SELECTED PARTICIPANTS	26
SUMMARY OF KEY FINDINGS	27
CHAPTER ONE: ENROLLMENT & REVENUE	38
CHAPTER TWO: STUDENT DEMOGRAPHICS	52
CHAPTER THREE: TRENDS IN TUITION AND FEES	73
CHAPTER FOUR: MARKETING THE DISTANCE LEARNING PROGRAM	78
CHAPTER FIVE: RELATIONS WITH INDUSTRY	125
CHAPTER SIX: RELATIONS WITH OTHER COLLEGE DEPARTMENTS	130
CHAPTER SEVEN: USE OF TECHNOLOGY	132
CHAPTER EIGHT: USE OF ADJUNCT FACULTY	151
CHAPTER NINE: COURSE DEVELOPMENT	159
CHAPTER TEN: PROGRAM COST STRUCTURE	167
CHAPTER ELEVEN: ENROLLMENT PROSPECTS FOR PARTICULAR SUBJECT AREAS	178
OTHER REPORTS FROM PRIMARY RESEARCH GROUP	202


 

LIST OF TABLES

Table 1 - 1	Mean, Median, Minimum and Maximum Full-Time Equivalent Enrollment	38
Table 1 - 2	Mean, Median, Minimum and Maximum Full-Time Equivalent Enrollment, Broken Out by Type of College	38
Table 1 - 3	Mean, Median, Minimum and Maximum Full-Time Equivalent Enrollment, Broken Out by Total FTE Enrollment of the Entire College	38
Table 1 - 4	Mean, Median, Minimum and Maximum Full-Time Equivalent Enrollment, Broken Out by Full-Time Equivalent Enrollment of the Entire College	38
Table 1 - 5	Mean, Median, Minimum and Maximum Full-Time Equivalent Enrollment of the Entire College, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	39
Table 1 - 6	Mean, Median, Minimum and Maximum Number of Students Enrolled in the Distance Learning Program, 2005	39
Table 1 - 7	Mean, Median, Minimum and Maximum Number of Students Enrolled in the Distance Learning Program, 2005, Broken Out by Total FTE Enrollment of the Entire College	39
Table 1 - 8	Mean, Median, Minimum and Maximum Number of Students Enrolled in the Distance Learning Program, 2005, Broken Out by Type of College	40
Table 1 - 9	Mean, Median, Minimum and Maximum Number of Students Enrolled in the Distance Learning Program, 2005, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	40
Table 1 - 10	Mean, Median, Minimum and Maximum Number of Students Enrolled in the Distance Learning Program, 2005, Broken Out for Public and Private Colleges	40
Table 1 - 11	Mean, Median, Minimum and Maximum Annual Revenues for the Distance Learning Program, 2006 (in $ U.S.)	40
Table 1 - 12	Mean, Median, Minimum and Maximum Annual Revenues for the Distance Learning Program, 2006, Broken Out by Total FTE Enrollment of the Entire College	41
Table 1 - 13	Mean, Median, Minimum and Maximum Annual Revenues for the Distance Learning Program, 2006, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	41
Table 1 - 14	Mean, Median, Minimum and Maximum Annual Revenues for the Distance Learning Program, 2006, Broken Out for Public and Private Colleges	41
Table 1 - 15	Mean, Median, Minimum and Maximum Annual Revenues for the Distance Learning Program, 2006, Broken Out by Type of College	41
Table 1 - 16	Mean, Median, Minimum and Maximum Percentage Change in Revenues for the Distance Learning Program, 2005 to 2006	42
Table 1 - 17	Mean, Median, Minimum and Maximum Percentage Change in Revenues for the Distance Learning Program, 2005 to 2006, Broken Out by Total FTE Enrollment of the Entire College	42
Table 1 - 18	Mean, Median, Minimum and Maximum Percentage Change in Revenues for the Distance Learning Program, 2005 to 2006, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	42
Table 1 - 19	Mean, Median, Minimum and Maximum Percentage Change in Revenues for the Distance Learning Program, 2005 to 2006, Broken Out for Public and Private Colleges	42
Table 1 - 20	Mean, Median, Minimum and Maximum Percentage of Enrollment Growth in Distance Learning Program Accounted for by Change in Attendance by Students Already Enrolled in the College’s Traditional Education Program	43
Table 1 - 21	Mean, Median, Minimum and Maximum Percentage of Enrollment Growth in Distance Learning Program Accounted for by Change in Attendance by Students Already Enrolled in the College’s Traditional Education Program, Broken Out by Total FTE Enrollment of the Entire College	43
Table 1 - 22	Mean, Median, Minimum and Maximum Percentage of Enrollment Growth in Distance Learning Program Accounted for by Change in Attendance by Students Already Enrolled in the College’s Traditional Education Program, Broken Out for Public and Private Colleges	43
Table 1 - 23	Mean, Median, Minimum and Maximum Percentage of Enrollment Growth in Distance Learning Program Accounted for by Change in Attendance by Students Already Enrolled in the College’s Traditional Education Program, Broken Out by Type of College	44
Table 1 - 24	Perceived Impact of Potential Recession or Economic Slowdown on Distance Learning Program Revenues	44
Table 1 - 25	Perceived Impact of Potential Recession or Economic Slowdown on Distance Learning Program Revenues, Broken Out by Total FTE Enrollment of the Entire College	44
Table 1 - 26	Perceived Impact of Potential Recession or Economic Slowdown on Distance Learning Program Revenues, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	45
Table 1 - 27	Perceived Impact of Potential Recession or Economic Slowdown on Distance Learning Program Revenues, Broken Out for Public and Private Colleges	45
Table 1 - 28	Perceived Impact of Potential Recession or Economic Slowdown on Distance Learning Program Revenues, Broken Out by Type of College	45
Table 1 - 29	Mean, Median, Minimum and Maximum Percentage of Students Who Drop a Course Prior to Completion	45
Table 1 - 30	Mean, Median, Minimum and Maximum Percentage of Students Who Drop a Course Prior to Completion, Broken Out by Total FTE Enrollment of the Entire College	46
Table 1 - 31	Mean, Median, Minimum and Maximum Percentage of Students Who Drop a Course Prior to Completion, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	46
Table 1 - 32	Mean, Median, Minimum and Maximum Percentage of Students Who Drop a Course Prior to Completion, Broken Out for Public and Private Colleges	46
Table 1 - 33	Mean, Median, Minimum and Maximum Percentage of Students Who Drop a Course Prior to Completion, Broken Out by Type of College	46
Table 1 - 34	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Taking a Distance Learning Course at the Institution for the First Time	47
Table 1 - 35	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Taking a Distance Learning Course at the Institution for the First Time, Broken Out by Total FTE Enrollment of the Entire College	47
Table 1 - 36	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Taking a Distance Learning Course at the Institution for the First Time, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	47
Table 1 - 37	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Taking a Distance Learning Course at the Institution for the First Time, Broken Out for Public and Private Colleges	48
Table 1 - 38	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Taking a Distance Learning Course at the Institution for the First Time, Broken Out by Type of College	48
Table 1 - 39	Mean, Median, Minimum and Maximum Percentage of Distance Learning Enrollment Accounted for by Cooperative Programs with Other Colleges or Consortiums	48
Table 1 - 40	Mean, Median, Minimum and Maximum Percentage of Distance Learning Enrollment Accounted for by Cooperative Programs with Other Colleges or Consortiums, Broken Out by Total FTE Enrollment of the Entire College	49
Table 1 - 41	Mean, Median, Minimum and Maximum Percentage of Distance Learning Enrollment Accounted for by Cooperative Programs with Other Colleges or Consortiums, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	49
Table 1 - 42	Mean, Median, Minimum and Maximum Percentage of Distance Learning Enrollment Accounted for by Cooperative Programs with Other Colleges or Consortiums, Broken Out for Public and Private Colleges	49
Table 1 - 43	Mean, Median, Minimum and Maximum Percentage of Distance Learning Enrollment Accounted for by Cooperative Programs with Other Colleges or Consortiums, Broken Out by Type of College	50
Table 1 - 44	College Administration’s View of the Distance Learning Program’s Economic Contribution to the College	50
Table 1 - 45	College Administration’s View of the Distance Learning Program’s Economic Contribution to the College, Broken Out by Number of Students in the Entire College	50
Table 1 - 46	College Administration’s View of the Distance Learning Program’s Economic Contribution to the College, Broken Out for Public and Private Colleges	51
Table 2 - 1	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Female	52
Table 2 - 2	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Female, Broken Out by Total FTE Enrollment of the Entire College	52
Table 2 - 3	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Female, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	52
Table 2 - 4	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Female, Broken Out for Public and Private Colleges	52
Table 2 - 5	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Female, Broken Out by Type of College	53
Table 2 - 6	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Male	53
Table 2 - 7	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Male, Broken Out by Total FTE Enrollment of the Entire College	53
Table 2 - 8	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Male, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	53
Table 2 - 9	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Male, Broken Out for Public and Private Colleges	54
Table 2 - 10	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Male, Broken Out by Type of College	54
Table 2 - 11	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Thirty	54
Table 2 - 12	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Thirty, Broken Out by Total FTE Enrollment of the Entire College	54
Table 2 - 13	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Thirty, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	55
Table 2 - 14	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Thirty, Broken Out for Public and Private Colleges	55
Table 2 - 15	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Thirty, Broken Out by Type of College	55
Table 2 - 16	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Fifty	55
