Online and Distance Education at Postsecondary Institutions, 2006-07 (PEQIS 16), is a study that is part of the Postsecondary Education Quick Information System (PEQIS) program; program data is available since 1997 at . PEQIS 16 (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009044) is a survey that collects data on the prevalence and delivery of distance education courses in the 2006-07 12-month academic year, including the number of courses and enrollment for online courses, hybrid/blended online courses, and all other distance education courses. The survey also collects information about numbers of degree or certificate programs designed to be completed entirely through distance education and the technologies used for the instructional delivery of credit-granting distance education courses. The study was conducted using paper and web surveys. The weighted response rate was 87 percent. Postsecondary institutions were sample for this study. Key statistics produced from PEQIS 16 relate to information on the prevalence, types, delivery, policies, and acquisition or development of distance education courses and programs.

In 2023, the most common advice offered by alumni of online higher education programs in the United States, suggested by 30 percent of alumni, was to do more research about cost and financial aid. A further 22 percent of alumni of online programs said to compare more programs when researching schools.

This statistic shows the distribution of target populations of online education programs in the United States in 2019. In 2019, 79 percent of respondents stated that their online education programs were aimed at adult students returning to school after an absence.

Percentage of Canadians' use of selected online activities, during the past three months.

The online higher education market is experiencing robust growth, fueled by increasing accessibility, affordability demands, and technological advancements. The market's Compound Annual Growth Rate (CAGR) of 19.82% from 2019 to 2024 suggests a significant expansion, likely driven by factors such as the rising adoption of online learning platforms, flexible learning options catering to working professionals and geographically dispersed students, and the increasing recognition of online degrees by employers. The market segmentation, encompassing diverse types of online programs (e.g., bachelor's, master's, certificate programs) and applications across various fields (e.g., business, technology, healthcare), contributes to its broad appeal and expansion. Major players like American Public Education, Adtalem Global Education, and others are deploying competitive strategies focused on enhancing the learning experience, improving student support services, and expanding their program offerings to maintain a competitive edge. The geographic distribution indicates strong growth across North America and Asia-Pacific, driven by higher internet penetration and a growing young population seeking educational opportunities. However, challenges remain, including concerns about the perceived quality of online education compared to traditional institutions, the digital divide limiting access for certain demographics, and the need for continuous investment in technology and curriculum development to meet evolving learner needs. Looking ahead to 2033, the online higher education market is projected to maintain significant momentum, further expanding its reach and influence. Continued technological innovation, including advancements in virtual reality and artificial intelligence, will enhance the learning experience and attract a broader range of students. The growing importance of lifelong learning and upskilling will also drive demand for online courses and degree programs. Competitive pressures will likely lead to further innovation in pricing models, program offerings, and marketing strategies, fostering a dynamic and evolving market landscape. To fully capitalize on this growth, educational institutions must prioritize creating engaging and effective online learning environments, addressing concerns around quality and accessibility, and adapting to the ever-changing needs of students in a globally competitive market.

Dual Enrollment Programs and Courses for High School Students, 2002-03 (PEQIS 14), is a study that is part of the Postsecondary Education Quick Information System (PEQIS) program; program data is available since 1997 at . PEQIS 14 (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009045) is a cross-sectional survey that collected information on the topic of dual enrollment of high school students at postsecondary institutions. 1,600 Title IV degree-granting postsecondary institutions in the 50 United States and the District of Columbia were sampled. The study was conducted using online or paper surveys. The overall response rates were 92 percent weighted and 91 percent unweighted. Key statistics produced from PEQIS 14 were information on the prevalence of college course-taking by high school students at their institutions during the 2002-03 12-month academic year, both within and outside of dual enrollment programs. Among institutions with dual enrollment programs, additional information was obtained on the characteristics of programs, including course location and type of instructors, program and course curriculum, academic eligibility requirements, and funding.

This statistic shows the program outcome data for online education providers that were the most requested by students in the United States in 2016. In 2016, 77 percent of schools reported that students asked for placement and employment rates.

