or a response to external forces, this framework provides a simple, repeatable process for integrating technology while keeping students, faculty, and learning experiences at the center of decision-making.
A Simplified Approach to Innovation
The Human Advantage Framework™ is built on three core actions that ensure innovation is intentional, inclusive, and future-ready:
1. Be Curious – Explore Innovation with a People-First Mindset
Innovation begins with curiosity and a deep understanding of people. Before implementing new technology, institutions can explore how students learn, what challenges they face, and how technology can serve as a bridge to engagement rather than a barrier.
Key Considerations:
Who are we designing for, and what are their real needs?
Are we listening to students and faculty, or making assumptions about what they need?
How can cultural, social, and institutional contexts shape our approach to innovation?
Example in Action:
A university looking to implement AI-powered student support first engages students and faculty, identifying their unique needs before selecting a tool that aligns with their challenges and learning preferences.
2. Assess – Evaluate How Technology Aligns with Learning & Equity
Once we have a clear understanding of people’s needs, the next step is to assess whether a new technology actually enhances education. The goal is to ensure that tools improve accessibility, engagement, and adaptability rather than just adding complexity.
Key Considerations:
Is this technology making education more inclusive and accessible?
Are we implementing it just because it’s new, or because it genuinely improves learning outcomes?
How adaptable is this tool—does it allow for continuous improvement and long-term success?
Example in Action:
Before introducing a chatbot for academic advising, an institution evaluates its impact on student engagement, ensuring that it reduces faculty workload while maintaining personalized student support.
True innovation isn’t just about implementation—it’s about continuous improvement and long-term impact.
Institutions that create a culture of innovation will ensure that their ed-tech strategies evolve alongside students’ needs and workforce demands.
Key Considerations:
Are we solving for today’s challenges, or building solutions that will evolve for the future?
How do we measure success—are students engaging, thriving, and benefiting from these tools?
Are we fostering a culture where innovation is a continuous process, not a one-time fix?
Example in Action:
A university launches an AI-powered learning platform, then continuously measures student engagement, refines content based on feedback, and ensures the tool remains relevant as learning needs evolve.
From Tech Adoption to Human-Centered Transformation
The theme of WCET’s Virtual Summit—Humanizing Ed-Tech in Higher Education—highlights the need to balance technological innovation with human connection.
This perspective is central to my keynote, “The Future of Human Experience,” in which I will explore how the Human Advantage Framework™ empowers institutions to make technology-enhanced learning truly human-centered.
By embracing curiosity, critical assessment, and continuous optimization, higher education leaders can ensure that their institutions are not just keeping up with innovation, but leading it in a way that enhances learning for all.
Because the future of education isn’t just about AI, it’s about the people it serves.
The WCET team is thrilled to welcome Van Davis as he steps into his new role as WCET’s sixth Executive Director! Van believes digital learning is critical to expanding educational opportunities—and we’re excited to embark on this journey together.
WCET is committed to leading the policy, practice, and advocacy of digital learning. Van reaffirms that this mission remains our number one priority. Over the years, WCET has provided timely analysis on issues affecting higher education, and our commitment will only grow stronger moving forward. You can expect more insightful content, policy analysis, and discussions on emerging best practices that help you navigate this dynamic field.
While we know many of you have worked with Van in the past and know him well, we wanted to share a bit more about his career and what led him to his role with WCET.
Van joined the (WCET) in 2021 as chief strategy officer, where he was instrumental in helping WCET develop its overall strategy, mission, and vision. With over 25 years of extensive experience in higher education, Van has held various positions as a faculty member, academic administrator, state policymaker, and edtech leader. He earned a Master’s and Ph.D. in 20th-century US history with an emphasis on civil rights from Vanderbilt University and a Bachelor’s in history from Southwestern University. Before joining WCET and WICHE, he held positions at Foghlam Consulting, Blackboard Inc., the Texas Higher Education Coordinating Board, and several universities serving historically underrepresented student populations.