Table 2 - 17	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Fifty, Broken Out by Total FTE Enrollment of the Entire College	56
Table 2 - 18	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Fifty, Broken out Type of College	56
Table 2 - 19	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Fifty, Broken Out for Public and Private Colleges	56
Table 2 - 20	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Over the Age of Fifty, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	56
Table 2 - 21	Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Live Within 75 Miles of the Main Campus	57
Table 2 - 22	Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Live Within 75 Miles of the Main Campus, Broken Out by Total FTE Enrollment of the Entire College	57
Table 2 - 23	Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Live Within 75 Miles of the Main Campus, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	57
Table 2 - 24	Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Live Within 75 Miles of the Main Campus, Broken Out for Public and Private Colleges	57
Table 2 - 25	Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Live Within 75 Miles of the Main Campus, Broken Out by Type of College	58
Table 2 - 26	Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Are African-American	58
Table 2 - 27	Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Are African-American, Broken Out by Total FTE Enrollment of the Entire College	58
Table 2 - 28	Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Are African-American, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	59
Table 2 - 29	Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Are African-American, Broken Out for Public and Private Colleges	59
Table 2 - 30	Mean, Median, Minimum and Maximum Percentage of Distance Learning Students Who Are African-American, Broken Out by Type of College	59
Table 2 - 31	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Hispanic-American	59
Table 2 - 32	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Hispanic-American, Broken Out by Total FTE Enrollment of the Entire College	60
Table 2 - 33	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Hispanic-American, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	60
Table 2 - 34	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Hispanic-American, Broken Out for Public and Private Colleges	60
Table 2 - 35	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Hispanic-American, Broken Out by Type of College	61
Table 2 - 36	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Nationals on Student Visas	61
Table 2 - 37	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Nationals on Student Visas, Broken Out by Total FTE Enrollment of the Entire College	61
Table 2 - 38	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Nationals on Student Visas, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	61
Table 2 - 39	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Nationals on Student Visas, Broken Out for Public and Private Colleges	62
Table 2 - 40	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Nationals on Student Visas, Broken Out by Type of College	62
Table 2 - 41	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Born	62
Table 2 - 42	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Born, Broken Out by Total FTE Enrollment of the Entire College	62
Table 2 - 43	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Born, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	63
Table 2 - 44	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Born, Broken Out for Public and Private Colleges	63
Table 2 - 45	Mean, Median, Minimum and Maximum Percentage of Enrolled Students Who Are Foreign Born, Broken Out for Type of College	63
Table 2 - 46	Percentage of Programs that Offer Distance Learning Courses in a Language Other Than English	63
Table 2 - 47	Percentage of Programs that Offer Distance Learning Courses in a Language Other Than English, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	64
Table 2 - 48	Percentage of Programs that Offer Distance Learning Courses in a Language Other Than English, Broken Out by Total FTE Enrollment of the Entire College	64
Table 2 - 49	Percentage of Programs that Offer Distance Learning Courses in a Language Other Than English, Broken Out for Public and Private Colleges	64
Table 2 - 50	Percentage of Programs that Offer Distance Learning Courses in a Language Other Than English, Broken Out by Type of College	64
Table 2 - 51	Percentage of Programs Whose Enrollment Has Benefited Through Attracting Immigrants from Africa	64
Table 2 - 52	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Africa, Broken Out by Total FTE Enrollment of the Entire College	65
Table 2 - 53	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Africa, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	65
Table 2 - 54	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Africa, Broken Out for Public and Private Colleges	65
Table 2 - 55	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Africa, Broken Out by Type of College	65
Table 2 - 56	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from China	65
Table 2 - 57	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from China, Broken Out by Total FTE Enrollment of the Entire College	66
Table 2 - 58	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from China, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	66
Table 2 - 59	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from China, Broken Out for Public and Private Colleges	66
Table 2 - 60	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from China, Broken Out by Type of College	66
Table 2 - 61	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from India	66
Table 2 - 62	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from India, Broken Out by Total FTE Enrollment of the Entire College	67
Table 2 - 63	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from India, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	67
Table 2 - 64	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from India, Broken Out for Public and Private Colleges	67
Table 2 - 65	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from India, Broken Out by Type of College	67
Table 2 - 66	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Mexico	67
Table 2 - 67	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Mexico, Broken Out by Total FTE Enrollment of the Entire College	68
Table 2 - 68	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Mexico, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	68
Table 2 - 69	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Mexico, Broken Out for Public and Private Colleges	68
Table 2 - 70	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Mexico, Broken Out by Type of College	68
Table 2 - 71	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Latin America	68
Table 2 - 72	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Latin America, Broken Out by Total FTE Enrollment of the Entire College	69
Table 2 - 73	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Latin America, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	69
Table 2 - 74	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Latin America, Broken Out for Public and Private Colleges	69
Table 2 - 75	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Latin America, Broken Out by Type of College	69
Table 2 - 76	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Russia	69
Table 2 - 77	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Russia, Broken Out by Total FTE Enrollment of the Entire College	70
Table 2 - 78	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Russia, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	70
Table 2 - 79	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Russia, Broken Out for Public and Private Colleges	70
Table 2 - 80	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Russia, Broken Out by Type of College	70
Table 2 - 81	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Vietnam	70
Table 2 - 82	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Vietnam, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	71
Table 2 - 83	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Vietnam, Broken Out by Total FTE Enrollment of the Entire College	71
Table 2 - 84	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Vietnam, Broken Out for Public and Private Colleges	71
Table 2 - 85	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Vietnam, Broken Out by Type of College	71
Table 2 - 86	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Countries Not Previously Specified	71
Table 2 - 87	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Countries Not Previously Specified, Broken Out by Total FTE Enrollment of the Entire College	72
Table 2 - 88	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Countries Not Previously Specified, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	72
Table 2 - 89	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Countries Not Previously Specified, Broken Out for Public and Private Colleges	72
Table 2 - 90	Percentage of Programs Whose Enrollment Has Benefited through Attracting Immigrants from Countries Not Previously Specified, Broken Out by Type of College	72
Table 3 - 1	Percentage of Students Who Receive Grants, Tuition Reduction or other Direct Aid, Except for Loans	73
Table 3 - 2	Percentage of Students Who Receive Grants, Tuition Reduction or other Direct Aid, Except for Loans, Broken Out by Total FTE Enrollment of the Entire College	73
Table 3 - 3	Percentage of Students Who Receive Grants, Tuition Reduction or other Direct Aid, Except for Loans, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	74
Table 3 - 4	Percentage of Students Who Receive Grants, Tuition Reduction or other Direct Aid, Except for Loans, Broken Out for Public and Private Colleges	74
Table 3 - 5	Percentage of Students Who Receive Grants, Tuition Reduction or other Direct Aid, Except for Loans, Broken Out by Type of College	74
Table 3 - 6	Expectation for Trends in Tuition Increases in 2007	75