Percentage of Internet users by selected online activities during the past three months.

As of May 2023, around 152,000 students were enrolled at an online bachelor's program in Italy. In addition, 47,000 individuals chose e-learning for their master's studies. Among the largest Italian universities, the Pegaso online University ranks at the second place, nationwide. In the academic year 2022/2023, the e-learning institute had more than 95,000 enrolled students.

This statistic shows the percentage of prospective and currently enrolled students who chose to enroll in online and brick-and-mortar colleges and programs in the United States in 2015. In 2015, about 41 percent respondents chose to attend on-location colleges and programs in the United States.

Percentage of Canadians' time spent online and using video streaming services and video gaming services, in a typical week.

According to a survey conducted in South Korea in 2020, more than half of the respondents stated that they took language courses via online learning. It was followed by certificate programs with about 37 percent of response rate.

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The online higher education market share in the US is expected to increase by USD 33.35 billion from 2021 to 2026, and the market’s growth momentum will accelerate at a CAGR of 19.82%.

This online higher education market in the US research report provides valuable insights on the post COVID-19 impact on the market, which will help companies evaluate their business approaches. Furthermore, this report extensively covers online higher education market in the US segmentation by subjects (commerce and management, STEM, Arts, and others) and courses (non-degree courses and degree courses). The online higher education market in the US report also offers information on several market vendors, including American Public Education Inc., Adtalem Global Education Inc., Apollo Education Group Inc., Graham Holdings Co., Grand Canyon Education Inc., ITT Educational Services Inc., LINCOLN EDUCATIONAL SERVICES Corp., Perdoceo Education Corp., Strategic Education Inc., and Zovio Inc. among others.

What will the Online Higher Education Market Size in the US be During the Forecast Period?

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Online Higher Education Market in the US: Key Drivers, Trends, and Challenges

The collaborations between enterprises and educational institutions is notably driving the online higher education market growth in the US, although factors such as designing e-learning courses may impede the market growth. Our research analysts have studied the historical data and deduced the key market drivers and the COVID-19 pandemic impact on the online higher education industry in the US. The holistic analysis of the drivers will help in deducing end goals and refining marketing strategies to gain a competitive edge.

Key Online Higher Education Market Driver in the US

The collaborations between enterprises and educational institutions is one of the key drivers supporting the online higher education market growth in the US. Although such collaborations can take numerous forms, the most common are training, partnerships, or R&D partnerships. For instance, IBM-Charlotte was designed by the University of North Carolina-Charlotte (UNC-Charlotte) and IBM with the aim of enhancing the university’s technical vitality, expanding its local personnel resource bank, and ultimately offering IBM's technical communicators a way of earning degrees in their field of work. For UNC-Charlotte, the relationship with IBM gave its developing Technical Communication program community support and visibility and simultaneously provided faculty with research opportunities and practical experience at the workplace. Such collaborations are driving the growth of the online higher education market in the US during the forecast period.

Key Online Higher Education Market Trend in the US

Increased use of wearable gadgets is another factor supporting the online higher education market growth in the US. Technologies such as augmented reality (AR) are also changing the learning experience of participants. 3D simulations and scenarios that are developed using wearable technology devices give users a chance to learn in different learning environments. Moreover, the theoretical explanation of various concepts and step-by-step training on operations in an organization, followed by familiarizing students with on-the-floor working environments, are time-consuming. Therefore, wearable technology devices can help universities or educational institutions to engage with students directly on the floor. This reduces the duration and makes students more comfortable with online learning. Thus, the affordable prices of wearable gadgets will foster their greater adoption, in turn fostering the growth of the online higher education market in the US

Key Online Higher Education Market Challenge in the US

Designing e-learning courses is one of the factors hindering the online higher education market growth in the US. A significant amount of time, money, and resources are needed for developing the content for online courses. On average, moderately interactive online content takes about 90-240 hours to develop and costs developers approximately $10,000 per produced hour for moderate-level content. Similarly, the cost keeps rising as the complexity of the content increases. The major factors impacting the cost incurred on creating online education content are the resources needed, the state of the source content, the elements embedded in the online content, and the interactivity and instructional complexities involved. Therefore, this is a challenging factor for the growth of the online higher education market in the US.

