Distance Learning Survey of Texas Tech University s. Distance and Off-Campus Students. Five Year Comparison Administrative Report

Size: px
Start display at page:

Download "Distance Learning Survey of Texas Tech University s. Distance and Off-Campus Students. Five Year Comparison 2005-2009. Administrative Report"

Transcription

1 Distance Learning Survey of Texas Tech University s Distance and Off-Campus Students Five Year Comparison Administrative Report September 2011 Office of Planning and Assessment

2 Introduction The distance programs offered at Texas Tech University are especially relevant for study given that the geographical breadth of its immediate service area is 131,000 square miles which exceeds the area served by the educational system of any state other than California, Alaska, and Texas (Paton, 2006, p. 26). This study consists of a five year comparison of the administrations of the Distance Learning Survey for students enrolled in courses delivered at a distance during the Fall semester of In 2009, TTU students who were enrolled in hybrid/blended course sections (delivered more than 5 online but less than 85%) were added to this study. The differences in these respondents demographics and experiences is evident throughout the aggregated data and impacts that trends identified in previous reports. Texas Tech faculty members are innovative and entrepreneurial in serving the teaching and learning needs of their students on campus and at a distance. Faculty members utilize many different resources in the electronic delivery of instruction, including online instructional software, Tech video conferencing networks, asynchronous instructional materials (DVD s, streaming videos, audio recordings, etc.), and communication tools that are readily available to students with internet access ( , chat, blogs, wikis, etc.). This partnership between faculty and students generates learning interactions and environments that demand investigation. This survey was conducted in order to gather data about 1) the demographic characteristics of Texas Tech students who enrolled in a course section that was 5 or more electronically delivered, 2) students educational history, 3) students satisfaction with the program including preferred interaction tools, and 4) students sense of community and satisfaction with online course communications and collaboration. In addition, beginning with the survey, questions were added regarding students self-regulation in online learning. We anticipate that this information will (1) be useful to faculty and administrators as they plan future courses and offerings, and (2) ensure that these future learning opportunities meet the needs of Texas Tech distance students. Valerie Osland Paton, Ph.D. Vice Provost for Planning and Assessment

3 3 Method The survey questions were developed from several different sources. Demographic Questions (1-15) were developed by the researchers or were taken from U.S. Census Bureau questions utilized in Texas in the 2000 Census, The Third Shift Women Learning Online survey (AAUW Educational Foundation, 2001), or Texas Tech demographics collected for state and federal reports. Educational History Questions (16-19) were developed by the researchers regarding primary reason for enrollment and program degree currently pursued. Program Satisfaction Questions (20-24) were developed by the researchers or stem from national, longitudinal research on student satisfaction. Perceptions of Online Course Communications and Collaboration Questions (25-35) were piloted in Kristyn Rose s Master s project Building Online Learner Communities: Survey Summary (September 2004) and were utilized here with the researcher s permission. This scale is an 11 item scale with a 5 point Likert-type response format with values ranging from strongly agree (5) to strongly disagree (1). Higher total scale scores on this scale indicate more positive perceptions toward online course communications and collaboration while lower total scale scores indicate less positive perceptions. This 11-item scale revealed an acceptable internal consistency of scores obtained from the scale with α =.93. Self-regulation in Online Learning Questions (36-59) were derived from a short form of the Online Self-regulated Learning Questionnaire (OSLQ). The short form of the Online Self-regulated Learning Questionnaire (OSLQ) is a 24-item scale with a 5-point Likert-type response format having values ranging from strongly agree (5) to strongly disagree (1). Higher scores on this scale indicate better self-regulation in online learning by students. The short form was developed from an 86-item long form of the instrument by examining internal consistency and exploratory factor analysis results for data collected from the long form (Lan, 2007). In contrast to the long form of the instrument, the short form consists of six subscale constructs including: environment structuring; goal setting; time management; help seeking; task strategies; and self-evaluation. The internal consistency of scores obtained for the short form of the OSLQ in this study was α =.91. On August 7, 2006, the Texas Tech University Institutional Review Board for the Protection of Human Subjects approved the researchers original claim for an exemption for the proposed Distance Learning and Communication Survey. On July 17, 2007, the Texas Tech University Institutional Review Board approved the researchers addendum to this original claim to introduce questions regarding students self-regulation in online learning. The survey was administered via the subscription service, SurveyMonkey.com, an online survey software that provides an external online site for the development and delivery of survey notifications and instrument.

4 4 Respondents return their online surveys to SurveyMonkey.com and data is warehoused at this site. Secured access to the data is available to the researchers via password. The survey was administered to students during the fall semesters between The following table gives a summary of the five administrations. Survey Dates Date Created Date of First Message Date of Last Message Survey Content Demographics Yes Yes Yes Yes Yes Perceptions of Online Course Communications & Collaborations Satisfaction with course/degree program Satisfaction with WebCT, IVC, etc. Self-regulation in online learning Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No Yes Yes No Yes Yes Yes Yes Survey Sample Students in Hybrid courses included Students Invited to Participate No No No No Yes ,895 Participants Response Rate % 46.5% 34.1% 25.6%

5 5 Question 1: What is your gender? Demographic Characteristics (Questions 1 15) Gender Female 2 1 Male (n=231) (n=204) (n=379) (n=278) (n=485) Question 2: Please enter your zip code. Location of suvey respondents by zip code

6 Percent of Sample 6 Question 3: What is your age? Age 4 35% years old 25% years old years old years old 15% years old 1 5% years old years old years old (n=231) (n=199) (n=373) (n=273) (n=470) 60 years old and over Question 4: Marital Status Marital Status Single, never been married Living with partner Married/Remarried Separated Divorced Widowed (n=230) (n=201) (n=374) (n=274) (n=481)

7 Percent of Sample 7 Question 5: Are you employed? Employment Status Part-time Full-time Not employed Other 1 (n=231) (n=202) (n=377) (n=277) (n=482) Question 6: What ethnicity do you identfy with? Please select all that apply. Ethnicity African American or Black Asian American European American or White Hispanic American Indian Non-resident alien No response (n=231) (n=200) (n=378) (n=270) (n=478)

8 Percent of Sample 8 Question 7: Do you have individuals under the age of 18 living in your home? Living with a Dependent Yes No (n=230) (n=200) (n=377) (n=276) (n=476) Question 8: If so, how many individuals under the age of 18 live in your home? Number of Dependents 5 45% 4 35% one 3 two 25% three 2 15% 1 5% (n=100) (n=184) (n=131) (n=162) four five six seven eight

9 Percent of Sample 9 Question 9: Are you a caregiver to parents or other adults? Caregiver to Any Adults (n=231) (n=200) (n=372) (n=272) (n=477) Yes No Question 10: If so, how many adults are you caregiver to? Number of Adults one two three four five six (n=19) (n=22) (n=18) (n=41)