Table 3 - 7	Expectation for Trends in Tuition Increases in 2007, Broken Out by Total FTE Enrollment of the Entire College	75
Table 3 - 8	Expectation for Trends in Tuition Increases in 2007, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	75
Table 3 - 9	Expectation for Trends in Tuition Increases in 2007, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	76
Table 3 - 10	Expectation for Trends in Tuition Increases in 2007, Broken Out for Public and Private Colleges	76
Table 3 - 11	Mean, Median, Minimum and Maximum Cost Per Credit in the Distance Leaning Program	76
Table 3 - 12	Mean, Median, Minimum and Maximum Cost Per Credit in the Distance Leaning Program, Broken Out by Total FTE Enrollment of the Entire College	76
Table 3 - 13	Mean, Median, Minimum and Maximum Cost Per Credit in the Distance Leaning Program, Broken Out for Public and Private Colleges	77
Table 3 - 14	Mean, Median, Minimum and Maximum Cost Per Credit in the Distance Leaning Program, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	77
Table 3 - 15	Mean, Median, Minimum and Maximum Cost Per Credit in the Distance Leaning Program, Broken Out by Type of College	77
Table 4 - 1	Percentage of Distance Learning Programs that Have a Marketing Budget Distinct from the Overall College Marketing Budget	78
Table 4 - 2	Percentage of Distance Learning Programs that Have a Marketing Budget Distinct from the Overall College Marketing Budget, Broken Out by Total FTE Enrollment of the Entire College	78
Table 4 - 3	Percentage of Distance Learning Programs that Have a Marketing Budget Distinct from the Overall College Marketing Budget, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	78
Table 4 - 4	Percentage of Distance Learning Programs that Have a Marketing Budget Distinct from the Overall College Marketing Budget, Broken Out for Public and Private Colleges	78
Table 4 - 5	Percentage of Distance Learning Programs that Have a Marketing Budget Distinct from the Overall College Marketing Budget, Broken Out Type of College	79
Table 4 - 6	Mean, Median, Minimum and Maximum Distance Learning Program Distinct Marketing Budget (in $)	79
Table 4 - 7	Mean, Median, Minimum and Maximum Distance Learning Program Distinct Marketing Budget, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	79
Table 4 - 8	Mean, Median, Minimum and Maximum Distance Learning Program Distinct Marketing Budget, Broken Out by Type of College	79
Table 4 - 9	Mean, Median, Minimum and Maximum Distance Learning Program Distinct Marketing Budget, Broken Out for Public and Private Colleges	80
Table 4 - 10	Percentage of Distance Learning Programs with a Marketing or Enrollment Director	80
Table 4 - 11	Percentage of Distance Learning Programs with a Marketing or Enrollment Director, Broken Out by Total FTE Enrollment of the Entire College	80
Table 4 - 12	Percentage of Distance Learning Programs with a Marketing or Enrollment Director, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	80
Table 4 - 13	Percentage of Distance Learning Programs with a Marketing or Enrollment Director, Broken Out by Type of College	81
Table 4 - 14	Percentage of Distance Learning Programs that Advertised in Newspapers Within the Past Year	81
Table 4 - 15	Percentage of Distance Learning Programs that Advertised in Newspapers Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	81
Table 4 - 16	Percentage of Distance Learning Programs that Advertised in Newspapers Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	81
Table 4 - 17	Percentage of Distance Learning Programs that Advertised in Newspapers Within the Past Year, Broken Out for Public and Private Colleges	81
Table 4 - 18	Percentage of Distance Learning Programs that Advertised in Newspapers Within the Past Year, Broken Out by Type of College	82
Table 4 - 19	Percentage of Distance Learning Programs that Advertised in Magazines Within the Past Year	82
Table 4 - 20	Percentage of Distance Learning Programs that Advertised in Magazines Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	82
Table 4 - 21	Percentage of Distance Learning Programs that Advertised in Magazines Within the Past Year, Broken Out for Public and Private Colleges	82
Table 4 - 22	Percentage of Distance Learning Programs that Advertised in Magazines Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	82
Table 4 - 23	Percentage of Distance Learning Programs that Advertised in Magazines Within the Past Year, Broken Out by Type of College	83
Table 4 - 24	Percentage of Distance Learning Programs that Advertised on Billboards Within the Past Year	83
Table 4 - 25	Percentage of Distance Learning Programs that Advertised on Billboards Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	83
Table 4 - 26	Percentage of Distance Learning Programs that Advertised on Billboards Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	83
Table 4 - 27	Percentage of Distance Learning Programs that Advertised on Billboards Within the Past Year, Broken Out for Public and Private Colleges	83
Table 4 - 28	Percentage of Distance Learning Programs that Advertised on Billboards Within the Past Year, Broken Out by Type of College	84
Table 4 - 29	Percentage of Distance Learning Programs that Advertised on Cable or Network Television Within the Past Year	84
Table 4 - 30	Percentage of Distance Learning Programs that Advertised on Cable or Network Television Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	84
Table 4 - 31	Percentage of Distance Learning Programs that Advertised on Cable or Network Television Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	84
Table 4 - 32	Percentage of Distance Learning Programs that Advertised on Cable or Network Television Within the Past Year, Broken Out for Public and Private Colleges	84
Table 4 - 33	Percentage of Distance Learning Programs that Advertised on Cable or Network Television Within the Past Year, Broken Out by Type of College	85
Table 4 - 34	Percentage of Distance Learning Programs that Advertised on Radio Within the Past Year	85
Table 4 - 35	Percentage of Distance Learning Programs that Advertised on Radio Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	85
Table 4 - 36	Percentage of Distance Learning Programs that Advertised on Radio Within the Past Year, Broken Out for Public and Private Colleges	85
Table 4 - 37	Percentage of Distance Learning Programs that Advertised on Radio Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	85
Table 4 - 38	Percentage of Distance Learning Programs that Advertised on Radio Within the Past Year, Broken Out by Type of College	86
Table 4 - 39	Percentage of Distance Learning Programs that Advertised Via Direct Mail Within the Past Year	86
Table 4 - 40	Percentage of Distance Learning Programs that Advertised Via Direct Mail Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	86
Table 4 - 41	Percentage of Distance Learning Programs that Advertised Via Direct Mail Within the Past Year, Broken Out by Type of College	86
Table 4 - 42	Percentage of Distance Learning Programs that Advertised Via Direct Mail Within the Past Year, Broken Out for Public and Private Colleges	86
Table 4 - 43	Percentage of Distance Learning Programs that Publicized the Program through a Podcast Within the Past Year	87
Table 4 - 44	Percentage of Distance Learning Programs that Publicized the Program through a Podcast Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	87
Table 4 - 45	Percentage of Distance Learning Programs that Publicized the Program through a Podcast Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	87
Table 4 - 46	Percentage of Distance Learning Programs that Publicized the Program through a Podcast Within the Past Year, Broken Out for Public and Private Colleges	87
Table 4 - 47	Percentage of Distance Learning Programs that Publicized the Program through a Podcast Within the Past Year, Broken Out by Type of College	87
Table 4 - 48	Percentage of Distance Learning Programs that Marketed the Program through an E-mail Newsletter Within the Past Year	88
Table 4 - 49	Percentage of Distance Learning Programs that Marketed the Program through an E-mail Newsletter Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	88
Table 4 - 50	Percentage of Distance Learning Programs that Marketed the Program through an E-mail Newsletter Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	88
Table 4 - 51	Percentage of Distance Learning Programs that Marketed the Program through an E-mail Newsletter Within the Past Year, Broken Out for Public and Private Colleges	88
Table 4 - 52	Percentage of Distance Learning Programs that Marketed the Program through an E-mail Newsletter Within the Past Year, Broken Out by Type of College	88
Table 4 - 53	Percentage of Distance Learning Programs that Marketed the Program through Opt-In E-mail Within the Past Year	89
Table 4 - 54	Percentage of Distance Learning Programs that Marketed the Program through Opt-In E-mail Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	89
Table 4 - 55	Percentage of Distance Learning Programs that Marketed the Program through Opt-In E-mail Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	89
Table 4 - 56	Percentage of Distance Learning Programs that Marketed the Program through Opt-In E-mail Within the Past Year, Broken Out for Public and Private Colleges	89
Table 4 - 57	Percentage of Distance Learning Programs that Marketed the Program through Opt-In E-mail Within the Past Year, Broken Out by Type of College	89
Table 4 - 58	Percentage of Programs that Make Personal Visits to Guidance Counselors and Other Educators as a Way of Marketing the Program	90
Table 4 - 59	Percentage of Programs that Make Personal Visits to Guidance Counselors and Other Educators as a Way of Marketing the Program, Broken Out by Total FTE Enrollment of the Entire College	90
Table 4 - 60	Percentage of Programs that Make Personal Visits to Guidance Counselors and Other Educators as a Way of Marketing the Program, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	90
Table 4 - 61	Percentage of Programs that Make Personal Visits to Guidance Counselors and Other Educators as a Way of Marketing the Program, Broken Out for Public and Private Colleges	90
