WCET Research aims to shed light on topics that support the operation, instruction and technology implementation of technology-enhanced higher education.
Tracking online learning in Canadian universities and colleges: An annual survey of online learning and distance education in Canadian public post-secondary education.
Accessibility Needs of WCET and OLC Members
Watch for this report coming in the third quarter of 2018.
Are you considering enrolling in an online program? There are several elements to consider when selecting the right program for you.
Berkeley College, NC-SARA, OLC, Quality Matters, and WCET formulated a set of questions to help students navigate their online education options and determine the environment that best suits their preferences, education goals, and work/life balance.
The new Department of Education Outcome Measures provides more robust information on the ultimate fate of higher education students. The only previous statistic was the IPEDS Graduation Rate, which focused solely on student who entered the institution as both first-time and full-time students. The new Outcome Measures (OM) adds counts for both part-time and transfer-in students. In 2018, WCET partnered with the WICHE Policy and Research unit in analyzing the first release of this data, including: WICHE report on OM in WICHE states, WCET overall analysis of the importance of OM, WCET analysis of non-traditional institutions and OM, and WCET sample analysis of Colorado public institutions and OM.
Released in 2017, this study is the first of its kind in Canada. It provides a snapshot of online learning, blended learning, and distance education in Canadian postsecondary education. WCET provided support in the questions asked, analysis, and organizing of the survey effort. WCET plans to continue to partner on this project in the coming years.
In talking to legislators, administrators, faculty, students, and the public in general, WCET identified a need to better understand the economics of distance education courses. What do we charge students (the “price”)? How much does the institution spend to create the course (the “cost”)? To that end, WCET conducted a survey with colleges and university leaders regarding the price and cost of distance courses. Our results, findings, opinions, and comments are available in the WCET Price and Cost Report.
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 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.
Contact Russ Poulin if you have any questions, suggestions, or proposals about WCET Research.