10 Percent of Sample 10 Question 11: Relocation to attend on-campus classes is an option for my education. 7 Relocation to attend on-campus classes is an option Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree (n=230) (n=199) (n=376) (n=276) (n=478) Question 12: Were you eligible for a Pell grant or Stafford loan this academic year? Eligible for a Pell Grant or Stafford Loan 5 45% 4 35% 3 25% 2 15% 1 Yes No Did not apply 5% (n=230) (n=200) (n=374) (n=276) (n=474)

11 Percent of Sample 11 Question 13: How many credit hours a semester do you prefer to take? 6 Preferred Number of Credit Hours a credit hours 4-6 credit hours 7-8 credit hours 9-12 credit hours credit hours 16 or more credit hours (n=228) (n=195) (n=372) (n=252) (n=469) Question 14: How many distance courses (print or online) have you taken, including any in which you are currently enrolled? 7 Number of Distance Courses Taken more than 30 (n=191) (n=363) (n=256) (n=466)

12 12 Question 15: What is your approximate household income? 35% Approximate Household Income 3 25% 0-25,000 25,001-50, ,001-75,000 15% 75, , , , , ,000 5% 150, , , ,000 (n=154) (n=304) (n=199) (n=371) more than 200,000

13 13 Educational History (Questions 16-19) Question 16: In what degree or certificate program are you enrolled? Degree or Certificate Program Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 B.G.S. General Studies 15% 9% 8% 7% 4% B.S. Horticulture 1% 1% 5% 5% 1% M. Agr. Agriculture 2% 1% 1% M.A. Technical Communication 6% 5% 4% 3% 2% M.Ed. Educational Leadership 3% 4% 4% 4% 3% M.Ed. Instructional Technology 12% 8% 5% 4% 5% M.Ed. Language Literacy Education 1% M.Ed. Special Education (any specialization) 1 11% 13% 1 6% Certificate Special Education (any specialization) 2% 5% 3% 6% M. Engr. Engineering 2% 1% 3% M.S. Computer Science 3% 2% 1% 1% 2% M.S. Crop Science 1% M.S. Horticulture 3% 1% 1% 2% M.S. Human Development and Family Studies, Gerontology Specialization 1% M.S. Multidisciplinary Science 2% 2% 3% M.S. Restaurant, Hotel, and Institutional Management 1% 1% 1% 1% M.S. Software Engineering 3% 3% 1% 1% 1% M.S.S.E.M. Systems and Engineering Management 3% 5% 3% 4% 3% Ed. D. Agricultural Education w/ Texas A&M University, College Station 4% 9% 1% 1% Ph.D. Technical Communication and Rhetoric 3% 9% 7% 6% 4% Educational Diagnostician 2% 3% 1% 1% 1% Generic Special Education 2% 2% 1% 1% Gerontology K-12 Principal Preparation K-12 Superintendent Preparation 1% Master Reading Teacher Preparation Orientation and Mobility Visual Impairment 5% Post -baccalaureate Secondary Education Teacher Preparation 1% 1% 1% 1% Not Listed 17% 19% 36% 43% 49% Total

14 Percent of Sample 14 Question 17: What is your level of study? 7 Level of Study Undergraduate Certificate Only Master's Doctoral 1 (n=231) (n=204) (n=379) (n=278) (n=485) Question 18: Is this your first semester taking a course at a distance? First of Distance Education Yes No (n=202) (n=376) (n=276) (n=477) 3. S

15 15 Question 19: What was your primary reason for enrolling in your current degree program? 45% 4 Primary Reason for Enrollment 35% 3 Degree completion 25% 2 15% 1 5% Job-related training or preparation Career change or advancement Self-improvement Other (please specify) (n=227) (n=201) (n=376) (n=275) (n=473)

16 Percent of Sample 16 Program Satisfaction (Questions 20-24) Question 20: Please rate your satisfaction with your experience in your current TTU degree or certificate program Satisfaction with Program Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Not satisfied (n=227) (n=201) (n=376) (n=275) (n=473) Question 21: Would you recommend this program to another student? Would You Recommend this Program Yes No Probably yes Probably not Neutral (n=227) (n=201) (n=376) (n=275) (n=473)

17 Percent of Sample 17 Question 22: Please rate your satisfaction with print-based courses. Satisfaction with Print-based Courses 45% 4 35% 3 25% 2 15% 1 5% Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Dissatisfied (n=125) (n=103) (n=196) (n=147) (n=266) Question 23: Please rate your satisfaction with online courses. 7 Satisfaction with Online Courses Very satisfied Somewhat satisfied Neutral Somewhat dissatisfied Dissatisfied (n=200) (n=183) (n=336) (n=245) (n=443)

18 18 Question 24: Please rate your satisfaction with IVC (video conferencing) courses. Satisfaction with IVC Courses 5 45% 4 35% 3 25% 2 15% 1 5% Very Satisfied Somewhat satisfied Neutral Somewhat dissatisfied Dissatisfied (n=75) (n=87) (n=117) (n=96) (n=154)

19 19 Perceptions of Online Course Communications and Collaboration (Questions 25-35) 25. Online communications with my INSTRUCTOR helped with the learning process in my online courses. 26. Online communications with my CLASSMATES helped with the learning process in my online courses. 27. I felt like I was part of a community with my classmates in my online course. 28. Using online communication tools helped me feel a sense of a community with my classmates. 29. Collaborative lessons (or group activities) help me feel a sense of community with my classmates. 30. Online classes that do not use communications between students make me feel isolated from my classmates and/or alone. 31. Online classes without collaborative (group) activities make me feel isolated from my classmates and/or alone. 32. The connections or relationships I make in one online class carry over to other online classes. 33. I communicate online with my classmates even when the assignment does not require it. 34. I will keep in contact with some of my classmates when my course/degree is finished. 35. A sense of community among online students is important to their satisfaction and success. A single score was created from these eleven questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). Note that nine of the eleven online course communications and collaboration questions also had an extra response option that signified that the question does not apply (e.g., Did not communicate with my instructor online ). These responses were coded as 0. The summed score is used to summarize the responses for each administration in the table and graph below. Online Course Communications and Collaboration Mean Standard Deviation Number of Participants

20 20 Online Course Communications and Collaboration 5 45% 4 35% 3 25% 2 15% 1 5% (n=181) (n=180) (n=330) (n=240) (n=436)

21 21 Self-Regulation in Online Learning (Questions 36-59) Goal Setting (Questions 36-40) Preferences 36. I set standards for my assignments in online courses. 37. I set short-term (daily or weekly) goals as well as long-term goals (monthly or for the semester) 38. I keep a high standard for my learning in my online courses. 39. I set goals to help me manage studying time for my online courses. 40. I don t compromise the quality of my work because it is online. A single score was created from these five questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Goal Setting Mean Standard Deviation Number of Participants Goal Setting (n=172) (n=310) (n=224) (n=417)