These experiences have helped Van develop expertise in the areas of:
artificial intelligence policy,
federal and state distance education regulations,
degree completion strategies,
and competency-based education, among other areas.
As Van puts it, “This is a transformational time for higher education, especially in digital learning. I am honored to be entrusted with leading such a strong and capable team at WCET as we continue working to improve the lives of all students. Digital learning really can open doors for learners and help them access educational opportunities.”
We’re excited to welcome a leader whose exceptional experience and expertise will propel WCET forward. Over the past month, Van and our team have collaborated to refine our focus and set ambitious goals for this exciting new chapter.
Empowering Members with New Resources
Higher education is facing unprecedented challenges:
Shifting demographics: With traditional-age student populations declining,
Increased scrutiny: Federal attention to student outcomes is intensifying, and
Online growth: There’s been an unprecedented surge in online student enrollments.
WCET is rolling out new resources and events to support you in this evolving landscape. Some highlights include:
New resource publications to address the growing impact of artificial intelligence on institutions.
These initiatives are designed to provide you with the insights and tools you need to thrive in a volatile higher education environment.
Growing Our Community
At WCET, cooperation is more than a principle; it’s the foundation of who we are. Van is committed to strengthening our community by:
Launching Two New Communities of Practice: one tailored for emerging digital learning leaders and another for chief online learning officers, which will provide dedicated spaces for professional growth and collaboration.
Supporting Community Colleges: With online enrollments on the rise, we’re exploring new ways to better support community colleges, whose work is vital to student success in online learning.
Our diverse membership, including research universities, small colleges, community colleges, tribal colleges, corporations, systems, and nonprofit organizations, creates a vibrant network of professionals who share a passion for the promise of digital learning. Now, more than ever, it’s time to leverage this incredible community. Whether through the WCET online community, MIX, or our numerous events and programs, opportunities for connection and collaboration are abundant.
An Open Invitation
WCET exists because of its members, and Van is eager to hear from you.
He invites you to reach out directly if you have suggestions for how we can better serve the community or face challenges we can solve together.
Van’s door is always open, and he looks forward to connecting with many of you throughout the coming year.
As we turn this new page with Van at the helm, we’re confident that WCET will continue to lead the conversation on digital learning, policy, and advocacy. Join us in welcoming Van and shaping the future of higher education together!
Institutions nationwide are preparing for the implementation of the Department of Justice’s (DOJ) new digital accessibility regulations. It’s important and challenging to ensure compliance while still balancing an engaging learning environment.
At WCET, we understand the challenges of balancing federal guidelines, institutional priorities, and student needs. That’s why we’re excited to offer three timely events to help higher education leaders navigate these evolving requirements and explore strategies to humanize educational technology.
Understanding the rules is just the first step—putting them into practice is where institutions often face challenges. This session will dive into real-world applications, offering insights from institutions that have successfully implemented accessibility measures.
Speakers will share case studies, discuss common pitfalls, and provide strategies to ensure that your digital learning environments meet compliance standards while enhancing student access and success.
With the DOJ’s impending accessibility updates set to reshape how institutions approach digital content and services, proactive planning is key. In this Closer Conversation, accessibility and legal experts will break down the guidelines, discuss anticipated impacts on higher education, and offer clarity and guidance for moving forward. Members will have a chance to ask questions and share their experiences.
While accessibility compliance is critical, ensuring that educational technology fosters meaningful connections and student engagement is equally important. This year’s WCET Summit sessions will explore how institutions can integrate human-centered design into their technology strategies, making online and digital learning experiences more personal, inclusive, and effective. Experts will share best practices for leveraging EdTech tools in ways that prioritize student well-being, community building, and inclusive learning.
Why These Conversations Matter
WCET hosts a variety of events throughout the year – but as institutions strive to meet upcoming regulatory requirements, the three events listed above are increasingly important. Our goal with all WCET events is to provide essential guidance and a safe space for collaborative learning. Whether you’re a campus leader, instructional designer, faculty member, or accessibility advocate, these sessions will equip you with the knowledge and strategies to navigate accessibility challenges and create more engaging, student-centered digital learning environments.