Table 4 - 62	Percentage of Programs that Make Personal Visits to Guidance Counselors and Other Educators as a Way of Marketing the Program, Broken Out by Type of College	90
Table 4 - 63	Percentage of Distance Learning Programs that Marketed the Program through Web Banner Ads Within the Past Year	91
Table 4 - 64	Percentage of Distance Learning Programs that Marketed the Program through Web Banner Ads Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	91
Table 4 - 65	Percentage of Distance Learning Programs that Marketed the Program through Web Banner Ads Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	91
Table 4 - 66	Percentage of Distance Learning Programs that Marketed the Program through Web Banner Ads Within the Past Year, Broken Out for Public and Private Colleges	91
Table 4 - 67	Percentage of Distance Learning Programs that Marketed the Program through Web Banner Ads Within the Past Year, Broken Out by Type of College	91
Table 4 - 68	Percentage of Distance Learning Programs that Marketed the Program through Search Engine Optimization Strategies Within the Past Year	92
Table 4 - 69	Percentage of Distance Learning Programs that Marketed the Program through Search Engine Optimization Strategies Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	92
Table 4 - 70	Percentage of Distance Learning Programs that Marketed the Program through Search Engine Optimization Strategies Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	92
Table 4 - 71	Percentage of Distance Learning Programs that Marketed the Program through Search Engine Optimization Strategies Within the Past Year, Broken Out for Public and Private Colleges	92
Table 4 - 72	Percentage of Distance Learning Programs that Marketed the Program through Search Engine Optimization Strategies Within the Past Year, Broken Out by Type of College	93
Table 4 - 73	Percentage of Programs that Have Used an Electronic Press Release Distribution Service Within the Past Year	93
Table 4 - 74	Percentage of Programs that Have Used an Electronic Press Release Distribution Service Within the Past Year, Broken Out by Total FTE Enrollment of the Entire College	93
Table 4 - 75	Percentage of Programs that Have Used an Electronic Press Release Distribution Service Within the Past Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	93
Table 4 - 76	Percentage of Programs that Have Used an Electronic Press Release Distribution Service Within the Past Year, Broken Out for Public and Private Colleges	93
Table 4 - 77	Percentage of Programs that Have Used an Electronic Press Release Distribution Service Within the Past Year, Broken Out by Type of College	94
Table 4 - 78	Percentage of Programs that Have Used a Traditional Press Release Distribution Service Within the Past	94
Table 4 - 79	Percentage of Programs that Have Used a Traditional Press Release Distribution Service Within the Past, Broken Out by Total FTE Enrollment of the Entire College	94
Table 4 - 80	Percentage of Programs that Have Used a Traditional Press Release Distribution Service Within the Past, Broken Out for Public and Private Colleges	94
Table 4 - 81	Percentage of Programs that Have Used a Traditional Press Release Distribution Service Within the Past, Broken Out by Type of College	94
Table 4 - 82	What is the Most Effective Marketing Vehicle for the Distance Learning Program?	95
Table 4 - 83	What is the Most Effective Marketing Vehicle for the Distance Learning Program?, Broken Out by Total FTE Enrollment of the Entire College	95
Table 4 - 84	What is the Most Effective Marketing Vehicle for the Distance Learning Program?, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	95
Table 4 - 85	What is the Most Effective Marketing Vehicle for the Distance Learning Program?, Broken Out for Public and Private Colleges	96
Table 4 - 86	What is the Most Effective Marketing Vehicle for the Distance Learning Program?, Broken Out by Type of College	96
Table 4 - 87	Percentage of Programs that Use the Paid Advertising Services of Google	96
Table 4 - 88	Percentage of Programs that Use the Paid Advertising Services of Google, Broken Out by Total FTE Enrollment of the Entire College	96
Table 4 - 89	Percentage of Programs that Use the Paid Advertising Services of Google, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	97
Table 4 - 90	Percentage of Programs that Use the Paid Advertising Services of Google, Broken Out for Public and Private Colleges	97
Table 4 - 91	Percentage of Programs that Use the Paid Advertising Services of Google, Broken Out by Type of College	97
Table 4 - 92	Percentage of Programs that Use the Paid Advertising Services of Yahoo	97
Table 4 - 93	Percentage of Programs that Use the Paid Advertising Services of Yahoo, Broken Out by Total FTE Enrollment of the Entire College	97
Table 4 - 94	Percentage of Programs that Use the Paid Advertising Services of Yahoo, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	98
Table 4 - 95	Percentage of Programs that Use the Paid Advertising Services of Yahoo, Broken Out for Public and Private Colleges	98
Table 4 - 96	Percentage of Programs that Use the Paid Advertising Services of Yahoo, Broken Out by Type of College	98
Table 4 - 97	Percentage of Programs that Have Used the Paid Advertising Services of Search Engines Other than Google or Yahoo	98
Table 4 - 98	Percentage of Programs that Have Used the Paid Advertising Services of Search Engines Other than Google or Yahoo, Broken Out by Total FTE Enrollment of the Entire College	98
Table 4 - 99	Percentage of Programs that Have Used the Paid Advertising Services of Search Engines Other than Google or Yahoo, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	99
Table 4 - 100	Percentage of Programs that Have Used the Paid Advertising Services of Search Engines Other than Google or Yahoo, Broken Out for Public and Private Colleges	99
Table 4 - 101	Percentage of Programs that Have Used the Paid Advertising Services of Search Engines Other than Google or Yahoo, Broken Out by Type of College	99
Table 4 - 102	Plans for Use of Direct Mail	99
Table 4 - 103	Plans for Use of Direct Mail, Broken Out by Total FTE Enrollment of the Entire College	100
Table 4 - 104	Plans for Use of Direct Mail, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	100
Table 4 - 105	Plans for Use of Direct Mail, Broken Out for Public and Private Colleges	101
Table 4 - 106	Plans for Use of Direct Mail, Broken Out by Type of College	101
Table 4 - 107	Plans for Use of Opt-In E-mail	101
Table 4 - 108	Plans for Use of Opt-In E-mail, Broken Out by Total FTE Enrollment of the Entire College	102
Table 4 - 109	Plans for Use of Opt-In E-mail, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	102
Table 4 - 110	Plans for Use of Opt-In E-mail, Broken Out for Public and Private Colleges	103
Table 4 - 111	Plans for Use of Opt-In E-mail, Broken Out by Type of College	103
Table 4 - 112	Plans for Use of Web Ads or Web Site Sponsorships	103
Table 4 - 113	Plans for Use of Web Ads or Web Site Sponsorships, Broken Out by Total FTE Enrollment of the Entire College	104
Table 4 - 114	Plans for Use of Web Ads or Web Site Sponsorships, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	104
Table 4 - 115	Plans for Use of Web Ads or Web Site Sponsorships, Broken Out for Public and Private Colleges	105
Table 4 - 116	Plans for Use of Web Ads or Web Site Sponsorships, Broken Out by Type of College	105
Table 4 - 117	Plans for Use of Space Ads in Newspapers	105
Table 4 - 118	Plans for Use of Space Ads in Newspapers, Broken Out by Total FTE Enrollment of the Entire College	106
Table 4 - 119	Plans for Use of Space Ads in Newspapers, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	106
Table 4 - 120	Plans for Use of Space Ads in Newspapers, Broken Out for Public and Private Colleges	107
Table 4 - 121	Plans for Use of Space Ads in Newspapers, Broken Out by Type of College	107
Table 4 - 122	Plans for Use of Space Ads in Magazines	107
Table 4 - 123	Plans for Use of Space Ads in Magazines, Broken Out by Total FTE Enrollment of the Entire College	108
Table 4 - 124	Plans for Use of Space Ads in Magazines, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	108
Table 4 - 125	Plans for Use of Space Ads in Magazines, Broken Out for Public and Private Colleges	109
Table 4 - 126	Plans for Use of Space Ads in Magazines, Broken Out by Type of College	109
Table 4 - 127	Plans for Use of Radio Advertising	109
Table 4 - 128	Plans for Use of Radio Advertising, Broken Out for Public and Private Colleges	110
Table 4 - 129	Plans for Use of Radio Advertising, Broken Out by Total FTE Enrollment of the Entire College	110
Table 4 - 130	Plans for Use of Radio Advertising, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	111
Table 4 - 131	Plans for Use of Radio Advertising, Broken Out by Type of College	111
Table 4 - 132	Plans for Use of Television Advertising	112
Table 4 - 133	Plans for Use of Television Advertising, Broken Out by Total FTE Enrollment of the Entire College	112
Table 4 - 134	Plans for Use of Television Advertising, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	113
Table 4 - 135	Plans for Use of Television Advertising, Broken Out for Public and Private Colleges	113
Table 4 - 136	Plans for Use of Television Advertising, Broken Out by Type of College	114
Table 4 - 137	Plans for Use of Billboards	114
Table 4 - 138	Plans for Use of Billboards, Broken Out by Total FTE Enrollment of the Entire College	115
Table 4 - 139	Plans for Use of Billboards, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	115
Table 4 - 140	Plans for Use of Billboards, Broken Out for Public and Private Colleges	116
Table 4 - 141	Plans for Use of Billboards, Broken Out by Type of College	116
Table 4 - 142	Plans for Marketing the Program through Visits to Guidance Counselors, Industry Training Officials or Others	117
Table 4 - 143	Plans for Marketing the Program through Visits to Guidance Counselors, Industry Training Officials or Others, by Type of College	117
Table 4 - 144	Plans for Marketing the Program through Visits to Guidance Counselors, Industry Training Officials or Others, Broken Out by Total FTE Enrollment of the Entire College	118
