Survey Reports

  • The tenth annual survey, a collaborative effort between the Babson Survey Research Group and the College Board, is the leading barometer of online learning in the United States.  Based on responses from over 2,800 academic leaders, the complete survey report, "Changing Course: Ten Years of Tracking Online Education in the United States" can be downloaded hereRead the press release

  • Details will be posted Wednesday, November 9, 2011 at 8:00 am ET

     

  • Class Differences: Online Education in the United States, 2010
    Online Education Grows by almost a Million Students
    Eighth Annual Sloan Survey of Online Education Shows Economy Still Driving Growth

    The complete report, “Class Differences: Online Education in the United States, 2010” is available here.
     
    The 2010 Sloan Survey of Online Learning reveals that enrollment rose by almost one million students from a year earlier. The survey of more than 2,500 colleges and universities nationwide finds approximately 5.6 million students were enrolled in at least one online course in fall 2009, the most recent term for which figures are available.
     
    “This represents the largest ever year-to-year increase in the number of students studying online,” said study co-author I Elaine Allen, Co-Director of the Babson Survey Research Group and Professor of Statistics & Entrepreneurship at Babson College. “Nearly thirty percent of all college and university students now take at least one course online.”  She adds:
     
    "There may be some clouds on the horizon.  While the sluggish economy continues to drive enrollment growth, large public institutions are feeling budget pressure and competition from the for-profit sector institutions.  In addition, the for-profit schools worry new federal rules on financial aid and student recruiting may have a negative impact on enrollments.” 
     
    Other report findings include:
              Almost two-thirds of for-profit institutions now say that online learning is a critical part of their long term strategy.
              The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population.
              Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programs.
              Three-quarters of institutions report that the economic downturn has increased demand for online courses and programs.
    The eighth annual survey, a collaborative effort between the Babson Survey Research Group and the College Board, is the leading barometer of online learning in the United States.  The survey is funded by the Alfred P. Sloan Foundation and distributed by the Sloan Consortium.  The complete survey report, “Class Differences: Online Education in the United States, 2010” can be downloaded here. The report includes a detailed analysis of the factors driving the growth in online education.
  • Using data collected from a national sample of principals this study examines the role of online and blended instruction in addressing concerns and issues facing the American high school. From its findings, it is obvious that there are certain initiatives involving online learning that directly address school reform issues such as improving graduation rates, credit recovery, building connections for students to their future college careers, differentiating instruction, and operating costs.

     

  • Unprecedented Study Offers Institutions Guidance for Continued Growth of Online Learning
    More than one-third of public university faculty have taught an online course while more than one-half have recommended an online course to students, according to an unprecedented study of administrative and faculty views toward online learning released today by the Association of Public and Land-grant Universities-Sloan National Commission on Online Learning.

  • In 2007, the Sloan Consortium issued a report on the extent and nature of online learning in K-12 schools.Entitled, K-12 Online Learning: A Survey of U.S. School District Administrators, this report was welcomed by professional organizations and the popular media interested in the use of online technology for instruction in the public schools. It was based on a national survey of school district administrators during the 2005-2006 academic year. It was one of the first studies to collect data on and compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. The purpose of this current study is to replicate the original study in order to substantiate its findings and to examine what if any changes occurred in online learning in K-12 school districts. The current study was conducted two years later and was based on a national survey of school district administrators during the 2007-2008 academic year.

  • The 2008 Sloan Survey of Online Learning reveals that enrollment rose by more than twelve percent from a year earlier. The survey of more than 2,500 colleges and universities nationwide finds approximately 3.94 million students were enrolled in at least one online course in fall 2007. The sixth annual survey, a collaborative effort between the Babson Survey Research Group, the College Board and the Sloan Consortium, is the leading barometer of online learning in the United States.

  • Online Nation: Five Years of Growth in Online Learning represents the fifth annual report on the state of online learning in U.S. higher education. This year’s study, like those for the previous four years, is aimed at answering some of the fundamental questions about the nature and extent of online education. Supported by the Alfred P. Sloan Foundation and based on responses from more than 2,500 colleges and universities, the study addresses the following key questions:

    • How Many Students are Learning Online?
    • Where has the Growth in Online Learning Occurred?
    • Why do Institutions Provide Online Offerings?
    • What are the Prospects for Future Online Enrollment Growth?
    • What are the Barriers to Widespread Adoption of Online Education?
  • The goal of the benchmarking activity is to begin the process of identifying some of the key factors that lead to “successful” online programs at public colleges and universities. To date, much of the research regarding online learning has focused on the questions of “what are campuses doing” and “why are they doing it.” Not as much attention has been paid to the question of “how do campuses with successful online programs organize themselves.”
    To begin to answer that question, the Commission has identified forty-five joint NASULGC/AASCU members, representing more than one million total enrollments and over 100,000 online enrollments. Through a combination of a well-defined short survey and in-depth interviews, the Commission is building a profile of the attitudes and successful practices of the participating institutions in order to identify “key factors” that could be shared with/replicated by other campuses.

  • K–12 Online Learning: A Survey of U.S. School District Administrators explores the nature of online learning in K–12 schools and establishes base data for more extensive future studies. This study was based on a national survey of American school district chief administrators during the 2005-2006 academic year. It is one of the first studies to collect data on and compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. The distinction between fully online and blended learning is a most important refinement of previous studies on this topic.

  • Blending In: The Extent and Promise of Blended Education in the United States is aimed at answering some of the fundamental questions about the nature and extent of education in the United States. Unlike the previous reports that focused exclusively on online learning, the current report examines blended (also called hybrid) instruction. The findings are based on three years of responses from a national sample of over 1,000 colleges and universities. Additional results are presented from an Eduventures-conducted national survey of 2,033 U.S. adults interested in postsecondary education in the next three years.

  • Making the Grade: Online Education in the United States, 2006 - Southern Edition is based on data collected for the fourth annual national report on the state of online education in U.S. higher education. Supported by the Alfred P. Sloan Foundation and conducted by the Babson Survey Research Group in partnership with the College Board, the report, based on responses from over 2,200 colleges and universities, examines the nature and extent of online learning among U.S. higher education institutions.

  • Making the Grade: Online Education in the United States, 2006 - Midwestern Edition is based on data collected for the fourth annual national report on the state of online education in U.S. higher education. Supported by the Alfred P. Sloan Foundation and conducted by the Babson Survey Research Group in partnership with the College Board, the report, based on responses from over 2,200 colleges and universities, examines the nature and extent of online learning among U.S. higher education institutions.

  • Making the Grade: Online Education in the United States, 2006 is based on data collected for the fourth annual national report on the state of online education in U.S. higher education. Supported by the Alfred P. Sloan Foundation and conducted by the Babson Survey Research Group in partnership with the College Board, the report, based on responses from over 2,200 colleges and universities, examines the nature and extent of online learning among U.S. higher education institutions.

  • Growing by Degrees: Online Education in the United States, 2005 - Southern Edition is based on data collected for the third annual national report on the state of online education in U.S. higher education. Supported by the Alfred P. Sloan Foundation and based on responses from over 400 southern colleges and universities, this special report examines the nature and extent of online learning among the 16 southern states that make up the Southern Regional Education Board (SREB).

    The survey analysis is based on a comprehensive nationwide sample of active, degree-granting institutions of higher education in the United States that are open to the public.