22 22 Environment Structuring (Questions 41-44) 41. I choose the location where I study to avoid too much distraction. 42. I find a comfortable place to study. 43. I know where I can study most efficiently for online courses. 44. I choose a time with few distractions for studying for my online courses. A single score was created from these four questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Environment Structuring Mean Standard Deviation Number of Participants Environment Structuring (n=176) (n=311) (n=224) (n=421)

23 23 Task Strategies (Questions 45-48) 45. I try to take more thorough notes for my online courses because notes are even more important for learning online than in a regular classroom. 46. I read aloud instructional materials posted online to fight against distractions. 47. I prepare questions before joining in the chat room and discussion. 48. I work extra problems in my online courses in addition to the assigned ones to master the course content. A single score was created from these four questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Task Strategies Mean Standard Deviation Number of Participants Task Strategies 45% 4 35% 3 25% 2 15% % (n=174) (n=310) (n=225) (n=415)

24 24 Time Management (Questions 49-51) 49. I allocate extra studying time for my online courses because I know it is time-demanding. 50. I try to schedule the same time every day or every week to study for my online courses, and I observe the schedule. 51. Although we don t have to attend daily classes, I still try to distribute my studying time evenly across days. A single score was created from these three questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Time Management Mean Standard Deviation Number of Participants Time Management 45% 4 35% 3 25% 2 15% % (n=174) (n=312) (n=225) (n=410)

25 25 Help Seeking (Questions 52-55) 52. I find someone who is knowledgeable in course content so that I can consult with him or her when I need help. 53. I share my problems with my classmates online so we know what we are struggling with and how to solve our problems. 54. If needed, I try to meet my classmates face-to-face. 55. I am persistent in getting help from the instructor through e- mail. A single score was created from these four questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Help Seeking Mean Standard Deviation Number of Participants Help Seeking 45% 4 35% 3 25% 2 15% % (n=173) (n=314) (n=228) (n=407)

26 26 Self Evaluation (Questions 56-59) 56. I summarize my learning in online courses to examine my understanding of what I have learned. 57. I ask myself a lot of questions about the course material when studying for an online course. 58. I communicate with my classmates to find out how I am doing in my online classes. 59. I communicate with my classmates to find out what I am learning that is different from what they are learning. A single score was created from these four questions for each participant by summing responses using the following codes for each response: "strongly disagree" = 1, "disagree" = 2, "neutral" = 3, "agree" = 4, "strongly agree" = 5). The summed score is used to summarize the responses for each administration in the table and graph below. Self Evaluation Mean Standard Deviation Number of Participants Self Evaluation 45% 4 35% 3 25% 2 15% % (n=172) (n=310) (n=222) (n=404)

27 27 Related Publications and Presentations Barnard-Brak, L., Paton, V.O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1). Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Self-regulation across time of firstgeneration online learners. Journal of Association of Learning and Technology, 18(1), Barnard, L., Lan, W., To, Y., Paton, V., & Lai, S. (2009, January). Measuring self-regulation in online and blended learning environments. Internet and Higher Education 12(1). Barnard, L. Lan, W., Crooks, S., & Paton, V.O. (2008, September). The relationship between epistemological beliefs and self-regulated learning skills in the online course environment. MERLOT Journal of Interactive Online Learning, 4 (3). Barnard, L., Paton, V. O., & Lan, W. Y. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. International Review of Research in Open and Distance Learning, 9(2), Barnard, L., Paton, V.O., Rose, K. (2007). Perceptions of online course communication and collaboration. Online Journal of Distance Learning Administration, X (IV). Paton, V. (/Spring 2006). The scope of our country: Expanding access to higher education through community partnerships with Texas Tech University [Special issue]. Journal of Higher Education Outreach and Engagement, 11(1), Book Chapters Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2011). Measuring and profiling self-regulated learning in the online environment. In Giuliana Dettori and Donatella Persico (Ed.), Fostering Self-Regulated Learning through ICTs. Hershey, PA: IGI Global. Paton, V.O., Baker, M., Hickerson, R. & Demel, A. M. (2009). Rural prosperity and distributed learning: Texas Tech s commitment to rural communities. In K. Mohrman, J. Shi, S. Feinblatt & K. Chow (Eds.), Public universities and regional development (pp ). Sichuan, China: Sichuan University Press and Arizona State University, University Design Institute.

2. List at least three (3) of the most important things you learned during your time in the program

2. List at least three (3) of the most important things you learned during your time in the program Section 1. NIU s Sport Management MS Student Exit Interview -- Student Questions Please answer the following questions offered below regarding your experiences within the program. 1. General Reflections

More information

Perceptions of Online Course Communications and Collaboration

Perceptions of Online Course Communications and Collaboration Perceptions of Online Course Communications and Collaboration Lucy Barnard Texas Tech University lm.barnard@ttu.edu Valerie Osland Paton Texas Tech University valerie.paton@ttu.edu Kristyn Rose Mesa State

More information

UNH Graduate Education Department. Quarterly Assessment Report

UNH Graduate Education Department. Quarterly Assessment Report First Quarter Assessment Report UNH Graduate Education Department Quarterly Assessment Report First Quarter i First Quarter Assessment Report Table of Contents Introduction... Section - Purpose of the

More information

The Relationship Between Epistemological Beliefs and Self-regulated Learning Skills in the Online Course Environment

The Relationship Between Epistemological Beliefs and Self-regulated Learning Skills in the Online Course Environment The Relationship Between Epistemological Beliefs and Self-regulated Learning Skills in the Online Course Environment Lucy Barnard Baylor University School of Education Waco, Texas 76798 USA HLucy_Barnard@baylor.edu

More information

Promise of Nursing Regional Faculty Fellowship Program

Promise of Nursing Regional Faculty Fellowship Program FOUNDATION OF THE NATIONAL STUDENT NURSES ASSOCIATION, INC. In Memory of Frances Tompkins 45 Main Street, Suite 606 Brooklyn, NY 11201 Phone: (718) 210-0705 WWW.NSNA.ORG CLICK ON FOUNDATION Promise of

More information

Expanding Engagement and Outreach through Online Learning

Expanding Engagement and Outreach through Online Learning CEO Backgrounder: Online Learning as Engagement Expanding Engagement and Outreach through Online Learning APLU CEO 0 Sunday, 11/15, 10:30 11:45am CEO Backgrounder: Online Learning as Engagement This panel

More information

THE UNIVERSITY OF NORTH CAROLINA REPORT ON EXPANDING ACCESS TO HIGHER EDUCATION THROUGH STATE-FUNDED DISTANCE EDUCATION PROGRAMS

THE UNIVERSITY OF NORTH CAROLINA REPORT ON EXPANDING ACCESS TO HIGHER EDUCATION THROUGH STATE-FUNDED DISTANCE EDUCATION PROGRAMS THE UNIVERSITY OF NORTH CAROLINA REPORT ON EXPANDING ACCESS TO HIGHER EDUCATION THROUGH STATE-FUNDED DISTANCE EDUCATION PROGRAMS The University of North Carolina General Administration June 2012 Table

