Online Report Card: Tracking Online Education in the United StatesReport as inadecuate

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Babson Survey Research Group

This is the thirteenth 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 in partnership with the Online Learning Consortium (OLC), Pearson, WCET, StudyPortals, and Tyton Partners, with additional data from the National Center for Education Statistics' Integrated Postsecondary Education Data System (IPEDS). This study is aimed at answering fundamental questions about the nature and extent of online education. This report focuses on online courses and programs offered as a normal part of an institution's programs, as well as Massive Open Online Courses (MOOCs) typically offered for free to those outside of the institution's student body. Its findings reveal the number of higher education students taking at least one distance education course in 2015 is up 3.9 percent from the previous year. Growth, however, was uneven; private nonprofit institutions grew by 11.3 percent while private for-profit institutions saw their distance enrollments decline by 2.8 percent. [This report was written with Russell Poulin and Terri Taylor Straut.]

Descriptors: Higher Education, Online Courses, Educational Technology, Technology Uses in Education, Annual Reports, Large Group Instruction, Distance Education, College Students, Enrollment Trends, Geographic Location, Student Characteristics, College Faculty, Teacher Attitudes, Blended Learning, Conventional Instruction, Resource Units, Shared Resources and Services

Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457. Tel: 909-278-7389; Web site:

Author: Allen, I. Elaine; Seaman, Jeff


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