Table 4 - 145	Plans for Marketing the Program through Visits to Guidance Counselors, Industry Training Officials or Others, Broken Out for Public and Private Colleges	118
Table 4 - 146	Plans for Marketing the Program through Use of Podasting	119
Table 4 - 147	Plans for Marketing the Program through Use of Podcasting, Broken Out by Total FTE Enrollment of the Entire College	119
Table 4 - 148	Plans for Marketing the Program through Use of Podcasting, Broken Out for Public and Private Colleges	120
Table 4 - 149	Plans for Marketing the Program through Use of Podcasting, Broken Out by Type of College	120
Table 4 - 150	Plans for Marketing the Program through Use of Webcasting	121
Table 4 - 151	Plans for Marketing the Program through Use of Webcasting, Broken Out by Total FTE Enrollment of the Entire College	121
Table 4 - 152	Plans for Marketing the Program through Use of Webcasting, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	122
Table 4 - 153	Plans for Marketing the Program through Use of Webcasting, Broken Out for Public and Private Colleges	122
Table 4 - 154	Plans for Marketing the Program through Use of Webcasting, Broken Out by Type of College	123
Table 4 - 155	Plans for Marketing the Program through Blogs	123
Table 4 - 156	Plans for Marketing the Program through Blogs, Broken Out for Public and Private Colleges	124
Table 4 - 157	Plans for Marketing the Program through Blogs, Broken Out by Type of College	124
Table 5 - 1	Percentage of Distance Learning Programs that Provide Tailor-Made Distance Learning Programs to Particular Organizations	125
Table 5 - 2	Percentage of Distance Learning Programs that Provide Tailor-Made Distance Learning Programs to Particular Organizations, Broken Out by Total FTE Enrollment of the Entire College	125
Table 5 - 3	Percentage of Distance Learning Programs that Provide Tailor-Made Distance Learning Programs to Particular Organizations, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	125
Table 5 - 4	Percentage of Distance Learning Programs that Provide Tailor-Made Distance Learning Programs to Particular Organizations, Broken Out for Public and Private Colleges	125
Table 5 - 5	Percentage of Distance Learning Programs that Provide Tailor-Made Distance Learning Programs to Particular Organizations, Broken Out by Type of College	126
Table 5 - 6	Mean, Median, Minimum and Maximum Percentage of Program Enrollment Accounted for by Courses Tailor-Made for Particular Organizations	126
Table 5 - 7	Mean, Median, Minimum and Maximum Percentage of Program Enrollment Accounted for by Courses Tailor-Made for Particular Organizations, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	126
Table 5 - 8	Mean, Median, Minimum and Maximum Percentage of Program Enrollment Accounted for by Courses Tailor-Made for Particular Organizations, Broken Out for Public or Private Type of College	127
Table 5 - 9	Mean, Median, Minimum and Maximum Percentage of Program Enrollment Accounted for by Courses Tailor-Made for Particular Organizations Broken Out by Total FTE Enrollment of the Entire College	127
Table 5 - 10	Mean, Median, Minimum and Maximum Percentage of Program Enrollment Accounted for by Courses Tailor-Made for Particular Organizations, Broken Out by Type of College	127
Table 5 - 11	Mean, Median, Minimum and Maximum Percentage Change in Enrollment in Courses Tailor-Made for Particular Organizations in 2005	127
Table 5 - 12	Mean, Median, Minimum and Maximum Mean, Median, Minimum and Maximum Percentage Change in Enrollment in Courses Tailor-Made for Particular Organizations in 2006	128
Table 5 - 13	Percentage of Programs that Have Distance Learning Courses Specifically Designed for the U.S. Armed Forces	128
Table 5 - 14	Percentage of Programs that Have Distance Learning Courses Specifically Designed for the U.S. Armed Forces, Broken Out by Total FTE Enrollment of the Entire College	128
Table 5 - 15	Percentage of Programs that Have Distance Learning Courses Specifically Designed for the U.S. Armed Forces, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	128
Table 5 - 16	Percentage of Programs that Have Distance Learning Courses Specifically Designed for the U.S. Armed Forces, Broken Out for Public and Private Colleges	129
Table 5 - 17	Percentage of Programs that Have Distance Learning Courses Specifically Designed for the U.S. Armed Forces, Broken Out by Type of College	129
Table 6 - 1	Level of Integration of Distance Learning and Traditional College Programs	130
Table 6 - 2	Level of Integration of Distance Learning and Traditional College Programs, Broken Out by Total FTE Enrollment of the Entire College	130
Table 6 - 3	Level of Integration of Distance Learning and Traditional College Programs, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	131
Table 6 - 4	Level of Integration of Distance Learning and Traditional College Programs, Broken Out for Public and Private Colleges	131
Table 6 - 5	Level of Integration of Distance Learning and Traditional College Programs, Broken Out by Type of College	131
Table 7 - 1	Estimated Impact on Program Profitability of a 25% Increase in the Information Technology Budget	132
Table 7 - 2	Estimated Impact on Program Profitability of a 25% Increase in the Information Technology Budget, Broken Out by Total FTE Enrollment of the Entire College	132
Table 7 - 3	Estimated Impact on Program Profitability of a 25% Increase in the Information Technology Budget, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	133
Table 7 - 4	Estimated Impact on Program Profitability of a 25% Increase in the Information Technology Budget, Broken Out for Public and Private Colleges	133
Table 7 - 5	Estimated Impact on Program Profitability of a 25% Increase in the Information Technology Budget, Broken Out by Type of College	133
Table 7 - 6	Percentage of Programs that Use Web CT or Blackboard	134
Table 7 - 7	Percentage of Programs that Use Web CT or Blackboard, Broken out by Type of College	134
Table 7 - 8	Percentage of Programs that Use Web CT or Blackboard, Broken out by Type of College, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	134
Table 7 - 9	Percentage of Programs that Use Web CT or Blackboard, Broken out by Type of College, Broken Out by Total FTE Enrollment of the Entire College	134
Table 7 - 10	Percentage of Programs that Use Web CT or Blackboard, Broken out by Type of College, Broken Out for Public and Private Colleges	134
Table 7 - 11	Percentage of Programs that Use “Moodle”	135
Table 7 - 12	Percentage of Programs that Use “Moodle”, Broken Out by Total FTE Enrollment of the Entire College	135
Table 7 - 13	Percentage of Programs that Use “Moodle”, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	135
Table 7 - 14	Percentage of Programs that Use “Moodle”, Broken Out for Public and Private Colleges	135
Table 7 - 15	Percentage of Programs that Use “Moodle”, Broken Out by Type of College	135
Table 7 - 16	Percentage of Programs that Use “Desire to Learn”	136
Table 7 - 17	Percentage of Programs that Use “Desire to Learn”, Broken Out by Total FTE Enrollment of the Entire College	136
Table 7 - 18	Percentage of Programs that Use “Desire to Learn”, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	136
Table 7 - 19	Percentage of Programs that Use “Desire to Learn”, Broken Out for Public and Private Colleges	136
Table 7 - 20	Percentage of Programs that Use “Desire to Learn”, Broken Out by Type of College	136
Table 7 - 21	Percentage of Programs that Use “Angel”	137
Table 7 - 22	Percentage of Programs that Use “Angel”, Broken Out by Total FTE Enrollment of the Entire College	137
Table 7 - 23	Percentage of Programs that Use “Angel”, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	137
Table 7 - 24	Percentage of Programs that Use “Angel”, Broken Out for Public or Private Colleges	137
Table 7 - 25	Percentage of Programs that Use “Angel”, Broken Out for by Type of College	137
Table 7 - 26	Percentage of Programs that Use “Ecollege”	138
Table 7 - 27	Percentage of Programs that Use “Ecollege”, Broken Out for Public and Private Colleges	138
Table 7 - 28	Percentage of Programs that Use “Ecollege”, Broken Out by Type of College	138
Table 7 - 29	Percentage of Programs that Use a Course Management System not Previously Specified	138
Table 7 - 30	Percentage of Programs that Use a Course Management System not Previously Specified, Broken Out by Total FTE Enrollment of the Entire College	138
Table 7 - 31	Percentage of Programs that Use a Course Management System not Previously Specified, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	139
Table 7 - 32	Percentage of Programs that Use a Course Management System not Previously Specified, Broken Out for Public and Private Colleges	139
Table 7 - 33	Percentage of Programs that Use a Course Management System not Previously Specified, Broken Out by Type of College	139
Table 7 - 34	Percentage of Programs that Plan to Change their Supplier of Course Management Systems Within the Next Year	139
Table 7 - 35	Percentage of Programs that Plan to Change their Supplier of Course Management Systems Within the Next Year, Broken Out by Total FTE Enrollment of the Entire College	139
Table 7 - 36	Percentage of Programs that Plan to Change their Supplier of Course Management Systems Within the Next Year, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	140
Table 7 - 37	Percentage of Programs that Plan to Change their Supplier of Course Management Systems Within the Next Year, Broken Out for Public and Private Colleges	140
Table 7 - 38	Percentage of Programs that Plan to Change their Supplier of Course Management Systems Within the Next Year, Broken Out by Type of College	140
Table 7 - 39	Attitude Towards the Use of Open Source Software	140
Table 7 - 40	Attitude Towards the Use of Open Source Software, Broken Out by Total FTE Enrollment of the Entire College	141
Table 7 - 41	Attitude Towards the Use of Open Source Software, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	141
Table 7 - 42	Attitude Towards the Use of Open Source Software, Broken Out for Public and Private Colleges	142
Table 7 - 43	Attitude Towards the Use of Open Source Software, Broken Out by Type of College	142