More information

Student Quality Perceptions and Preferences for MBA Delivery Formats: Implications for Graduate Programs in Business and Economics

Student Quality Perceptions and Preferences for MBA Delivery Formats: Implications for Graduate Programs in Business and Economics International Journal of Economics and Management Sciences Vol. 2, No. 6, 2013, pp. 61-66 MANAGEMENT JOURNALS managementjournals.org Student Quality Perceptions and Preferences for MBA Delivery Formats:

More information

Student Perceptions of Online Learning: A Comparison of Two Different Populations

Student Perceptions of Online Learning: A Comparison of Two Different Populations Student Perceptions of Learning: A Comparison of Two Different Populations Catharina Daniels 1 Pace University School of Computer Science and Information Systems Technology Systems Department New York,

More information

Students Attitudes about Online Master s Degree Programs versus Traditional Programs

Students Attitudes about Online Master s Degree Programs versus Traditional Programs Aberasturi, S., & Kongrith, K. (2006). Students attitudes about online master s degree programs versus traditional programs. International Journal of Technology in Teaching and Learning, 2(1), 50-57. Students

More information

WHITTIER COLLEGE. Application for Admission Teacher Credential Program. Department of Education & Child Development

WHITTIER COLLEGE. Application for Admission Teacher Credential Program. Department of Education & Child Development WHITTIER COLLEGE Department of Education & Child Development Application for Admission Teacher Credential Program 13406 E. Philadelphia Street P.O. Box 634 Whittier, CA 90608 562-907- 4248 Fax: 562-464-

More information

Application for Admission Graduate

Application for Admission Graduate Application for Admission Graduate, Ste. 100 Orange, California 92868 U.S.A. www.hiu.edu Financial Aid Process A university education is a worthwhile investment that pays dividends throughout your life

More information

Nursing Scholarship Program High School Seniors & College Nursing Program Applicants

Nursing Scholarship Program High School Seniors & College Nursing Program Applicants ALSO AVAILABLE ONLINE HTTP://WWW.HNEF.ORG Nursing Scholarship Program High School Seniors & College Nursing Program Applicants Thank you for your interest in the Healthcare and Nursing Nursing Scholarship

More information

AC 2007-481: COMMUNITY COLLEGE TEACHER PROFESSIONAL DEVELOPMENT

AC 2007-481: COMMUNITY COLLEGE TEACHER PROFESSIONAL DEVELOPMENT AC 2007-481: COMMUNITY COLLEGE TEACHER PROFESSIONAL DEVELOPMENT Theodore Branoff, North Carolina State University Ted Branoff is an associate professor of Graphic Communications in the Department of Mathematics,

More information

STUDENT PERCEPTIONS AND PREFERENCES FOR TERTIARY ONLINE COURSES: DOES PRIOR HIGH SCHOOL DISTANCE LEARNING MAKE A DIFFERENCE?

STUDENT PERCEPTIONS AND PREFERENCES FOR TERTIARY ONLINE COURSES: DOES PRIOR HIGH SCHOOL DISTANCE LEARNING MAKE A DIFFERENCE? STUDENT PERCEPTIONS AND PREFERENCES FOR TERTIARY ONLINE COURSES: DOES PRIOR HIGH SCHOOL DISTANCE LEARNING MAKE A DIFFERENCE? Dale Kirby, Dennis B. Sharpe, Memorial University of Newfoundland, Canada, Michael

More information

Texas A&M University. Prepared by Data and Research Services

Texas A&M University. Prepared by Data and Research Services Prepared by Data and Research Services Executive Summary The Spring university total enrollment reached 52,827 students. College Station campus enrolled 49,221 students, 93.2% of the total. Undergraduate

More information

Southwest Texas Junior College Distance Education Policy

Southwest Texas Junior College Distance Education Policy Southwest Texas Junior College Distance Education Policy I. Institutional Policies A. Mission To provide quality education to students who prefer or require an alternative classroom setting. To accomplish

More information

Texas A&M University. Prepared by Data and Research Services

Texas A&M University. Prepared by Data and Research Services Prepared by TABLE OF CONTENTS I. Definitions... i Notes & References... v II. III. IV. Demographic Summaries University by Campus and Level... 1 College by Level... 9 Classification... 23 Residency and

More information

New. Programs Since 2006. Online Course Delivery. Technology in the Classroom. Enrollment Trends. Investment in Technology

New. Programs Since 2006. Online Course Delivery. Technology in the Classroom. Enrollment Trends. Investment in Technology Utah State University 100 Years of Disruption USU began providing distance education to rural Utah communities in 1896. Trains, planes, and automobiles have given way to satellite, online and video conferencing

More information

REPORT ON EXPANDING ACCESS TO HIGHER EDUCATION THROUGH STATE-FUNDED DISTANCE EDUCATION PROGRAMS

REPORT ON EXPANDING ACCESS TO HIGHER EDUCATION THROUGH STATE-FUNDED DISTANCE EDUCATION PROGRAMS REPORT ON EXPANDING ACCESS TO HIGHER EDUCATION THROUGH STATE-FUNDED DISTANCE EDUCATION PROGRAMS Submitted in response to North Carolina Session Laws 1998, chapter 212, section 11.7 of the North Carolina

More information

GRADUATE AND DOCTORAL PROGRAM ADMISSION

GRADUATE AND DOCTORAL PROGRAM ADMISSION A P P L I C A T I O N GRADUATE AND DOCTORAL PROGRAM ADMISSION UNIVERSITY OF THE INCARNATE WORD Office of Admissions 4301 Broadway San Antonio, Texas 78209 210-829-6005 1-800-749-9673 Fax: 210-829-3921

More information

First-time Online Instructors Use of Instructional Technology in the Face-to-face Classroom. Heather E. Arrowsmith. Kelly D.

First-time Online Instructors Use of Instructional Technology in the Face-to-face Classroom. Heather E. Arrowsmith. Kelly D. Running Head: USE OF INSTRUCTIONAL TECH First-time Online Instructors Use of Instructional Technology in the Face-to-face Classroom Heather E. Arrowsmith Kelly D. Bradley 1 University of Kentucky 1 Use

More information

Nursing Scholarship Program High School Seniors & College Nursing Program Applicants

Nursing Scholarship Program High School Seniors & College Nursing Program Applicants ALSO AVAILABLE ONLINE www.hnef.org Nursing Scholarship Program High School Seniors & College Nursing Program Applicants Thank you for your interest in the Healthcare and Nursing Nursing Scholarship Program.