We encourage you to join the conversation and bring your questions, experiences, and insights. It’s time to make sure your institution stays ahead of the curve on accessibility in digital learning and the best ways to balance that with human-centered teaching and learning. Learn more and register todayfor these great events on WCET’s Events Page.
Make sure to tune into WCET for more on these topics, including an upcoming accessibility theme of the month and related events like a webcast co-presented with Every Learner Everywhere and Teach Access!
This post was written by Lindsey Downs with brainstorming and outline assistance from ChatGPT
Distance education has come a long way since WCET conducted a survey to better understand the relationship between the cost and price of distance education in 2016. The results of this survey were published in the 2017 study Distance Education Price and Cost Report. That survey found that although 75% of respondents indicated that distance education and face-to-face students paid the same tuition, once fees were added into the equation, the majority of distance education students, 54.2%, paid more for their education than their face-to-face counterparts. Survey respondents also indicated that distance education generally costs more, but there are instances when it costs less if cost reduction is a specific goal of the distance offering.
After notable changes to the digital learning landscape by a global pandemic and the explosion of emergency remote instruction that came with it, we have seen increased interest in student enrollment in online courses. In 2024, IPEDS reported that 63.94% of all students were enrolled in at least one distance education course. Although this is down from COVID-era levels, it is significantly higher than pre-pandemic levels.
This high number of students taking at least one distance education course and the continued increasing price of higher education speaks to the need to revisit the study and determine what, if any, connection between the price and cost of distance education exists.
Invitations to participate in the survey went to all WCET members and distance education leaders listed in the Higher Education Directory.
Survey participants were instructed to submit only one response per institution. There were 171 unique institutional responses.
Although we had hoped for greater participation in the survey, this is similar to the response to the 2016 survey. Because of the low number of responses, we cannot generalize the survey findings to all of higher education.
However, given the high number of public institutions represented in the survey, 73% of all respondents, the data may be especially indicative of public higher education.
A Note About Definitions
In our work in this area, we define cost as the amount of money that the institution spends to create, offer, and support instruction. Price is defined as the amount of money that is charged to a student for instruction and includes tuition and fees. We also used the IPEDS definition of distance education.
Conclusions on Cost and Price
The report draws seven conclusions on the cost and price of distance education.
The majority of distance education courses, 55.6%, are funded the same as face-to-face courses. This may indicate that distance education is becoming a more mainstream form of instruction and is less often segregated in self-funded units. In 2016, only 48.7% of respondents indicated that distance education courses were funded the same as face-to-face courses.
Differences in tuition and fees between distance education and face-to-face instruction often correspond with the level of the institution. The higher the Carnegie classification, the more likely that different policies for face-to-face and distance education exist. Still, the overwhelming majority of institutions, 63.2%, reported no different tuition and fee policies. This is over a 10 percentage-point increase since 2016 and suggests that distance education is being treated much like face-to-face instruction and may suggest the growing integration of distance education into the institution.
Modality is increasingly irrelevant when determining the price of distance education. A little over 74% reported that tuition is the same regardless of modality. However, differences in distance education fees do exist. Even though approximately half reported that distance education and face-to-face instruction had the same fees, almost 31% reported that distance education fees were higher.
The costs of distance education are normalizing when compared to face-to-face instruction. In 2016, in nine of the 22 cost categories respondents were asked about, distance education costs were more than face-to-face costs. However, in 2024, only six (regulatory costs, technologies, instructional design, creation of learning materials, assuring accessibility and ADA compliance, and faculty development) were more expensive than face-to-face instruction.