This online higher education market in the US analysis report also provides detailed information on other upcoming trends and challenges that will have a far-reaching effe

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Alternative Non Credential Courses Market Size 2024-2028

The alternative non credential courses market size is forecast to increase by USD 15.38 billion at a CAGR of 23.31% between 2023 and 2028. The growth of m-learning is driven by the rising prominence of alternative non-credentialing, the availability of open educational resources, and the emergence of virtual schools. These trends cater to the increasing demand for flexible and accessible education options. However, the market faces challenges such as inadequate cybersecurity measures, which raise concerns over data privacy and safety. Additionally, traditional degree programs pose a competitive threat, as they continue to be valued for their established credibility and recognition. Furthermore, limited demand from developing economies hampers market expansion, as these regions often lack the necessary infrastructure and resources to support m-learning effectively. Addressing these challenges is crucial for the sustained growth and broader adoption of m-learning platforms globally. The report includes historic market data from 2018 - 2022.

Overview of the Market

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Key Companies & Market Insights

Companies are implementing various strategies, such as strategic alliances, partnerships, mergers and acquisitions, geographical expansion, and product/service launches, to enhance their presence in the market.

Boston University: The company offers alternative non credential courses such as MS in Applied Business Analytics, and MS in Supply Chain Management.

The market report also includes detailed analyses of the competitive landscape of the market and information about 15 market companies, including:

Blue Mountain Community College
Boston University
Colorado State University
Columbia University
Elmira College
Harvard University
Michigan Technological University
Montgomery College
New York Institute of Finance Inc.
New York University
Southern New Hampshire University
Stanford University
Temple University
Tennessee Tech
University of Arkansas
University of Cape Town
University of Illinois
University of Pennsylvania
University of Southern Indiana
University System of New Hampshire
Wake Technical Community College
Yale University

Qualitative and quantitative analysis of companies has been conducted to help clients understand the wider business environment as well as the strengths and weaknesses of key market research and growth and players. Data is qualitatively analyzed to categorize companies as pure play, category-focused, industry-focused, and diversified; it is quantitatively analyzed to categorize companies as dominant, leading, strong, tentative, and weak.

Regional Analysis

North America is estimated to contribute 58% to the growth of the global market during the forecast period. Technavio's analysts have provided extensive insight into market forecasting, detailing the regional trends and drivers influencing the market's trajectory throughout the forecast years.

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M-learning refers to mobile learning, enabling students to access educational content on their smartphones or tablets. Open educational resources are freely available materials, often digital, for self-directed learning. Virtual schools deliver instruction online, while internet-enabled devices facilitate remote access to educational content. Non-traditional courses in this market include digital badges, micro-credentials, workshops, bootcamps, and industry certifications. Publishers play a crucial role in producing and promoting these courses, while vendor selection methodologies ensure that learners choose high-quality offerings. Qualitative and quantitative research are essential for evaluating the effectiveness and value of these courses. Skill acquisition is a primary focus of the Market, with practical skills being a significant concern for employers.

Job requirements continue to evolve, necessitating reskilling and upskilling. Training providers offer various solutions to meet these demands, including hybrid and blended learning models. Skill assessment, adaptive learning paths, and blockchain technology facilitate credential verification and lifelong learning. Information technology sectors, such as data science and digital marketing, are major contributors to the Alternative Non-Credential Courses Market. Collaborations between educational institutions, industry partners, and edtech companies are driving standardization, validity, and comparability in these offerings. Employers increasingly adopt skills-based hiring practices, making it essential for learners to acquire relevant, in-demand skills. Economic uncertainties further emphasize the importance of adaptability and continuous learning.