More information

Healthcare and Nursing Education Foundation Nursing Scholarship Program College Applicants (Prerequisite Coursework & School/College of Nursing)

Healthcare and Nursing Education Foundation Nursing Scholarship Program College Applicants (Prerequisite Coursework & School/College of Nursing) Nursing Scholarship Program College Applicants (Prerequisite Coursework & School/College of Nursing) Thank you for your interest in the Healthcare and Nursing Nursing Scholarship Program. The Foundation

More information

GRADUATE and DOCTORAL PROGRAM ADMISSION

GRADUATE and DOCTORAL PROGRAM ADMISSION A P P L I C A T I O N GRADUATE and DOCTORAL PROGRAM ADMISSION University of the Incarnate Word Office of Admissions 4301 Broadway San Antonio, Texas 78209 210-829-6005 1-800-749-9673 Fax: 210-829-3921

More information

GRADUATE APPLICATION PROCEDURE

GRADUATE APPLICATION PROCEDURE GRADUATE APPLICATION PROCEDURE $30 non-refundable application fee (make checks payable to Texas A&M University- Central Texas). Sealed, official transcript showing degree conferral must be provided for

More information

College of Education. Bachelor of Science Psychology Major and Comprehensive Psychology Program

College of Education. Bachelor of Science Psychology Major and Comprehensive Psychology Program College of Education Bachelor of Science Psychology Major and Comprehensive Psychology Program Psychology Major and Psychology Program Overview Recent Improvements Expected Outcomes and Results Plans for

More information

Santa Ana College, School of Continuing Education, Centennial Education Center. Data collection reports. Prepared by: Jarek Janio, CEC

Santa Ana College, School of Continuing Education, Centennial Education Center. Data collection reports. Prepared by: Jarek Janio, CEC Santa Ana College, School of Continuing Education, Centennial Education Center Data collection reports Prepared by: Jarek Janio, CEC Friday, December 20 th, 2013 Glossary of terms and abbreviations: ABE

More information

An Exploratory Survey of Graduate Student Experiences and Satisfaction Background Audience

An Exploratory Survey of Graduate Student Experiences and Satisfaction Background Audience An Exploratory Survey of Graduate Student Experiences and Satisfaction Andrea I. Bakker (bakkerai@muohio.edu) Denise Krallman (krallmda@muohio.edu) Miami University Background This survey was initiated

More information

A COMPARISON OF COLLEGE AND HIGH SCHOOL STUDENTS IN AN ONLINE IT FOUNDATIONS COURSE

A COMPARISON OF COLLEGE AND HIGH SCHOOL STUDENTS IN AN ONLINE IT FOUNDATIONS COURSE A COMPARISON OF COLLEGE AND HIGH SCHOOL STUDENTS IN AN ONLINE IT FOUNDATIONS COURSE Amy B. Woszczynski Kennesaw State University awoszczy@kennesaw.edu Debra Bass Geist Kennesaw State University dgeist1@students.kennesaw.edu

More information

Standard Seven: Library and Other Information Resources

Standard Seven: Library and Other Information Resources Standard Seven: Library and Other Information Resources The institution demonstrates sufficient and appropriate information resources and services and instructional and information technology and utilizes

More information

WKU Master of Public Administration Program Alumni Survey 2013

WKU Master of Public Administration Program Alumni Survey 2013 WKU Master of Public Administration Program Alumni Survey 2013 This survey was sent out by mail to 127 MPA graduates on July 29, 2013. The survey was sent to those who had graduated within the past five

More information

APPLICATION FOR NON-DEGREE SEEKING STUDENTS

APPLICATION FOR NON-DEGREE SEEKING STUDENTS APPLICATION FOR NON-DEGREE SEEKING STUDENTS Application Procedures (Please read the following instructions before completing application.) Application for non-degree seeking students Read all questions

More information

ADMISSION PROCEDURE TO THE GRADUATE DIVISION

ADMISSION PROCEDURE TO THE GRADUATE DIVISION ADMISSION PROCEDURE TO THE GRADUATE DIVISION The Graduate Division offers curricula leading to degrees of Master of Arts, Masters of Science, Master of Education, and Specialist in Education. Admission

More information

Egghart Certified Public Accountants Scholarship for Native American Accounting Students

Egghart Certified Public Accountants Scholarship for Native American Accounting Students Egghart Certified Public Accountants Scholarship for Native American Accounting Students Purpose: The Egghart Certified Public Accountants Scholarship for Native American Accounting Students provides three

More information

Assessing the quality of online courses from the students' perspective

Assessing the quality of online courses from the students' perspective Internet and Higher Education 9 (2006) 107 115 Assessing the quality of online courses from the students' perspective Andria Young, Chari Norgard 1 University of Houston-Victoria, 3007 N. Ben Wilson, Victoria,

More information

Using Classroom Community to Achieve Gender Equity in Online and Face-to-Face Graduate Classes

Using Classroom Community to Achieve Gender Equity in Online and Face-to-Face Graduate Classes Advancing Women in Leadership Vol. 31, pp. 213-222, 2011 Available online at http://advancingwomen.com/awl/awl_wordpress/ ISSN 1093-7099 Full Length Research Paper Using Classroom Community to Achieve

More information

Reflections of a Graduate Student

Reflections of a Graduate Student University of Northern Iowa Reflections of a Graduate Student 2013-2014 Academic Year By: Megan Vogt Graduate Research Assistant CIO s Office & Institutional Research Abstract The University of Northern

More information

Living in the Red Hawks Community

Living in the Red Hawks Community http://www.collegeportraits.org/nj/msu 1 of 1 7/23/2014 9:58 AM Founded in 1908, is New Jersey s second largest university. It offers all the advantages of a large university a comprehensive undergraduate

More information

MASTER OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY Student Handbook

MASTER OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY Student Handbook MASTER OF EDUCATION IN INSTRUCTIONAL TECHNOLOGY Student Handbook Overview The Graduate School Department of Education Online Student Handbook is intended to serve as a general guide for current and prospective

More information

Look Who s Coming to College:

Look Who s Coming to College: Look Who s Coming to College: The Adult to Post-traditional Student Higher Education Marketplace Carol Aslanian, Senior Vice President Aslanian Market Research EducationDynamics July 21, 2015 Chicago,

More information

Self-regulated Learning Strategies Employed by Regular, Evening, and Distance Education English Language and Literature Students

Self-regulated Learning Strategies Employed by Regular, Evening, and Distance Education English Language and Literature Students Kamla-Raj 2014 Anthropologist, 18(2): 447-460 (2014) Self-regulated Learning Strategies Employed by Regular, Evening, and Distance Education English Language and Literature Students Ozkan Kirmizi Karabuk

More information

KNOWLEDGE AND PERCEPTIONS OF VIRGINIA SECONDARY AGRICULTURE EDUCATORS TOWARD THE AGRICULTURAL TECHNOLOGY PROGRAM AT VIRGINIA TECH

KNOWLEDGE AND PERCEPTIONS OF VIRGINIA SECONDARY AGRICULTURE EDUCATORS TOWARD THE AGRICULTURAL TECHNOLOGY PROGRAM AT VIRGINIA TECH KNOWLEDGE AND PERCEPTIONS OF VIRGINIA SECONDARY AGRICULTURE EDUCATORS TOWARD THE AGRICULTURAL TECHNOLOGY PROGRAM AT VIRGINIA TECH Dennis W. Duncan, Assistant Professor Virginia Tech Abstract Identifying