The total price (tuition and fees) of distance education is beginning to align with face-to-face instruction. A little over 34% reported that the total price of distance education was the same as that of face-to-face instruction. Still, more than a third (39.6%) reported that the total price of distance education was higher, and almost a quarter (24%) said that it was less than face-to-face. When compared to 2016, this indicates that we are beginning to see an alignment with face-to-face instruction. In 2016, 54.2% indicated that the price of distance education was greater, 26.8% the same, and only 19% indicated that it was less than face-to-face instruction.
Distance education is not, however, resulting in significant cost savings. Across the 21 categories in 2024’s survey, there were no categories where the majority of distance education courses cost less than face-to-face instruction.
Price continues to be disconnected from cost. In 2016, 10.6% of respondents indicated that the price of their distance education courses was connected to their cost, while only 10.9% of the 2024 respondents reported a connection between price and cost.
We are aware that some legislators continue to believe that distance education should cost less than face-to-face instruction. There was a strong consensus among our respondents that distance education is not inherently cheaper and may require equal, if not more significant, investments to create quality courses. One respondent succinctly put it, “Low cost equals low quality.”
Respondents indicated several hidden costs that policymakers may overlook, including:
Technology infrastructure;
Instructional design;
Student support;
Compliance and regulations;
Increased time investment for course preparation;
Interaction with students; and
Providing feedback.
As institutions turn to distance education to recruit more students and improve student access regardless of time and place, better understanding the costs of those distance education courses is critical. As one respondent wrote, “It is a misunderstanding to think of online classes as a commodity or product that can be ‘served’ to limitless numbers of students once developed. (We call this the ‘just push play’ myth.) Educating one student online, through regular and substantive interaction, requires just as much instructor effort and time as educating one student in the classroom.”
Explore more of WCET’s work on this critical topic on our Cost and Price Practice page, featuring past reports, related blog posts, articles, and additional resources.
The two organizations achieve this by providing leadership, guidance, and support as we work closely with states, higher education institutions, policymakers, and other organizations participating in various aspects of distance learning.
It’s not uncommon for SAN staff or NC-SARA staff to be asked about the relationship between the two organizations, where they overlap, what is unique to each, the value they bring, and how they work together and support one another. We will touch on those topics below but defining State Authorization Reciprocity Agreements (SARA) is an important preliminary step.
SARA: is an agreement amongst member states, districts, and territories that establishes comparable national standards and streamlines regulations, fees, and approvals for institutions offering interstate distance education programs.
49 member states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands all voluntarily joined SARA, and apply for renewal of their membership every two years.
More than 2,400 institutions, all accredited by agencies recognized by the U.S. Department of Education, participate in SARA. They apply for renewal of SARA participation each year.
NC-SARA: is a private nonprofit [501(c)(3)] organization that, in partnership with the four regional education compacts, coordinates the implementation of SARA nationally.
NC-SARA helps states, institutions, policymakers, and students understand the purpose and benefits of participating in SARA.
SAN: was established to serve post-secondary institutions and organizations nationwide by providing training, support, and opportunities to collaborate while navigating regulatory compliance for out-of-state learning activities.
SAN is a division of WCET, the WICHE Cooperative for Educational Technologies.
WCET: The WICHE Cooperative for Educational Technologies is the leader in the practice, policy, and advocacy of digital learning in higher education. WCET brings together colleges, universities, higher education organizations, and companies to collectively improve the quality and reach of digital learning programs.
WCET is a unit of WICHE, the Western Interstate Commission for Higher Education.
WICHE: The Western Interstate Commission for Higher Educationis a regional, nonprofit organization whose membership includes 15 western states as well as the U.S. Pacific Islands and freely associated states. WICHE and its member states and territories work to improve access to higher education and ensure student success.
While there is lots of foundational information to consider, it is also important to understand the early days of online learning at the postsecondary level.
Distance Education in the Early 2000s
The growth of online education in the early 2000s led to a patchwork of state regulations surrounding distance education offerings. Institutions found it challenging to navigate these requirements, which varied widely by state. To further complicate matters, in late 2010, the U.S. Department of Education released the first federal regulation for state authorization of distance education.