Table 7 - 44	Percentage of Distance Learning Programs that Use Television as a Course Delivery Vehicle	142
Table 7 - 45	Percentage of Distance Learning Programs that Use Television as a Course Delivery Vehicle, Broken Out by Total FTE Enrollment of the Entire College	143
Table 7 - 46	Percentage of Distance Learning Programs that Use Television as a Course Delivery Vehicle, Broken Out for Public and Private Colleges	143
Table 7 - 47	Percentage of Distance Learning Programs that Use Television as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	143
Table 7 - 48	Percentage of Distance Learning Programs that Use Television as a Course Delivery Vehicle, Broken Out by Type of College	143
Table 7 - 49	Percentage of Distance Learning Programs that Use Videoconferencing as a Course Delivery Vehicle	143
Table 7 - 50	Percentage of Distance Learning Programs that Use Videoconferencing as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	144
Table 7 - 51	Percentage of Distance Learning Programs that Use Videoconferencing as a Course Delivery Vehicle, Broken Out for Public and Private Colleges	144
Table 7 - 52	Percentage of Distance Learning Programs that Use Videoconferencing as a Course Delivery Vehicle, Broken Out by Type of College	144
Table 7 - 53	Percentage of Distance Learning Programs that Use the Internet as a Course Delivery Vehicle	144
Table 7 - 54	Percentage of Distance Learning Programs that Use the Internet as a Course Delivery Vehicle, Broken Out by Total FTE Enrollment of the Entire College	144
Table 7 - 55	Percentage of Distance Learning Programs that Use the Internet as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	145
Table 7 - 56	Percentage of Distance Learning Programs that Use the Internet as a Course Delivery Vehicle, Broken Out for Public and Private Colleges	145
Table 7 - 57	Percentage of Distance Learning Programs that Use the Internet as a Course Delivery Vehicle, Broken Out by Type of College	145
Table 7 - 58	Percentage of Distance Learning Programs that Use Satellite as a Course Delivery Vehicle	145
Table 7 - 59	Percentage of Distance Learning Programs that Use Satellite as a Course Delivery Vehicle, Broken Out by Total FTE Enrollment of the Entire College	145
Table 7 - 60	Percentage of Distance Learning Programs that Use Satellite as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	146
Table 7 - 61	Percentage of Distance Learning Programs that Use Satellite as a Course Delivery Vehicle, Broken Out for Public and Private Colleges	146
Table 7 - 62	Percentage of Distance Learning Programs that Use Satellite as a Course Delivery Vehicle, Broken Out by Type of College	146
Table 7 - 63	Percentage of Distance Learning Programs that Use Webcasting as a Course Delivery Vehicle	146
Table 7 - 64	Percentage of Distance Learning Programs that Use Webcasting as a Course Delivery Vehicle, Broken Out by Total FTE Enrollment of the Entire College	146
Table 7 - 65	Percentage of Distance Learning Programs that Use Webcasting as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	147
Table 7 - 66	Percentage of Distance Learning Programs that Use Webcasting as a Course Delivery Vehicle, Broken Out for Public and Private Colleges	147
Table 7 - 67	Percentage of Distance Learning Programs that Use Webcasting as a Course Delivery Vehicle, Broken Out by Type of College	147
Table 7 - 68	Percentage of Distance Learning Programs that Use Podcasting as a Course Delivery Vehicle	147
Table 7 - 69	Percentage of Distance Learning Programs that Use Podcasting as a Course Delivery Vehicle, Broken Out by Total FTE Enrollment of the Entire College	147
Table 7 - 70	Percentage of Distance Learning Programs that Use Podcasting as a Course Delivery Vehicle, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	148
Table 7 - 71	Percentage of Distance Learning Programs that Use Podcasting as a Course Delivery Vehicle, Broken Out for Public and Private Colleges	148
Table 7 - 72	Percentage of Distance Learning Programs that Use Podcasting as a Course Delivery Vehicle, Broken Out by Type of College	148
Table 7 - 73	Percentage of Distance Learning Programs that Use Course or Instructor Specific Web Sites as a Course Delivery Vehicle	148
Table 7 - 74	Percentage of Distance Learning Programs that Use Course or Instructor Specific Web Sites as a Course Delivery, Broken Out by Type of College	148
Table 7 - 75	Percentage of Distance Learning Programs that Use Course or Instructor Specific Web Sites as a Course Delivery, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	149
Table 7 - 76	Percentage of Distance Learning Programs that Use Course or Instructor Specific Web Sites as a Course Delivery, Broken Out by Total FTE Enrollment of the Entire College	149
Table 7 - 77	Percentage of Distance Learning Programs that Use Course or Instructor Specific Web Sites as a Course Delivery, Broken Out for Public and Private Colleges	149
Table 7 - 78	Attitude Towards the Use of Video Game Technology in Distance Learning	149
Table 7 - 79	Attitude Towards the Use of Video Game Technology in Distance Learning, Broken Out by Total FTE Enrollment of the Entire College	150
Table 7 - 80	Attitude Towards the Use of Video Game Technology in Distance Learning, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	150
Table 7 - 81	Attitude Towards the Use of Video Game Technology in Distance Learning, Broken Out for Public and Private Colleges	150
Table 7 - 82	Attitude Towards the Use of Video Game Technology in Distance Learning, Broken Out for Public and Private Colleges	150
Table 8 - 1	Mean, Median, Minimum and Maximum Percentage of Courses Taught by Adjunct Faculty	151
Table 8 - 2	Mean, Median, Minimum and Maximum Percentage of Courses Taught by Adjunct Faculty, Broken Out by Total FTE Enrollment of the Entire College	151
Table 8 - 3	Mean, Median, Minimum and Maximum Percentage of courses Taught by Adjunct Faculty, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	151
Table 8 - 4	Mean, Median, Minimum and Maximum Percentage of courses Taught by Adjunct Faculty, Broken Out for Public and Private Colleges	152
Table 8 - 5	Mean, Median, Minimum and Maximum Percentage of courses Taught by Adjunct Faculty, Broken Out by Type of College	152
Table 8 - 6	Method of Compensating Adjunct Instructors	152
Table 8 - 7	Method of Compensating Adjunct Instructors, Broken Out by Total FTE Enrollment of the Entire College	152
Table 8 - 8	Method of Compensating Adjunct Instructors, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	152
Table 8 - 9	Method of Compensating Adjunct Instructors, Broken Out for Public and Private Colleges	153
Table 8 - 10	Method of Compensating Adjunct Instructors, Broken Out by Type of College	153
Table 8 - 11	Percentage of Programs that Pay Instructors Extra if Class Size Exceeds a Certain Limit	153
Table 8 - 12	Percentage of Programs that Pay Instructors Extra if Class Size Exceeds a Certain Limit, Broken Out by Total FTE Enrollment of the Entire College	153
Table 8 - 13	Percentage of Programs that Pay Instructors Extra if Class Size Exceeds a Certain Limit, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	154
Table 8 - 14	Percentage of Programs that Pay Instructors Extra if Class Size Exceeds a Certain Limit, Broken Out for Public and Private Colleges	154
Table 8 - 15	Percentage of Programs that Pay Instructors Extra if Class Size Exceeds a Certain Limit, Broken Out by Type of College	154
Table 8 - 16	Mean, Median, Minimum and Maximum Compensation for a Typical Three-Credit Class (in $)	154
Table 8 - 17	Mean, Median, Minimum and Maximum Compensation for a Typical Three-Credit Class, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	155
Table 8 - 18	Mean, Median, Minimum and Maximum Compensation for a Typical Three-Credit Class, Broken Out for Public and Private Colleges	155
Table 8 - 19	Mean, Median, Minimum and Maximum Compensation for a Typical Three-Credit Class, Broken Out by Type of College	155
Table 8 - 20	Mean, Median, Minimum and Maximum Percentage of Adjunct Faculty Who Teach More than One Course Per Semester	155
Table 8 - 21	Mean, Median, Minimum and Maximum Percentage of Adjunct Faculty Who Teach More than One Course Per Semester, Broken Out by Total FTE Enrollment of the Entire College	156
Table 8 - 22	Mean, Median, Minimum and Maximum Percentage of Adjunct Faculty Who Teach More than One Course Per Semester, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	156
Table 8 - 23	Mean, Median, Minimum and Maximum Percentage of Adjunct Faculty Who Teach More than One Course Per Semester, Broken Out for Public and Private Colleges	156
Table 8 - 24	Mean, Median, Minimum and Maximum Percentage of Adjunct Faculty Who Teach More than One Course Per Semester, Broken Out by Type of College	156
Table 8 - 25	Mean, Median, Minimum and Maximum Percentage of Instructors in the DL Program Who Live Within 75 Miles of the Main Campus	157
Table 8 - 26	Mean, Median, Minimum and Maximum Percentage of Instructors in the DL Program Who Live Within 75 Miles of the Main Campus, Broken Out by Total FTE Enrollment of the Entire College	157
Table 8 - 27	Mean, Median, Minimum and Maximum Percentage of Instructors in the DL Program Who Live Within 75 Miles of the Main Campus, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	157
Table 8 - 28	Mean, Median, Minimum and Maximum Percentage of Instructors in the DL Program Who Live Within 75 Miles of the Main Campus, Broken Out for Public and Private Colleges	158
Table 8 - 29	Mean, Median, Minimum and Maximum Percentage of Instructors in the DL Program Who Live Within 75 Miles of the Main Campus, Broken Out by Type of College	158
Table 9 - 1	Mean, Median, Minimum and Maximum Percentage of Courses Supplied by Another College or an Outside Vendor	159
Table 9 - 2	Mean, Median, Minimum and Maximum Percentage of Courses Supplied by Another College or an Outside Vendor, Broken Out by Total FTE Enrollment of the Entire College	159
Table 9 - 3	Mean, Median, Minimum and Maximum Percentage of Courses Supplied by Another College or an Outside Vendor, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	159
Table 9 - 4	Mean, Median, Minimum and Maximum Percentage of Courses Supplied by Another College or an Outside Vendor, Broken Out for Public and Private Colleges	160