More information

students to complete their degree online. During the preliminary stage of included Art, Business, Computer Science, English, Government, History, and

students to complete their degree online. During the preliminary stage of included Art, Business, Computer Science, English, Government, History, and Texas Woman s University College of Arts and Sciences Bachelor of General Studies Program Undergraduate Program Review May 2012 I. PROGRAM REVIEW AND MISSION A. History Texas Woman s University has a proud

More information

Healthcare and Nursing Education Foundation Nursing Scholarship Program Accelerated Nursing Program Applicants

Healthcare and Nursing Education Foundation Nursing Scholarship Program Accelerated Nursing Program Applicants Nursing Scholarship Program Accelerated Nursing Program Applicants Thank you for your interest in the Healthcare and Nursing Nursing Scholarship Program. The Foundation offers academic scholarships to

More information

MASTER OF EDUCATION (M.ED.) IN SPECIAL EDUCATION AT REINHARDT UNIVERSITY

MASTER OF EDUCATION (M.ED.) IN SPECIAL EDUCATION AT REINHARDT UNIVERSITY MASTER OF EDUCATION (M.ED.) IN SPECIAL EDUCATION AT TRANSFORMING PROFESSIONAL EDUCATORS INTO DISTINGUISHED RESPONSIVE AND COLLABORATIVE CLASSROOM TEACHERS, ACTION RESEARCHERS, AND INSTRUCTIONAL LEADERS

More information

2015 MassMutual Employee Benefits Security Study RESEARCH RESULTS

2015 MassMutual Employee Benefits Security Study RESEARCH RESULTS 2015 MassMutual Employee Benefits Security Study RESEARCH RESULTS Summary of key findings about the knowledge, importance, and management of employer-provided benefits September 2015 Research Objectives

More information

Survey of Registered Nurses 2008

Survey of Registered Nurses 2008 California Board of Registered Nursing Survey of Registered Nurses 2008 Conducted for the Board of Registered Nursing by School of Nursing, University of California, San Francisco and Center for the Health

More information

Enrollment Application 2014-2015

Enrollment Application 2014-2015 Enrollment Application 2014-2015 Student Name: Date: Current Grade Level: Current School: Date of College Track Presentation: Submit Application by: Checklist of items that must be returned to College

More information

IHE Master's Performance Report

IHE Master's Performance Report IHE Master's Performance Report UNC-Chapel Hill 2002-2003 Overview of Master's Program In addition to the MSA for school administrators, we offer master s programs to prepare secondary and K-12 teachers,

More information

Important Information About Your Application to Project Stay

Important Information About Your Application to Project Stay Important Information About Your Application to Project Stay Once applications are received, they will be screened for eligibility. Incomplete applications will not be processed and will be shredded after

More information

The purpose of this study was to determine what variables Arkansas Tech University

The purpose of this study was to determine what variables Arkansas Tech University Capstone Project, Fall 2008 Group 2: Marsha Oels, Brandie Soar, Kathi Stewart, Sonya Thomas What variables do faculty associate with student success in online courses? Assessment presentation by Marsha

More information

Preparing the Engineer of 2020 Community and Two-Year College Survey PERSONAL INFORMATION

Preparing the Engineer of 2020 Community and Two-Year College Survey PERSONAL INFORMATION Preparing the Engineer of 2020 Community and Two-Year College Survey 1. How likely is it that you will transfer to a four-year college or university and enroll in a bachelor's degree program in engineering?

More information

Initiative to Aid Illinois Adult Learners

Initiative to Aid Illinois Adult Learners Initiative to Aid Illinois Adult Learners About 36 percent of Illinois college students are adult learners students over 24 years of age. Many of these students work full-time and attend college part-time,

More information

Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran

Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran Model for E-Learning in Higher Education of Agricultural Extension and Education in Iran Jafar Yaghoubi 1 and Iraj Malekmohammadi 2 1. Assistant Professor, Zanjan University, Iran, Jafar230@yahoo.com 2.

More information

Northern New Mexico College DRAFT

Northern New Mexico College DRAFT Northern New Mexico College DRAFT NOEL-LEVITZ STUDENT SATISFACTION INVENTORY (FORM B) Four-Year College and University Version Following are the results from the STUDENT SATISFACTION INVENTORY Form B (or

More information

Texas Higher Education Coordinating Board

Texas Higher Education Coordinating Board Texas Higher Education Coordinating Board Master s Universities Success Accountability Measures Introduction The Texas Higher Education Coordinating Board has organized the Master s Level Universities

More information

Alumni Perceptions of AACSB Accreditation to the Undergraduate Program

Alumni Perceptions of AACSB Accreditation to the Undergraduate Program Alumni Perceptions of AACSB Accreditation to the Undergraduate Program Juan M. Dempere, Metropolitan State College of Denver Ramon Griffin, Metropolitan State College of Denver Paul Camp, Metropolitan

More information

Examining the Role of Online Courses in Native Hawaiian Culture and Language at the University of Hawaii

Examining the Role of Online Courses in Native Hawaiian Culture and Language at the University of Hawaii Examining the Role of Online Courses in Native Hawaiian Culture and Language at the University of Hawaii Introduction Kelley Dudoit University of Hawaii, Manoa Educational Technology Graduate Student Hawaii,

More information

APPENDIX 3 Organizational Profile

APPENDIX 3 Organizational Profile APPENDIX 3 Organizational Profile Organizational Description Northwestern Oklahoma State University is the smallest university in the Regional State Universities of Oklahoma System (RUSO). The other institutions

More information

GRADUATE and DOCTORAL PROGRAM ADMISSION

GRADUATE and DOCTORAL PROGRAM ADMISSION A P P L I C A T I O N GRADUATE and DOCTORAL PROGRAM ADMISSION University of the Incarnate Word Office of Admissions 4301 Broadway San Antonio, Texas 78209 210-829-6005 1-800-749-9673 Fax: 210-829-3921

More information

Health Care Management Student Perceptions of Online Courses Compared to Traditional Classroom Courses

Health Care Management Student Perceptions of Online Courses Compared to Traditional Classroom Courses International Journal of Business and Social Science Vol. No. ; March 0 Health Care Management Student Perceptions of Online Courses Compared to Traditional Classroom Courses Ronald M. Fuqua* Deborah Gritzmacher

More information

DATA COLLECTION INSTRUMENTS

DATA COLLECTION INSTRUMENTS DATA COLLECTION INSTRUMENTS INTERACTIVE LEARNING ONLINE AT PUBLIC UNIVERSITIES: Evidence from Randomized Trials Study Conducted in Fall 2011 Ithaka S+R www.sr.ithaka.org TABLE OF CONTENTS Baseline Student

More information

2012 Veteran s Survey Summary

2012 Veteran s Survey Summary 2012 Veteran s Survey Summary Methodology The 2012 Veteran s Survey was administered via the web during January and February to the population of 466 students identified as veterans with email contacts.