Market Segmentation

The non-institutional segment is estimated to witness significant growth during the forecast period. There ar

Percentage of Internet users by selected online activities during the past three months.

In 2024, about nine percent of all students who chose online degree programs in the United States said they did so because COVID-19 made it the only option available to them, a slight decrease from 11 percent in the previous year. In both 2023 and 2024, however, the most commonly cited reason for students to choose online degree programs was due to existing commitments, such as work and family, preventing their attendance in campus-based courses.

Career Continuum (CC): Revolutionizing Audience Engagement in Career Development

In today's dynamic job market, reaching the right professionals with tailored messaging is crucial. Career Continuum (CC) stands out as a superior audience data tool, expertly crafted to connect you with an expansive network of professionals for effective career development and continuing education marketing. Education Marketing Data Unprecedented Audience Reach and Precision Targeting

Career Continuum offers an unparalleled database of 33,481,009 contacts, encompassing a wide spectrum of professionals across various industries and career stages. This vast audience includes:

Business Email Addresses: Direct reach to 33,481,009 professionals. Company Phones: Access to 15,136,045 company phone numbers. Direct Dial Phones: 6,150,990 direct lines for personal engagement. Mobile Phones: 5,728,132 mobile contacts for immediate reach. Regular Engagement and Contact Validation

Our commitment to data integrity is reflected in our regular engagement and validation process. Each month, we actively reach out to our contacts, ensuring that our database is not only extensive but also accurate and up-to-date.

Detailed Audience Segmentation

Career Continuum's segmentation capabilities are robust, allowing for highly targeted marketing campaigns. Key data elements include:

Highest Degree Level Achieved Areas of Study Graduating Institutions Certificate Graduates Prior Military Job Hoppers (individuals with less than a 2-year average job length in 3+ jobs) Comprehensive Contact and Company Elements

Our dataset includes detailed contact elements such as names, job titles, seniority, departments, direct dials, mobile phones, personal postal addresses, hashed email addresses, and mobile device IDs (MAIDs). Company elements include names, postal addresses, primary industries, SIC4 Codes, company phones, employee ranges, sales ranges, and primary internet domain names.

Safe for you to Email - We Email Newsletters to the Data Optimized for Programmatic Onboarding and Matching

Career Continuum's audience datasets are optimized for programmatic onboarding and matching, ensuring efficient and effective targeting in your digital marketing campaigns.

Continuing Education Program Prospecting

Leverage Career Continuum for:

Targeting graduate degree programs by area of study. Reaching former military personnel for educational subsidy programs. Personalizing messages for alumni segments. Differentiating between online and in-person degree program preferences. Conducting test campaigns based on previous graduation dates. Conclusion: Your Strategic Partner in Career-Focused Marketing

Career Continuum is more than a data tool; it's a strategic asset in your marketing arsenal, enabling you to reach a diverse and dynamic professional audience. With our comprehensive database, regular validation, and deep segmentation capabilities, your campaigns are positioned to engage effectively with professionals at various career stages, driving impactful results in the realm of career development and continuing education.

Number of persons in the labour force (employment and unemployment) and not in the labour force, unemployment rate, participation rate, and employment rate, by educational degree, gender and age group, annual.