The purpose of the regulation was to provide important consumer protections for learners who participated in interstate distance education. Although the original language of federal regulation 34 CFR 600.9(c) was eventually vacated by federal courts, it was the impetus for what is now the even more complicated and ever-evolving landscape of institutional compliance related to out-of-state postsecondary educational activity.
SAN and NC-SARA are Formed
Established in 2011 by WCET, SAN emerged to provide respite and to serve and support institutions/organizations in their quest to navigate the complex world of distance education compliance. SAN is now a vast network of more than 900 member institutions and organizations and remains a leader in authorization for distance education.
In December 2013, just a couple of years after SAN was formed, NC-SARA was established to help support the regional education compacts in the implementation of the reciprocity agreements (SARA) across the nation. States began joining SARA in 2014, starting with Indiana. Valley City State University in North Dakota was the first institution to be approved for participation in SARA, joining in April 2014. By July 2019, 49 states and three territories were SARA members. As of 2024, SARA has over 2,400 participating institutions.
What are the Benefits of Participating in SARA?
Students benefit from increased access to distance education programs across state lines, and in many cases, improved consumer protections that they would not have if SARA did not exist. By encouraging strategic coordination and communication between and among SARA member states and providing a uniform set of policies for student consumer protections that otherwise would vary state-by-state, SARA streamlines state authorization processes for out-of-state institutions and helps reduce associated costs and bureaucracy for both states and institutions.
SARA’s work includes:
Advancing efforts to align core elements and requirements of SARA reciprocity across the SARA member states.
Expanding consumer protections by facilitating state-led SARA policy changes.
Ensuring effectiveness and continuous improvement of the collaborative partnership with the SARA community.
What are the Benefits of Participating in SAN?
SAN helps its members gain a better understanding of state and federal compliance requirements, fosters communication and collaboration, and provides educational and professional development opportunities to its members. SAN’s participation in and contributions to the field of distance education compliance are vital.
The organization takes very seriously its role in conducting and disseminating critical research, advocating on behalf of its members, and keeping institutions informed about changes at the state and federal levels that impact distance education and state authorization.
SAN is proud of its reputation as an organization that offers its members timely support, not only to SARA-participating institutions but also to institutions that, because they do not participate in SARA, are required to secure approval to offer distance education in other states through traditional state-by-state processes.
SAN (and WCET) are known nationally as staunch defenders of distance education. For example, Russ Poulin, Former Executive Director, WCET and Vice President for Technology-Enhanced Education for WICHE, was selected to be the negotiator representing the distance education community in the U.S. Department of Education’s 2014 Negotiated Rulemaking process, and was also a member of the Distance Learning Subcommittee in the 2019 Negotiated Rulemaking process.
SAN tirelessly champions the interests of member institutions in discussions about state authorization policies and regulations, and when working with state and federal government to influence legislation and practices that affect online education.
Additionally, SAN compliments institutional state approvals through reciprocity plans (such as SARA), as well as providing continual support to institutions that are required to garner state institutional approval through traditional individual state-by-state processes.
Our Impact in the Field
NC-SARA Highlights
NC-SARA collects, compiles, and shares SARA exclusively distance education enrollment data and out-of-state learning placement data that is publicly available. SARA enrollment data from 2023 shows that over 1.6 million students attended out-of-state institutions exclusively via distance education through SARA in Fall 2023, and more than 430,000 students participated in out-of-state learning placements such as clinical rotations, student teaching, and internships that year. NC-SARA also collects, maintains, and publishes information regarding SARA student complaints, and helps facilitate the SARA Policy Modification Process that puts states in control of SARA policy changes.
NC-SARA helps support its state members by convening an annual in-person SARA SPE conference as well as several virtual meetings each year for all 52 member states and territories to engage in discussion around SARA and related topics. NC-SARA offers grants of up to $7,500 per year to SPE staff, providing funding for states to participate in critical professional development and host in-state convenings with their institutions. NC-SARA also provides the SARA Learning Station as a one-stop shop to access resources to learn about SARA.