More information

Practicing Teachers Perceptions of Social Presence and Future Success: The Value of Online Learning. Ordene V. Edwards, PhD.

Practicing Teachers Perceptions of Social Presence and Future Success: The Value of Online Learning. Ordene V. Edwards, PhD. Practicing Teachers Perceptions 1 Practicing Teachers Perceptions of Social Presence and Future Success: The Value of Online Learning Ordene V. Edwards, PhD. Academic Partnership Grant Final Report July

More information

Explorations in Online Learning using Adobe Connect

Explorations in Online Learning using Adobe Connect 99 International Journal of Learning, Teaching and Educational Research Vol. 14, No. 2, pp. 99-110, December 2015 Explorations in Online Learning using Adobe Connect Deirdre Englehart University of Central

More information

The University of Southern Mississippi College Portrait The University of Southern Mississippi Hattiesburg, MS 601.266.1000 http://www.usm.

The University of Southern Mississippi College Portrait The University of Southern Mississippi Hattiesburg, MS 601.266.1000 http://www.usm. Page 1 of 10 World-class academics with a personal touch a unique combination you won t find anywhere else! You can choose from over 90 different academic programs with opportunities for both undergraduate

More information

Survey of Publicly Funded, Accredited Nursing Colleges in New Mexico

Survey of Publicly Funded, Accredited Nursing Colleges in New Mexico Survey of Publicly Funded, Accredited Nursing Colleges in New Mexico March 2014 Written By: Shanna Schultz, Program Coordinator for the Academic Progression in Nursing Grant 0 Contents Executive Summary...

More information

Onsite Peer Tutoring in Mathematics Content Courses for Pre-Service Teachers

Onsite Peer Tutoring in Mathematics Content Courses for Pre-Service Teachers IUMPST: The Journal. Vol 2 (Pedagogy), February 2011. [www.k-12prep.math.ttu.edu] Onsite Peer Tutoring in Mathematics Content Courses for Pre-Service Teachers Elaine Young Associate Professor of Mathematics

More information

Evaluation of the Pilot of the Desire2Learn Learning Management System Implemented in Fall 2013

Evaluation of the Pilot of the Desire2Learn Learning Management System Implemented in Fall 2013 Evaluation of the Pilot of the DesireLearn Learning Management System Implemented in Fall Mary Piontek, Ph.D - Indiana University Anastasia Morrone, Ph.D Indiana University December 8, Prepared by Center

More information

The Quality Assurance Initiative s Effect on Barriers for Success and Engagement in Online Education at a Community College

The Quality Assurance Initiative s Effect on Barriers for Success and Engagement in Online Education at a Community College The Quality Assurance Initiative s Effect on Barriers for Success and Engagement in Online Education at a Community College Kathryn Miller Associate Professor Big Sandy Community and Technical College

More information

Important: This web form will not work with the Firefox browser. You must use Safari, Chrome, or Internet Explorer.

Important: This web form will not work with the Firefox browser. You must use Safari, Chrome, or Internet Explorer. Scholarship Application Important: This web form will not work with the Firefox browser. You must use Safari, Chrome, or Internet Explorer. Some hints to make your application session go quickly and easily...

More information

Carol Aslanian, Aslanian Market Research Dr. David Clinefelter, Learning House. July 23, 2015 Chicago, IL 1

Carol Aslanian, Aslanian Market Research Dr. David Clinefelter, Learning House. July 23, 2015 Chicago, IL 1 Carol Aslanian, Aslanian Market Research Dr. David Clinefelter, Learning House July 23, 2015 Chicago, IL 1 2 Background The report has been published annually since 2012. Competition in the market also

More information

North Dakota Nursing Needs Study

North Dakota Nursing Needs Study North Dakota Nursing Needs Study Faculty Survey Results Center for Rural Health North Dakota Center for Health Workforce Data June 2003 Patricia Moulton, Ph.D. Seth Christman Holly Dannewitz, B.A. Mary

More information

Instructional Delivery Rationale for an On and Off-Campus Graduate Education Program Using Distance Education Technology

Instructional Delivery Rationale for an On and Off-Campus Graduate Education Program Using Distance Education Technology Instructional Delivery Rationale for an On and Off-Campus Graduate Education Program Using Distance Education Technology Kathryne A. Newton, Mathias J. Sutton, and Duane D. Dunlap Purdue University Session

More information

Issues in Information Systems

Issues in Information Systems STUDENTS ASSESSMENT OF ONLINE LEARNING AS RELATED TO COMPUTER AND INFORMATION SYSTEMS CURRICULA Paul J. Kovacs, Robert Morris University, kovacs@rmu.edu Gary A. Davis, Robert Morris University, davis@rmu.edu

More information

Wesleyan Pre-College Access Program

Wesleyan Pre-College Access Program Wesleyan Pre-College Access Program What is the Pre-College Access Program? Wesleyan University s Pre-College Access Program is a comprehensive program developed to enhance the academic skills and preparation

More information

City population estimate 2013 8,334 1 Campus setting

City population estimate 2013 8,334 1 Campus setting 28 Case Study 1 City, State Los Altos Hills, CA City population estimate 2013 8,334 1 Campus setting Suburb: Large Fall 2013 student enrollment 14,814 Part-time 64% Female 50% White 35% Latino or Hispanic

More information

Transition to teaching survey

Transition to teaching survey Transition to teaching survey Part A: Your licensure and job status 1. Did you apply for a teaching license during or after completing your licensure program? Yes No If yes, go to next question. If no,

More information

A CASE STUDY COMPARISON BETWEEN WEB-BASED AND TRADITIONAL GRADUATE LEVEL ACADEMIC LEADERSHIP INSTRUCTION

A CASE STUDY COMPARISON BETWEEN WEB-BASED AND TRADITIONAL GRADUATE LEVEL ACADEMIC LEADERSHIP INSTRUCTION A CASE STUDY COMPARISON BETWEEN WEB-BASED AND TRADITIONAL GRADUATE LEVEL ACADEMIC LEADERSHIP INSTRUCTION Shari Koch, Instructional Designer imedia.it Christine D. Townsend, Professor and Head Kim E. Dooley,

More information

Where is the Class of 2014? Kirkwood Community College. CTE students

Where is the Class of 2014? Kirkwood Community College. CTE students Where is the Class of 2014? 1 Kirkwood Community College CTE students Graduate Follow-up Survey Prepared by: Institutional Research April 2015 2 About the Report This report has been designed to provide

More information

MT. SAN JACINTO COLLEGE ASSOCIATE DEGREE IN NURSING (LVN-RN) APPLICATION www.msjc.edu/alliedhealth

MT. SAN JACINTO COLLEGE ASSOCIATE DEGREE IN NURSING (LVN-RN) APPLICATION www.msjc.edu/alliedhealth www.msjc.edu/alliedhealth Filing Period: September 1 st September 15 th Office Hours: Monday Thursday 8:00am to 5:00pm and Friday 8:00am to 11:00am It is the student s responsibility to request and ensure