Release Date: 2016-09-23..Table Name. . Statistics for Owners of Respondent Employer Firms by Owner's Educational Background by Sector, Gender, Ethnicity, Race, Veteran Status, and Years in Business for the U.S., States, and Top 50 MSAs: 2014. ..Release Schedule. . This file was released in September 2016.. ..Key Table Information. . These data are related to all other 2014 ASE files.. Refer to the Methodology section of the Annual Survey of Entrepreneurs website for additional information.. ..Universe. . The universe for the 2014 Annual Survey of Entrepreneurs (ASE) includes all U.S. firms with paid employees operating during 2014 with receipts of $1,000 or more which are classified in the North American Industry Classification System (NAICS) sectors 11 through 99, except for NAICS 111, 112, 482, 491, 521, 525, 813, 814, and 92 which are not covered. Firms with more than one domestic establishment are counted in each geographic area and industry in which they operate, but only once in the U.S. total.. For Characteristics of Business Owners (CBO) data, all estimates are of owners of firms responding to the ASE. That is, estimates are based only on firms providing gender, ethnicity, race, or veteran status; or firms not classifiable by gender, ethnicity, race, and veteran status that returned an ASE online questionnaire with at least one question answered. The ASE online questionnaire provided space for up to four owners to report their characteristics.. CBO data are not representative of all owners of all firms operating in the United States. The data do not represent all business owners in the United States.. ..Geographic Coverage. . The data are shown for:. . United States. States and the District of Columbia. The top fifty most populous metropolitan areas. . ..Industry Coverage. . The data are shown for the total of all sectors (00) and the 2-digit NAICS code level.. ..Data Items and Other Identifying Records. . Statistics for Owners of Respondent Employer Firms by Owner's Educational Background by Sector, Gender, Ethnicity, Race, Veteran Status, and Years in Business for the U.S., States, and Top 50 MSAs: 2014 contains data on:. . Number of owners of respondent firms with paid employees. Percent of number of owners of respondent firms with paid employees. . The data are shown for:. . Gender, ethnicity, race and veteran status of owners of respondent firms. . All owners of respondent firms. Female. Male. Hispanic. Non-Hispanic. White. Black or African American. American Indian and Alaska Native. Asian. Native Hawaiian and Other Pacific Islander. Some other race. Minority. Nonminority. Veteran. Nonveteran. . . Years in business. . All firms. Firms less than 2 years in business. Firms with 2 to 3 years in business. Firms with 4 to 5 years in business. Firms with 6 to 10 years in business. Firms with 11 to 15 years in business. Firms with 16 or more years in business. . . Owner's highest degree or level of school completed prior to establishing, purchasing, or acquiring the business. . Less than high school graduate. High school graduate - diploma or GED. Technical, trade, or vocational school. Some college, but no degree. Associate degree. Bachelor's degree. Master's, doctorate, or professional degree. Total reporting. Item not reported. . . . ..Sort Order. . Data are presented in ascending levels by:. . Geography (GEO_ID). NAICS code (NAICS2012). Gender, ethnicity, race, and veteran status (ASECBO). Years in business (YIBSZFI). Owner's highest degree or level of school completed prior to establishing, purchasing, or acquiring the business (EDUC). . The data are sorted on underlying control field values, so control fields may not appear in alphabetical order.. ..FTP Download. . Download the entire SE1400CSCBO07 table at: https://www2.census.gov/programs-surveys/ase/data/2014/SE1400CSCBO07.zip. ..Contact Information. . To contact the Annual Survey of Entrepreneurs staff:. . Visit the website at https://www.census.gov/programs-surveys/ase.html.. Email general, nonsecure, and unencrypted messages to ewd.annual.survey.of.entrepreneurs@census.gov.. Call 301.763.1546 between 7 a.m. and 5 p.m. (EST), Monday through Friday.. Write to:. U.S. Census Bureau. Annual Survey of Entrepreneurs. 4600 Silver Hill Road. Washington, DC 20233. . ...

Data in the Classroom is an online curriculum to foster data literacy. This Investigating Coral Bleaching Using Data in the Classroom module is geared towards grades 6 - 12. Visit Data in the Classroom for more information.This application is the Investigating Coral Bleaching module.This module was developed to engage students in increasingly sophisticated modes of understanding and manipulation of data. It was completed prior to the release of the Next Generation Science Standards (NGSS)* and has recently been adapted to incorporate some of the innovations described in the NGSS.Each level of the module provides learning experiences that engage students in the three dimensions of the NGSS Framework while building towards competency in targeted performance expectations. Note: this document identifies the specific practice, core idea and concept directly associated with a performance expectation (shown in parentheses in the tables) but also includes additional practices and concepts that can help students build toward a standard.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.