To assist institutions that do not participate in SARA or wish to operate in a SARA member state beyond the scope of SARA, NC-SARA provides The State Authorization Guide, a collection of state laws, regulations, and requirements covering activities that require authorization. The guide also includes application processes, costs to comply, and more, and is compiled from information submitted by state authorization regulatory agencies in each state, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands.
In addition, to help institutions as they seek to comply with federal professional licensure requirements, NC-SARA provides a Professional Licensure Directory with contact information for state professional licensure boards for counseling, nursing, psychology, social work, and teacher education programs, which are the programs with the highest enrollment based on data provided by SARA-participating institutions.
The network produces guides, tool-kits, and other resources that assist institutions in understanding and implementing state approvals.
Provided hundreds of in-person and virtual opportunities for training and support:
SAN offers in-house and campus-based training and workshop opportunities for institutional staff to be informed about changes in laws and regulations affecting distance education.
This includes both asynchronous and synchronous training in various formats, including workshops, monthly calls, and webcasts.
Provided 13 years of policy influence:
SAN advocates for policies that support equitable access to education and streamlined regulations that benefit both institutions and students.
Aided in facilitating student access:
By helping institutions navigate state regulations, SAN expands access to education for students across different states, enabling them to enroll in postsecondary programs without unnecessary barriers.
Both NC-SARA and SAN contribute to a more efficient and effective landscape for online education, benefiting institutions and students alike.
Common Goals of NC-SARA and SAN
NC-SARA and SAN, housed in adjacent buildings in Boulder, Colorado, have worked together for more than a decade, share common goals, and are regarded as trusted leaders in the field. Even more than their close physical proximity, both NC-SARA and SAN take pride in their roles as leaders.
Marianne Boeke, president of NC-SARA shared, “WCET, SAN, NC-SARA staff, and the SARA community have worked closely together since the beginning. In the early days before there were SARA staff, SAN helped present what SARA was and how institutions could participate. WCET created the first resource for state-to-state authorization that eventually led to the State Higher Education Executive Officers Association (SHEEO) surveys in 2011, which are now maintained and housed by NC-SARA. SAN not only helps NC-SARA staff, but they also assist the regional education compacts, SPEs, and institutions. They attend SARA state meetings, regional steering committee meetings, and the SPE Annual Conference. WCET and SAN staff also continue to collaborate with NC-SARA staff on webinars. They can talk to any audience. They do it all.”
Boeke recently shared her hopes for the future: “We would appreciate SAN’s help revamping the State Authorization Guide and looking at our website from an outside perspective/institutional perspective to help us determine how to make it more user-friendly. We hope SAN staff will continue to present with us and keep us updated on higher education regulations that are adjacent to us, and we hope for their continued partnership throughout the negotiated rulemaking process, including implementing new policy and navigating any challenges.”
Cheryl Dowd, Senior Director with the SAN & WCET Policy Innovations, is proud of the ongoing relationship between the two organizations. She reminds us that NC-SARA and SAN have always been deeply entrenched and continue to work collaboratively.
As an example, prior to NC-SARA obtaining its 501(c)3 status in 2015, NC-SARA was financially managed by SAN’s parent organization, WICHE. Dowd explains, “This interim arrangement facilitated the management of payments, payroll, and employee benefits while NC-SARA awaited the granting of its own 501(c)3 status. Initial funding for NC-SARA’s operations was secured through a grant from the Lumina Foundation.” Dowd also notes that SAN hosted NC-SARA webinars until 2018, when NC-SARA obtained their own webinar platform.
Dowd continues, “NC-SARA staff members and/or SARA Regional Directors present biannually at each SAN Workshop. What’s more, SAN staff regularly present on NC-SARA webinars, SARA meetings, and Regional Steering Committees (RSC) meetings.” She continues, “SAN and NC-SARA staff have collaborated on presentations at several national conferences, and SAN also participates in the SARA Policy Modification Process.”