More information

3211 Providence Drive (907) 786-4559 Fax

3211 Providence Drive (907) 786-4559 Fax UAA School of Nursing (907) 786-4550 Phone 3211 Providence Drive (907) 786-4559 Fax AYNURSE@uaa.alaska.edu BS in Nursing Science Registered Nurse Option Track APPLICATION FOR ADMISSION Application deadline:

More information

GRADUATE PROGRAM CURRICULUM

GRADUATE PROGRAM CURRICULUM GRADUATE PROGRAM CURRICULUM COLLEGE OF EDUCATION & HUMAN SERVICES Dr. Hank Weddington, Dean Dr. Kim Matthews, Chair SCHOOL OF EDUCATION CERTIFICATE IN COMMUNITY COLLEGE ADMINISTRATION OFFERED IN ASHEVILLE

More information

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting

Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual and Conventional Setting The Journal of Interactive Online Learning Volume 2, Number 3, Winter 2004 www.ncolr.org ISSN: 1541-4914 Examining Students Performance and Attitudes Towards the Use of Information Technology in a Virtual

More information

GRADUATE ADMISSION APPLICATION

GRADUATE ADMISSION APPLICATION GRADUATE ADMISSION APPLICATION THE APPLICATION PROCESS 1. Complete this application (or complete the online application at nl.edu/applyonline)* 2. Refer to the appropriate Application Checklist for program

More information

2010 Penn State Student Satisfaction Survey

2010 Penn State Student Satisfaction Survey 2010 Penn State Student Satisfaction Survey 1. What is your primary college of enrollment? 1- Agricultural Sciences 2- Arts and Architecture 3- Communications 4- Division of Undergraduate Studies 5- Earth

More information

UNDERGRADUATE HEADCOUNT ENROLLMENT FALL SEMESTER 2001 GRADUATE HEADCOUNT ENROLLMENT FALL SEMESTER 2001 TOTAL HEADCOUNT ENROLLMENT FALL SEMESTER 2001

UNDERGRADUATE HEADCOUNT ENROLLMENT FALL SEMESTER 2001 GRADUATE HEADCOUNT ENROLLMENT FALL SEMESTER 2001 TOTAL HEADCOUNT ENROLLMENT FALL SEMESTER 2001 UNDERGRADUATE HEADCOUNT ENROLLMENT FALL SEMESTER 2001 Freshmen Other Freshmen Sophomores Juniors Seniors Unclassified First- Time Transfer Total Full-time 615 193 611 584 906 126 114 3149 Part-time 0 24

More information

Graduate Student Perceptions of the Use of Online Course Tools to Support Engagement

Graduate Student Perceptions of the Use of Online Course Tools to Support Engagement International Journal for the Scholarship of Teaching and Learning Volume 8 Number 1 Article 5 January 2014 Graduate Student Perceptions of the Use of Online Course Tools to Support Engagement Stephanie

More information

Graduate Survey REPORT. MT. San Antonio College Research & Institutional Effectiveness

Graduate Survey REPORT. MT. San Antonio College Research & Institutional Effectiveness Graduate Survey REPRT MT. San Antonio College Research & Institutional Effectiveness Prepared by Annel D. Medina, PhD, Research & Institutional Effectiveness, Educational Research Assessment Analyst. ctober

More information

Print Report Card. Program Information. Section I.a Program Admission. Print Report Card

Print Report Card. Program Information. Section I.a Program Admission. Print Report Card University of Colorado-Boulder Traditional Program 2009-10 Print Report Card Program Information Name of Institution: University of Colorado-Boulder Institution/Program Type: Traditional Academic Year:

More information

Mississippi Teacher Fellowship Program Application

Mississippi Teacher Fellowship Program Application Mississippi Teacher Fellowship Program Application Overview In 1998, the Mississippi Legislature passed House Bill 609 which addresses the critical teacher shortage in the state, which Section 13 of this

More information

Changes in Career and Practice of Pharmacy after Obtaining a Degree through an External Doctor of Pharmacy Program

Changes in Career and Practice of Pharmacy after Obtaining a Degree through an External Doctor of Pharmacy Program Notes Changes in Career and Practice of Pharmacy after Obtaining a Degree through an External Doctor of Pharmacy Program Pamela U. Joyner, Tracy E. Thomason and Scott R. Smith School of Pharmacy, University

More information

2.12 DISTANCE EDUCATION OR EXECUTIVE DEGREE PROGRAMS

2.12 DISTANCE EDUCATION OR EXECUTIVE DEGREE PROGRAMS Criterion 2.12 DISTANCE EDUCATION OR EXECUTIVE DEGREE PROGRAMS If the school offers degree programs using formats or methods other than students attending regular on-site course sessions spread over a

More information

PREDICTING STUDENT SATISFACTION IN DISTANCE EDUCATION AND LEARNING ENVIRONMENTS

PREDICTING STUDENT SATISFACTION IN DISTANCE EDUCATION AND LEARNING ENVIRONMENTS Turkish Online Journal of Distance Education-TOJDE April 2007 ISSN 1302 6488, Volume: 8 Number: 2 Article: 9 PREDICTING STUDENT SATISFACTION IN DISTANCE EDUCATION AND LEARNING ENVIRONMENTS ABSTRACT Ismail

More information

University Experience at Union Admission Requirements Fall 2015

University Experience at Union Admission Requirements Fall 2015 University Experience at Union Admission Requirements Fall 2015 1. Complete an application for admission and submit it to the Hendersonville campus, 205 Indian Lake Blvd., Hendersonville, Tn. 37075. Applications

More information

ADMISSION APPLICATION

ADMISSION APPLICATION ADMISSION APPLICATION THE APPLICATION PROCESS 1. Complete this application (or complete the online application at nl.edu/applyonline)* 2. Refer to the appropriate Application Checklist for program requirements

More information

T.E.A.C.H. Early Childhood MISSISSIPPI Associate Degree Scholarship Application for Child Care Center Teachers

T.E.A.C.H. Early Childhood MISSISSIPPI Associate Degree Scholarship Application for Child Care Center Teachers GENERAL INFORMATION: Social Security Number: - - Date: Name: Address: Apt #: City: State: Zip: County: Phone: Home: ( ) Cell: ( ) Work: ( ) Email Address: Date of Birth (mm/dd/yyyy): / / Gender: Female

More information

PURDUE U N I V E R S I T Y

PURDUE U N I V E R S I T Y Spring 206 Enrollment: 3,63 Students By Classification 0 & 02 Freshmen 462 03 & 04 Sophomore 733 05 & 06 Junior 808 07 & 08 Senior,60 Total 3,63 Enrollment Status Part-Time 34 Full-Time 3,029 Total 3,63

More information

Application Checklist

Application Checklist Application Checklist Listed below are the items that need to be completed for admission to Gallaudet University Adult Degree Program. Check to make sure each item has been sent to us. Your application

More information