Work in Progress - Using Distance Education and University Partnerships to Offer Specialized Degree Programs and Earn Revenue

2006 ◽  
Author(s):  
B. Christe
Keyword(s):  
Distance Education ◽  
Degree Programs ◽  
University Partnerships ◽  
Work In Progress

scholarly journals The University of Texas System TeleCampus: A statewide model for collaboration

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Darcy W. Hardy ◽  
Robert L. Robinson
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Faculty Development ◽  
Support Services ◽  
Degree Programs ◽  
High Quality ◽  
Online Programs ◽  
University Of Texas ◽  
The University ◽  
Barriers To Collaboration

The University of Texas (UT) System has been meeting educational needs of students for over 150 years. In 1997, the UT System initiated the development of the UT TeleCampus, a centralized facilitation point for distance learning. The TeleCampus opened its virtual doors in May 1998, focused entirely on support services for students. By late 1998, the TeleCampus had begun developing what would become collaborative benchmark online programs for the UT System. As a result of having developed over 12 complete online degree programs since that time, many lessons have been learned about (1) barriers to collaboration and how to overcome them; (2) faculty development and interaction; and (3) the commitment required to build successful online programs. This article describes the UT TeleCampus initiative and how it has grown from a services-only organization to a nationally recognized model for delivering high quality distance education.

The Impact Of The Current Economic Crisis On The Demand For Higher Education: An Analysis Of Spanish Distance Education Universities

2012 ◽  
Vol 5 (5) ◽  
pp. 359 ◽  
Author(s):  
Maria Dolores Reina-Paz ◽  
Ainhoa Rodriguez-Oromendia ◽  
Claudia Sevilla-Sevilla
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Comparative Analysis ◽  
Educational Programs ◽  
Degree Programs ◽  
University System ◽  
Current Economic Crisis ◽  
Student Demand ◽  
The Impact ◽  
Academic Year

Spain is currently experiencing a difficult economic situation, and in recent years a significant change has been observed in the behavior of the demand for educational programs as a result of this situation. Recent studies reveal a change in student demand that does not have the same effect on all academic institutions. Bearing this behavior in mind, the present study focuses on providing an overview of the situation of the Spanish distance education university system over a six-year period, from the 2007/08 to the 2011/12 academic year, analyzing the different variables that influence the demand and new enrollment in official degree programs. We also conduct a comparative analysis of the patterns these variables follow depending on the methodology applied by the different universities examined in our study, making a distinction between classroom and distance education universities.

scholarly journals The Pros and Cons of Migrating Classes to the Web: Are We Getting What We Truly Want from This Effort?

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1137E-1137
Author(s):  
Cynthia B. McKenney ◽  
Ellen B. Peffley
Keyword(s):  
Distance Education ◽  
Student Satisfaction ◽  
Enrollment Management ◽  
Technical Support ◽  
Degree Programs ◽  
Time Commitment ◽  
Pros And Cons ◽  
Faculty Time ◽  
Web Platform ◽  
The Web

Proponents of distance education encourage the migration of courses and entire degree programs onto the web. To this end, vast amounts of time, energy, and funds are directed to the development of new courses as well as the enhancement of traditionally taught courses. The question now begs to be asked, “Are we getting what we truly want from distance education?” Using a web platform provides a framework with excellent options to develop audio and visually rich courses. Distance programs also provide access to students not able to participate in traditional on-campus degree plans, providing the potential for a boost in enrollment. However, there are serious considerations that need to be balanced, including student satisfaction/dissatisfaction, enrollment management, faculty time commitment, and technical support. In this presentation, some of the benefits and liabilities of web courses will be discussed and program management suggestions will be explored.

Digital Divide

2011 ◽  
pp. 581-584
Author(s):  
Christiane Reilly
Keyword(s):  
Distance Education ◽  
Digital Divide ◽  
The Internet ◽  
Degree Programs ◽  
Sociological Perspective ◽  
Multiple Perspectives ◽  
Printed Media ◽  
Master's Degree Programs ◽  
Education Courses ◽  
Reform Education

Distance education (DE) is a reality. Pop-up advertisements of online master’s degree programs appear with regularity on the Internet, and distance education courses are marketed via television, radio, and the printed media. It seems as though the options of receiving an education are expanding all around us. While DE indeed appears to reform education at a rapid speed, it is important to slow down and take a careful look at the issues DE presents to learners, to the market of education, and to society at large. Looking at DE from an educator’s perspective alone is not sufficient, as the effects of technology are interwoven with our economic, political, and sociological dimensions. While in today’s world the trend is toward specialization, it is a generalist’s view or multiple perspectives that are necessary in order to evaluate the effects of the digital divide. So from a sociological perspective, the question looms: Does distance education promise to widen or narrow the digital divide?

Disruption and Innovation: Online Learning and Degrees at Accredited Journalism Schools and Programs

2011 ◽  
Vol 66 (4) ◽  
pp. 361-373 ◽  
Author(s):  
Laura Castañeda
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Nontraditional Students ◽  
Response Rate ◽  
Faculty Members ◽  
Web Survey ◽  
Degree Programs ◽  
Mass Communications ◽  
Online Journalism

This study examined online journalism courses and degree programs (also known as distance learning or distance education) at the 113 programs accredited in 2008–2009 by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC). A web survey, which garnered a response rate of 72%, and interviews with faculty members and administrators found that 13% of programs now offer or plan to offer online degrees. Viewed through innovation theories, these and other results suggest that online journalism programs may grow, and early innovators could carve out new markets of nontraditional students.

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