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.

In 2023, 24 percent of prospective graduate business students in the United States were interested in hybrid programs, an increase from 16 percent in 2019. However, the overall preference in 2023 was for in-person business school programs, at 60 percent.

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.

This statistic presents a ranking of features that are most important in the selection of a specific online learning program according to online students in the United States. During the 2018 survey, 31 percent of respondents stated that available scholarships, grants or assistantships were most important in their selection of a program to enroll in.

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.

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.

A file that holds the master records for all online training courses nominated for reimbursement.

In the academic year of 2021/22, about 880,250 students were awarded a Master's degree in the United States. This figure is projected to increase by the academic year of 2031/32, when it is forecasted that 1,000,460 students will be awarded a Master's degree.

The data relates to the paper that analyses the determinants or factors that best explain student research skills and success in the honours research report module during the COVID-19 pandemic in 2021. The data used have been gathered through an online survey created on the Qualtrics software package. The research questions were developed from demographic factors and subject knowledge including assignments to supervisor influence and other factors in terms of experience or belonging that played a role (see anonymous link at https://unisa.qualtrics.com/jfe/form/SV_86OZZOdyA5sBurY. An SMS was sent to all students of the 2021 module group to make them aware of the survey. They were under no obligation to complete it and all information was regarded as anonymous. We received 39 responses. The raw data from the survey was processed through the SPSS statistical, software package. The data file contains the demographics, frequencies, descriptives, and open questions processed.     The study...

The Distance Education Courses for Public Elementary and Secondary School Students, 2004-05 (FRSS 89), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 89 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates for technology-based distance education courses in public elementary and secondary schools. The study was mailed to public school district superintendents, who were sampled for the survey. The study's response rate was 96 percent. Key statistics produced from the study were the percent of districts and the percent of schools (by instructional level) with students enrolled in technology-based distance education courses. The number of enrollments in distance education courses (by instructional level) was also collected. The survey contained questions on the completion status of the enrollments in distance education. Districts were asked to report the technologies used to deliver distance education courses and where students accessed online distance education courses (e.g., at school or at home). The survey included questions on whether technology-based distance education was used to offer Advanced Placement (AP) and college-level courses to students. Districts with students enrolled in technology-based distance education courses were asked whether they planned to expand their distance education courses.

During a survey conducted in Spring 2023 in the United States, the most popular factor for choosing online education was the affordability of the program, with 77 percent of respondents reporting this was one of their top three reasons. The second most popular factor was the reputation of the school or program.

This dataset provides Census 2021 estimates that classify usual residents of primary school age and over in full-time education in Northern Ireland by the distance they travelled to their place of study. The estimates are as at census day, 21 March 2021. Census 2021 took place during the coronavirus (COVID-19) pandemic which will have affected the travel to work and travel to study statistics.

The census collected information on the usually resident population of Northern Ireland on census day (21 March 2021). Initial contact letters or questionnaire packs were delivered to every household and communal establishment, and residents were asked to complete online or return the questionnaire with information as correct on census day. Special arrangements were made to enumerate special groups such as students, members of the Travellers Community, HM Forces personnel etc. The Census Coverage Survey (an independent doorstep survey) followed between 12 May and 29 June 2021 and was used to adjust the census counts for under-enumeration.

The quality assurance report can be found here

The Online Program Management (OPM) market in higher education has emerged as a key player in transforming how institutions deliver educational programs, catering to the growing demand for flexible and accessible learning options. With a significant expansion in the number of students pursuing online degrees, OPM pr

Table View of Master_OP_EXP - Budgets and Actuals from FY 2016, 2017, 2018, 2019, and FYTD 2020. This View is the data source for Expense Dashboards. Update Schedule: Once per Month.

This dataset provides Census 2021 estimates that classify usual residents aged 16 and over (excluding full-time students) in employment the week before the census in Northern Ireland by the distance they travelled to work. The estimates are as at census day, 21 March 2021. Census 2021 took place during the coronavirus (COVID-19) pandemic which will have affected the travel to work and travel to study statistics.

The census collected information on the usually resident population of Northern Ireland on census day (21 March 2021). Initial contact letters or questionnaire packs were delivered to every household and communal establishment, and residents were asked to complete online or return the questionnaire with information as correct on census day. Special arrangements were made to enumerate special groups such as students, members of the Travellers Community, HM Forces personnel etc. The Census Coverage Survey (an independent doorstep survey) followed between 12 May and 29 June 2021 and was used to adjust the census counts for under-enumeration.

The quality assurance report can be found here

The pie chart showcases the distribution of app/software spending by store category in Morocco, providing insights into how eCommerce stores allocate their resources on the app or software they utilize. Among the store categories, Apparel exhibits the highest spending, with a total expenditure of $610.88K units representing 12.66% of the overall spending. Following closely behind is Beauty & Fitness with a spend of $345.03K units, comprising 7.15% of the total. Home & Garden also contributes significantly with a spend of $317.10K units, accounting for 6.57% of the overall app/software spending. This data sheds light on the investment patterns of eCommerce stores within each category, reflecting their priorities and resource allocation towards app or software solutions.

