Assessing Core Indicators of Distance Education
Assessing Core Indicators of Distance Education
Assessing Core Indicators of Distance EducationAssessing Core Indicators of Distance EducationAssessing Core Indicators of Distance EducationDistance Education Overview
Historical Context
In fall 2017, public institutions comprised 70% of all distance education enrollments, followed by private not-for-profits at 18% and private for-profits at 12%. Private not-for-profits increased distance education enrollments by 42% (365,883 students) over the last four-year period and public institutions also increased enrollments by 25% (939,394 students). Private for-profits, however, have decreased enrollments by 20% (199,123 students) since 2013.
The National Center for Education Statistics’ Integrated Postsecondary Education Data System (IPEDS) defines enrollment in distance education courses in two ways: 1) Students who are enrolled exclusively in courses that are considered distance education courses, and 2) Students who are enrolled in some but not all courses that are considered distance education courses but are not enrolled exclusively in distance education courses. In this section, and in each of the following sections, data will be provided for both areas, exclusively and some but not all, to better understand student enrollment patterns.
Become a Participant
The International Distance Education Benchmark Project (IDEBP) is looking for higher education institutions to participate in the initial data collection and reporting of the benchmark project. Minimally five institutions from each sector (2-year, public; 4-year, public; 4-year, private-non-profit; and 4-year, for-profit) is the first year goal.