Table 9 - 5	Mean, Median, Minimum and Maximum Percentage of Courses Supplied by Another College or an Outside Vendor, Broken Out by Type of College	160
Table 9 - 6	Percentage of Colleges that Offer Payments to Professors for Course Development	160
Table 9 - 7	Percentage of Colleges that Offer Payments to Professors for Course Development, Broken Out by Total FTE Enrollment of the Entire College	160
Table 9 - 8	Percentage of Colleges that Offer Payments to Professors for Course Development, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	161
Table 9 - 9	Percentage of Colleges that Offer Payments to Professors for Course Development, Broken Out for Public and Private Colleges	161
Table 9 - 10	Percentage of Colleges that Offer Payments to Professors for Course Development, Broken Out by Type of College	161
Table 9 - 11	Mean, Median, Minimum and Maximum Fee for Developing a Course from Scratch	161
Table 9 - 12	Mean, Median, Minimum and Maximum Fee for Developing a Course from Scratch, Broken Out by Total FTE Enrollment of the Entire College	162
Table 9 - 13	Mean, Median, Minimum and Maximum Fee for Developing a Course from Scratch, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	162
Table 9 - 14	Mean, Median, Minimum and Maximum Fee for Developing a Course from Scratch, Broken Out for Public and Private Colleges	162
Table 9 - 15	Mean, Median, Minimum and Maximum Fee for Developing a Course from Scratch, Broken Out by Type of College	162
Table 9 - 16	Percentage of Programs that Employ at Least One Individual to Develop Courses or to Teach Others to Develop Courses	163
Table 9 - 17	Percentage of Programs that Employ at Least One Individual to Develop Courses or to Teach Others to Develop Courses, Broken Out by Total FTE Enrollment of the Entire College	163
Table 9 - 18	Percentage of Programs that Employ at Least One Individual to Develop Courses or to Teach Others to Develop Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	163
Table 9 - 19	Percentage of Programs that Employ at Least One Individual to Develop Courses or to Teach Others to Develop Courses, Broken Out for Public and Private Colleges	163
Table 9 - 20	Percentage of Programs that Employ at Least One Individual to Develop Courses or to Teach Others to Develop Courses, Broken Out by Type of College	163
Table 9 - 21	Mean, Median, Minimum and Maximum Number of Individuals Employed for the Purpose of Course Development	164
Table 9 - 22	Mean, Median, Minimum and Maximum Number of Individuals Employed for the Purpose of Course Development, Broken Out by Total FTE Enrollment of the Entire College	164
Table 9 - 23	Mean, Median, Minimum and Maximum Number of Individuals Employed for the Purpose of Course Development, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	164
Table 9 - 24	Mean, Median, Minimum and Maximum Number of Individuals Employed for the Purpose of Course Development, Broken Out for Public and Private Colleges	165
Table 9 - 25	Mean, Median, Minimum and Maximum Number of Individuals Employed for the Purpose of Course Development, Broken Out by Type of College	165
Table 9 - 26	Mean, Median, Minimum and Maximum Estimated Annual Cost of Course Development	165
Table 9 - 27	Mean, Median, Minimum and Maximum Estimated Annual Cost of Course Development, Broken Out by Total FTE Enrollment of the Entire College	165
Table 9 - 28	Mean, Median, Minimum and Maximum Estimated Annual Cost of Course Development, Broken Out by Total FTE Enrollment of the Entire, Broken Out by Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	166
Table 9 - 29	Mean, Median, Minimum and Maximum Estimated Annual Cost of Course Development, Broken Out for Public and Private Colleges	166
Table 9 - 30	Mean, Median, Minimum and Maximum Estimated Annual Cost of Course Development, Broken Out by Type of College	166
Table 10 - 1	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Administration	167
Table 10 - 2	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Administration, Broken Out by Total FTE Enrollment of the Entire College	167
Table 10 - 3	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Administration, Broken Out for Public and Private Colleges	167
Table 10 - 4	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Administration, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	168
Table 10 - 5	Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Administration, Broken Out For Public and Private Colleges	168
Table 10 - 6	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Faculty	168
Table 10 - 7	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Faculty, Broken Out by Total FTE Enrollment of the Entire College	169
Table 10 - 8	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Faculty, Broken Out by Type of College	169
Table 10 - 9	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Facilities	169
Table 10 - 10	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Facilities, Broken Out by Total FTE Enrollment of the Entire College	169
Table 10 - 11	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Facilities, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	170
Table 10 - 12	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Facilities, Broken Out for Public and Private Colleges	170
Table 10 - 13	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Facilities, Broken Out by Type of College	170
Table 10 - 14	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Promotion	170
Table 10 - 15	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Promotion, Broken Out by Total FTE Enrollment of the Entire College	171
Table 10 - 16	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Promotion, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	171
Table 10 - 17	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Promotion, Broken Out for Public and Private Colleges	171
Table 10 - 18	Mean, Median, Minimum and Maximum Estimated Percentage of Distance Learning Program Costs Accounted for by Promotion, Broken Out by Type of College	171
Table 10 - 19	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Educational Materials and Course Development	172
Table 10 - 20	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Educational Materials and Course Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	172
Table 10 - 21	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Educational Materials and Course Development, Broken Out by Total FTE Enrollment of the Entire College	172
Table 10 - 22	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Educational Materials and Course Development, Broken Out for Public and Private Colleges	173
Table 10 - 23	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Educational Materials and Course Development, Broken Out by Type of College	173
Table 10 - 24	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Telecommunications Costs	173
Table 10 - 25	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Telecommunications Costs, Broken Out by Total FTE Enrollment of the Entire College	173
Table 10 - 26	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Telecommunications Costs, Broken Out for Public and Private Colleges	174
Table 10 - 27	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Telecommunications Costs, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	174
Table 10 - 28	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Telecommunications Costs, Broken Out by Type of College	174
Table 10 - 29	Mean, Median, Minimum and Maximum Percentage of Total Distance Learning Program Costs Accounted for by Equipment	174
Table 10 - 30	Mean, Median, Minimum and Maximum Percentage of Total Distance Learning Program Costs Accounted for by Equipment, Broken Out by Total FTE Enrollment of the Entire College	175
Table 10 - 31	Mean, Median, Minimum and Maximum Percentage of Total Distance Learning Program Costs Accounted for by Equipment, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	175
Table 10 - 32	Mean, Median, Minimum and Maximum Percentage of Total Distance Learning Program Costs Accounted for by Equipment, Broken Out for Public and Private Colleges	175
Table 10 - 33	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by Equipment, Broken Out by Type of College	175
Table 10 - 34	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by All Other Costs not Previously Specified	176
Table 10 - 35	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by All Other Costs not Previously Specified, Broken Out by Total FTE Enrollment of the Entire College	176
Table 10 - 36	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by All Other Costs not Previously Specified, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	176
Table 10 - 37	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by All Other Costs not Previously Specified, Broken Out for Public and Private Colleges	177
Table 10 - 38	Mean, Median, Minimum and Maximum Percentage of Distance Learning Program Costs Accounted for by All Other Costs not Previously Specified, Broken Out by Type of College	177
Table 11 - 1	Prospects for Enrollment Growth of Advanced Placement Courses	178
Table 11 - 2	Prospects for Enrollment Growth of Advanced Placement Courses, Broken Out by Total FTE Enrollment of the Entire College	178
Table 11 - 3	Prospects for Enrollment Growth of Advanced Placement Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	179
Table 11 - 4	Prospects for Enrollment Growth of Advanced Placement Courses, Broken Out for Public and Private Colleges	179
Table 11 - 5	Prospects for Enrollment Growth of Advanced Placement Courses, Broken Out by Type of College	179
Table 11 - 6	Prospects for Enrollment Growth of Business & Finance Courses	180
Table 11 - 7	Prospects for Enrollment Growth of Business & Finance Courses, Broken Out by Total FTE Enrollment of the Entire College	181
Table 11 - 8	Prospects for Enrollment Growth of Business & Finance Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	181
Table 11 - 9	Prospects for Enrollment Growth of Business & Finance Courses, Broken Out for Public and Private Colleges	181