The DIECovidSurvey was conducted by the German Institute for Adult Education (DIE) in collaboration with the Deutscher Volkshochschul-Verband e.V. (dvv) in fall 2020 to examine the impact of the Corona pandemic on German adult education centers (vhs). The questionnaire was developed jointly by DIE and dvv. The core of the survey is detailed information about the range of events offered during the first lockdown in spring and early summer 2020, when events in attendance were prohibited. The questionnaire collects detailed information for each program area on the number of courses and individual events planned before the lockdown and actually held during the lockdown, as well as the event format (face-to-face/blended learning/online). Further contents of the survey concern the personnel and financial situation, the available space, effects of the pandemic on participant groups, the use of digital technologies including vhs.cloud, the inclusion of corona-related events in the program, assessments of the situation at the time of the survey, as well as future strategies and perceived challenges with regard to digitization and program design. The survey was conducted as an online survey in LimeSurvey, with an invitation to participate sent to all German vhs. (Project) Topics: Pre-pandemic room availability, semester rhythm and corona-related closing times, fee contracts, study trips/travel; Events offered: Politics - Society - Environment, Culture - Design, Health, Languages, Integration Courses and DeuFöV Courses, Qualifications for Working Life, School Leaving Certificates, Basic Education; Changes in course participants, summer programme 2020, current rooms and fee contracts, event planning autumn 2020, comparison of event offers autumn 2020/2019, difficulties in planning face-to-face events, difficulties in planning digital learning offers; Previous experience with digital learning offers & vhs.cloud, use of vhs.cloud, changes in cloud users, experience with digital learning offers in Pandemic, influence of Pandemic on digital learning offers; Failures and repayments of participation fees, public support measures, financial burdens, reference of educational offers to COVID-19, challenges Das DIECovidSurvey wurde vom Deutschen Institut für Erwachsenenbildung (DIE) in Zusammenarbeit mit dem Deutschen Volkshochschulverband (dvv) im Herbst 2020 durchgeführt, um die Auswirkungen der Corona-Pandemie auf die deutschen Volkshochschulen (vhs) zu untersuchen. Der Fragebogen wurde von DIE und dvv gemeinsam entwickelt. Kernstück der Befragung sind detaillierte Angaben über das Veranstaltungsangebot im ersten Lockdown im Frühling und Frühsommer 2020, als Veranstaltungen in Präsenz untersagt waren. Der Fragebogen erhebt detailliert für jeden Programmbereich die Zahl der vor Lockdown geplanten sowie im Lockdown tatsächlich durchgeführten Kurse und Einzelveranstaltungen sowie das Veranstaltungsformat (Präsenz/Blended Learning/Online). Weitere Inhalte der Befragung betreffen die personelle und finanzielle Situation, das verfügbare Raumangebot, Auswirkungen der Pandemie auf Teilnehmendengruppen, die Nutzung digitaler Technologien inklusive der vhs.cloud, die Aufnahme coronabezogener Veranstaltungen ins Programm, Einschätzungen der Lage zum Befragungszeitpunkt, sowie zukünftige Strategien und wahrgenommene Herausforderungen in Bezug auf Digitalisierung und Programmgestaltung. Die Erhebung wurde als Online-Befragung in LimeSurvey durchgeführt, wobei eine Aufforderung zur Teilnahme an alle deutschen vhs erging. (Projekt)

This dataset provides Census 2021 estimates for National Statistics Socio-economic Classification (NS-SeC) by sex in Northern Ireland. The estimates are as at census day, 21 March 2021.

The census collected information on the usually resident population of Northern Ireland on census day (21 March 2021). Initial contact letters or questionnaire packs were delivered to every household and communal establishment, and residents were asked to complete online or return the questionnaire with information as correct on census day. Special arrangements were made to enumerate special groups such as students, members of the Travellers Community, HM Forces personnel etc. The Census Coverage Survey (an independent doorstep survey) followed between 12 May and 29 June 2021 and was used to adjust the census counts for under-enumeration.

The quality assurance report can be found here

This resource contains the survey questions, compiled results, and code for Fisher's exact test, as associated with the following manuscript:

"Faculty Perspectives on a Collaborative, Multi-Institutional Online Hydrology Graduate Student Training Program" by Anne J. Jefferson, Steven P. Loheide, and Deanna H. McCay. Submitted to Frontiers in Water, in the research topic: “Innovations in Remote and Online Education by Hydrologic Scientists", May 2022

Abstract: The CUAHSI Virtual University is an interinstitutional graduate training framework that was developed to increase access to specialized hydrology courses for graduate students from participating institutions. The program was designed to capitalize on the benefits of collaborative teaching, allowing students to differentiate their learning and access subject matter experts at multiple institutions, while enrolled in a single course at their home institution, through a framework of reciprocity. Although the CUAHSI Virtual University was developed prior to the covid-19 pandemic, the resilience of its online education model to such disruptions to classroom teaching increases the urgency of understanding how effective such an approach is at achieving its goals and what challenges multi-institutional graduate training faces for sustainability and expansion within the water sciences or in other disciplines. To gain faculty perspectives on the program, we surveyed water science faculty who had served as instructors in the program, as well as water science faculty who had not participated and departmental chairs of participating instructors. Our data show widespread agreement across respondent types that the program is positive for students, diversifying their educational opportunities and increasing access to subject matter experts. Concerns and factors limiting faculty participation revolved around faculty workload and administrative barriers, including low enrollment at individual institutions. If these barriers can be surmounted, the CUAHSI Virtual University has the potential for wider participation within hydrology and adoption in other STEM disciplines.