Russ Poulin, Former Executive Director of WCET and Vice President for Technology-Enhanced Education for WICHE, who has been around since the conceptualization phase of both NC-SARA and SAN, is also proud and supportive of the relationship and history between the two organizations: “It has been a great symbiotic relationship. SARA is part of the state consumer protections for students and also creates a path for institutions to operate in participating states. SAN addresses the multitude of issues that institutions face in a state that is not covered by SARA, such as professional licensure, federal regulations (Education, Defense, Veterans, Justice), and managing compliance activities. It is a positive partnership. Each working in their own lane, but working collaboratively, has helped all of higher education.”
Poulin continues, “SAN staff are often in contact with SARA leadership, whether at NC-SARA or the four regional higher education compacts. Through its institutions, SAN staff often learn of regulatory issues that its members or their students have in distance education that crosses state lines. SAN has been able to use that information to suggest improvements in SARA policies or procedures. WCET and SAN staff have served on several workgroups and have made numerous presentations for NC-SARA or regional compact events.”
Another Important Partner: NASASPS
Both SAN and NC-SARA have maintained ongoing collaborations and working relationships with the National Association of State Administrators and Supervisors of Private Schools (NASASPS) team. Cathie (Cam) Maeyaert, Director of Private Postsecondary Institutions with the Texas Higher Education Coordinating Board, Vice President of the 2024-25 NASASPS Board of Directors, and NC-SARA Board Member, shared her thoughts on these partnerships:
Maeyaert recalls, “NASASPS and SAN have partnered for several years on the NASASPS annual conference that occurs in the Spring of each year. Cheryl Dowd has been a great resource in assisting NASASPS to develop topics that will be timely and helpful to institutions that are attending the conference. SAN has also provided speakers for general sessions at the conference. NASASPS values the deep knowledge that SAN and WCET staff bring to these sessions.”
She continues, “The partnership between NASASPS and SAN has resulted in NASASPS being able to connect with more institutions and allowing the NASASPS members to get to know the institutions and their personnel. The relationships built because of the synergy that NASASPS and SAN have created benefits for all, whether it is in formal conference sessions or the ability to ask and answer questions ‘off-line’ in a more relaxed, one-on-one setting.”
“NASASPS and NC-SARA have also worked together. Several years ago, we coordinated the NASASPS fall workshop and NC-SARA SPE conference to run back-to-back so that state regulators could combine travel. We hope to do this again in the future. NC-SARA staff have been invited to attend the NASASPS conference and present for several years. It is always valuable to have NC-SARA staff provide updates and explain any changes on the horizon. We appreciate the time NC-SARA staff has taken to join us to provide information.”
“NASASPS opened up its regular membership to SARA SPEs within the last two years. Feedback from several SPEs has indicated that attending NASASPS events allows them to learn more about state regulations that they may not get within their state, especially if the SPE is not part of the state higher education agency and therefore does not have a lot of contact with their state colleagues. NASASPS is enriched by having these SPEs as regular members.”
Concluding Thoughts
SARA offers significant benefits to both institutions and students. It provides a more streamlined and consistent approach to state authorization, allowing institutions to expand their reach and students to access a broader range of programs while maintaining high standards of quality and accountability. Ultimately, SARA fosters a more accessible and efficient higher education landscape for distance education.
SAN provides institutions with an efficient, centralized way to navigate the complex landscape of state authorization, particularly for distance education programs. By offering streamlined processes, resources, real-time updates, and a platform for collaboration, SAN helps institutions save time, reduce costs, stay compliant with state regulations, and confidently offer students a broader range of educational opportunities.
Both NC-SARA and SAN are national leaders in distance education compliance. These organizations are widely recognized for their expertise and collaboration. As trusted neutral parties, NC-SARA and SAN will continue to work with stakeholders to address complex distance education compliance issues and deliver viable solutions.
This post was written by Sarah Levy, NC-SARA, and Jana Walser-Smith, SAN
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