Table 11 - 10	Prospects for Enrollment Growth of Business & Finance Courses, Broken Out by Type of College	182
Table 11 - 11	Prospects for Enrollment Growth of Communications & Journalism Courses	182
Table 11 - 12	Prospects for Enrollment Growth of Communications & Journalism Courses, Broken Out by Total FTE Enrollment of the Entire College	182
Table 11 - 13	Prospects for Enrollment Growth of Communications & Journalism Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	183
Table 11 - 14	Prospects for Enrollment Growth of Communications & Journalism Courses, Broken Out for Public and Private Colleges	183
Table 11 - 15	Prospects for Enrollment Growth of Communications & Journalism Courses, Broken Out by Type of College	183
Table 11 - 16	Prospects for Enrollment Growth of Counseling & Psychology Courses	184
Table 11 - 17	Prospects for Enrollment Growth of Counseling & Psychology Courses, Broken Out by Total FTE Enrollment of the Entire College	184
Table 11 - 18	Prospects for Enrollment Growth of Counseling & Psychology Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	184
Table 11 - 19	Prospects for Enrollment Growth of Counseling & Psychology Courses, Broken Out for Public and Private Colleges	185
Table 11 - 20	Prospects for Enrollment Growth of Counseling & Psychology Courses, Broken Out by Type of College	185
Table 11 - 21	Prospects for Enrollment Growth of Engineering Courses	185
Table 11 - 22	Prospects for Enrollment Growth of Engineering Courses, Broken Out by Total FTE Enrollment of the Entire College	186
Table 11 - 23	Prospects for Enrollment Growth of Engineering Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	186
Table 11 - 24	Prospects for Enrollment Growth of Engineering Courses, Broken Out for Public and Private Colleges	186
Table 11 - 25	Prospects for Enrollment Growth of Engineering Courses, Broken Out by Type of College	187
Table 11 - 26	Prospects for Enrollment Growth of English as a Second Language Courses	187
Table 11 - 27	Prospects for Enrollment Growth of English as a Second Language Courses, Broken Out by Total FTE Enrollment of the Entire College	187
Table 11 - 28	Prospects for Enrollment Growth of English as a Second Language Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	188
Table 11 - 29	Prospects for Enrollment Growth of English as a Second Language Courses, Broken Out for Public and Private Colleges	188
Table 11 - 30	Prospects for Enrollment Growth of English as a Second Language Courses, Broken Out by Type of College	188
Table 11 - 31	Prospects for Enrollment Growth of GED Courses	189
Table 11 - 32	Prospects for Enrollment Growth of GED Courses, Broken Out by Total FTE Enrollment of the Entire College	189
Table 11 - 33	Prospects for Enrollment Growth of GED Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	189
Table 11 - 34	Prospects for Enrollment Growth of GED Courses, Broken Out for Public and Private Colleges	190
Table 11 - 35	Prospects for Enrollment Growth of GED Courses, Broken Out by Type of College	190
Table 11 - 36	Prospects for Enrollment Growth of Information Technology Courses	190
Table 11 - 37	Prospects for Enrollment Growth of Information Technology Courses, Broken Out by Total FTE Enrollment of the Entire College	191
Table 11 - 38	Prospects for Enrollment Growth of Information Technology Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	191
Table 11 - 39	Prospects for Enrollment Growth of Information Technology Courses, Broken Out for Public and Private Colleges	191
Table 11 - 40	Prospects for Enrollment Growth of Information Technology Courses, Broken Out by Type of College	192
Table 11 - 41	Prospects for Enrollment Growth of Music & Visual Arts Courses	192
Table 11 - 42	Prospects for Enrollment Growth of Music & Visual Arts Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	192
Table 11 - 43	Prospects for Enrollment Growth of Music & Visual Arts Courses, Broken Out for Public and Private Colleges	193
Table 11 - 44	Prospects for Enrollment Growth of Music & Visual Arts Courses, Broken Out by Type of College	193
Table 11 - 45	Prospects for Enrollment Growth of Medical & Other Health Profession Courses	193
Table 11 - 46	Prospects for Enrollment Growth of Medical & Other Health Profession Courses, Broken Out by Total FTE Enrollment of the Entire College	194
Table 11 - 47	Prospects for Enrollment Growth of Medical & Other Health Profession Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	194
Table 11 - 48	Prospects for Enrollment Growth of Medical & Other Health Profession Courses, Broken Out for Public and Private Colleges	194
Table 11 - 49	Prospects for Enrollment Growth of Medical & Other Health Profession Courses, Broken Out by Type of College	195
Table 11 - 50	Prospects for Enrollment Growth of Project Management Courses	195
Table 11 - 51	Prospects for Enrollment Growth of Project Management Courses, Broken Out by Total FTE Enrollment of the Entire College	195
Table 11 - 52	Prospects for Enrollment Growth of Project Management Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	196
Table 11 - 53	Prospects for Enrollment Growth of Project Management Courses, Broken Out for Public and Private Colleges	196
Table 11 - 54	Prospects for Enrollment Growth of Project Management Courses, Broken Out by Type of College	196
Table 11 - 55	Prospects for Enrollment Growth of Religious Education Courses	197
Table 11 - 56	Prospects for Enrollment Growth of Religious Education Courses, Broken Out by Total FTE Enrollment of the Entire College	197
Table 11 - 57	Prospects for Enrollment Growth of Religious Education Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	197
Table 11 - 58	Prospects for Enrollment Growth of Religious Education Courses, Broken Out for Public and Private Colleges	198
Table 11 - 59	Prospects for Enrollment Growth of Religious Education Courses, Broken Out by Type of College	198
Table 11 - 60	Prospects for Enrollment Growth of Teacher Training Courses	198
Table 11 - 61	Prospects for Enrollment Growth of Teacher Training Courses, Broken Out by Total FTE Enrollment of the Entire College	199
Table 11 - 62	Prospects for Enrollment Growth of Teacher Training Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	199
Table 11 - 63	Prospects for Enrollment Growth of Teacher Training Courses, Broken Out for Public and Private Colleges	199
Table 11 - 64	Prospects for Enrollment Growth of Teacher Training Courses, Broken Out by Type of College	200
Table 11 - 65	Prospects for Enrollment Growth for Writing and English Language Arts Courses	200
Table 11 - 66	Prospects for Enrollment Growth for Writing and English Language Arts Courses, Broken Out by Total FTE Enrollment of the Entire College	200
Table 11 - 67	Prospects for Enrollment Growth for Writing and English Language Arts Courses, Broken Out by Rate of Growth of Distance Learning Enrollment in the Past Year	201
Table 11 - 68	Prospects for Enrollment Growth for Writing and English Language Arts Courses, Broken Out for Public and Private Colleges	201
Table 11 - 69	Prospects for Enrollment Growth for Writing and English Language Arts Courses, Broken Out for Public and Private Colleges	201

 

SELECTED PARTICIPANTS

Touro University International  5665 Plaza Drive  Cypress, CA
Harford Community College  401 Thomas Run Road  Bel Air, MD 21015
International College  2655 Northbrooke Dr  Naples, FL 34119
California State University, East Bay  25800 Carlos Bee Blvd  Hayward, CA 94542
Master's College and Seminary  3080 Yonge Street  Box 70 Suite 3040  Toronto, Ontario  M4N 3N1
Northcentral University
Bob Jones University  1700 Wade Hampton Blvd.  Greenville, SC 29614
Western Illinois University  1 University Circle   Macomb, IL 61455
Lake Superior College  2101 Trinity Road  Duluth, MN  55811
AnokaRamsey Community College
Inver Hills Community College  2500 80th Street East  Inver Grove Heights, MN  55076
Rochester Community and Technical College  851 30th Avenue SE  Rochester, MN 55904
Minnesota State Community and Technical College
Minnesota State College-Southeast Technical
Taylor University Fort Wayne Center for Lifelong Learning  1025 W. Rudisill Blvd.  Fort Wayne, IN  46807
Saint Paul College, A Community and Technical College
North Dakota State College of Science  800 Sixth Street North   Wahpeton, ND 58076
Stark State College  6200 Frank Rd NW  North Canton, OH  44720
Louisiana State University  Baton Rouge, LA 70803
The G. Raymond Chang School of Continuing Education,  Ryerson University, 297 Victoria Street, Toronto, Ontario, Canada, M5B 1W1
Capella University  225 S. 6th Street  9th Floor  Minneapolis, MN 55402
Fielding Graduate University
Portland State University  P.O. Box 751  Portland, OR 97207-0751
EGADE (Graduate School of Business Administration and Leadership)  Tec de Monterrey Av. Fundadores y Rufino Tamayo  col Valle Oriente  Garza Garcia N.L. MEXICO  CP 66269
DePaul University  SNL Center for Distance Education  25 E. Jackson Blvd., 2nd Floor  Chicago, IL  60604
Saint Mary's University  Halifax, Nova Scotia   Canada  B3H 3C3
University of Louisville  Department of Communication  310 Strickler Hall  Louisville, KY  40292  
University of Oklahoma  College of Liberal Studies  1610 Asp Ave, Suite 108  Norman, OK 73072-6405
St. Vincent College  2800 Main St.  Bridgeport, CT 06606
Northcentral University  505 W. Whipple St  Prescott, AZ. 86301
NorthWest Arkansas Community College  One College Drive  Bentonville, AR 72712 
Middlesex College, NJ
Boise State University  Instructional & Performance Technology  1910 University Drive, ET-327  Boise, ID 83725
DePaul University School for New Learning  25 E Jackson Ste 200  Chicago, IL 60604
University of Wisconsin-Platteville  1 University Plaza  Platteville, WI  53818
West Los Angeles College  9000 Overland Avenue  Culver City, CA 90230
Temple University  1301 Cecil B. Moore Ave.  671 Ritter Annex Bldg.  Philadelphia, PA 19122
Middlesex County College  NJ
St. Vincent College  2800 Main St.   Bridgeport, CT 0660
University of West Georgia  Distance & Distributed Education Center  Honors College  Carrollton, GA 30118


 

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