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The nature, role, and impact of the rapidly growing for-profit degree-granting sector of higher education were studied using a variety of data sources, including field notes. For-profit degree-granting institutions have emerged as an integral and increasingly influential part of the system. Over the past decade, there has been a 78% increase in 2-year for-profit institutions and a 266% increase in the number of 4-year institutions. Enrollment in for-profit degree-granting institutions grew by 59% in the same period, reaching roughly 365,000 students. This report presents case studies of three groups of institutions: (1) small, local enterprise colleges; (2) "super systems"; and (3) Internet-based institutions. It explores changes in the for-profit degree-granting sector, the factors that account for its survival and growth, and the impact of regulation and accreditation. The paper also considers similarities and differences in the views of managers, faculty, and students about the purposes, strengths, and weaknesses of their institutions. The for-profit sector's emphasis on career-oriented and customer focused programs, services, and institutions appeals to new types of students, such as working adults and parents with family responsibilities. The degree programs offered by such institutions differ from those offered by traditional degree programs, but the differences may be less significant than critics suggest. Skills and practical subjects receive more emphasis at for-profit institutions, but, in fact, degree programs at all institutions have become more career-oriented. The design of for-profit institutions is driven by employers' needs and students' interests. As both businesses and schools, for-profit institutions need to meet the quality standards of industry and academe. They may even be more sensitive to quality concerns than are traditional institutions. (Contains 5 tables, 17 endnotes, and 17 references.) (SLD)

A research project was conducted in Australia to assess the use of and attitudes toward online learning by vocational and technical education (VET) researchers. Information was gathered from 18 (13 women and 5 men, aged between 30 and 58) participant-researchers through a workshop in Adelaide, completion of a participant profile, a structured e-mail survey, a structured telephone interview, four online focus group events, and a second workshop to discuss the working paper. The research study found that, on average, the team had 3.4 years involvement in online learning and were involved in a variety of ways. Twelve of the team were involved in the professional development or mentoring of other staff in online technologies; 9 were involved in the development of online modules and training packages; 8 were involved in online delivery; and 3 were involved in LearnScope projects. Multiple roles in online learning were the norm. Most of the subjects learned about online learning matters through colleagues with online learning expertise or discipline expertise, while a significant number learned through formal professional development programs. Six of the respondents thought all teachers could become effective facilitators of online learning, 8 did not think so, and 4 were unsure. Only 3 respondents thought that all students could learn effectively through online activities, 10 respondents did not, and 4 were unsure. Having computer skills was the most common attribute mentioned for students to learn online. Benefits of online learning were considered to be meeting the individual needs of students and promoting access to VET for disadvantaged learners. (Contains 10 tables.) (KC)

Before the 2020-21 school year, educators, policymakers, and parents confronted the stark and uncertain trade-offs implied by the health, educational, and economic consequences of offering instruction remotely, in person, or through a hybrid of the two. Most public schools in the U.S. chose remote-only instruction and enrollment fell dramatically (i.e., a loss of roughly 1.1 million K-12 students). We examine the impact of these choices on public-school enrollment using unique panel data that combine district-level enrollment trajectories with information on their instructional modes. We find offering remote-only instead of in-person instruction reduced enrollment by 1.1 percentage points (i.e., a 42 percent increase in disenrollment from -2.6 to -3.7 percent). The disenrollment effects of remote instruction are concentrated in kindergarten and, to a lesser extent, elementary schools. We do not find consistent evidence that remote instruction influenced middle or high-school enrollment or that hybrid instruction had an impact. [Student work on this project was funded by the Brown Institute for Media Innovation.]

A student Web portal is a personalized, student-centric view of College Web resources. The "Artemis" system at Florida Community College at Jacksonville (FCCJ), represents movement toward realization of the efficiencies and student service possibilities of a Web portal. This proposal recommends a radical expansion of Artemis functions, one that has the potential to: integrate disparate information resources at the College; increase student retention, particularly during the critical first term; increase student satisfaction on measures of institutional effectiveness;increase student access to services and provide enhanced support for distance learners; increase operational efficiency through students use of self-help resources; and revitalize student success services. Realization of these outcomes will require a major institutional commitment--comparable to that devoted to other significant College achievements--and ongoing development and support. It will require a reallocation of resources and consideration of reorganization to support emerging functions. This proposal suggests what can be done and how to get started. Discussion includes theoretical foundations; design considerations including student, marketing, integration and project management factors; design overview; portal elements; and issues and concerns including infrastructure and project feasibility and issues and staff commitment and organizational support. Implementation suggestions and a bibliography are appended. (AEF)

Two graduate-level educational administration courses, one delivered by computer-mediated (distributed) means and one held face-to-face, were evaluated based upon the needs of adult learners and active learning precepts. The same course was delivered to both classes by the same group of professors, using identical course requirements. The on-campus class met once a week for three hours in the evening; eleven adult students and two or three professors attended each class. Distributed class sessions (using a Lotus notes platform) took place at the time of students' choosing throughout the week, with all assignments and exams conveyed through writing. The professors were all experienced in the subject matter and in teaching; two of the three had previously taught using the software. The survey revealed that the characteristics of students in both classes were more alike than different. The distributed education class had a slight edge on the final grades, with the strongest indicator of difference seeming to lie in the greater amount of confidence the students brought to the class. The study also notes that the distributed students who had previous experience in distance learning spent more time in class. (RH)

This paper presents findings from two studies on the use of computer mediated communication (CMC) in distance learning courses in higher education administration. The first study compared differences between students (n=17) in a face-to-face (F2F) classroom and students (n=7) taking the same course using CMC. It analyzed differences in interaction within learning groups, achievement of course learning objectives, and satisfaction with the course. CMC course students reviewed the instructor's lecture notes on the course's Web page, and discussed issues from readings and lecture notes with group members and the instructor via e-mail. Students also completed a survey following the class and met with researchers as a focus group. Among findings were: interactions between CMC group members were not as satisfactory as in the F2F group; participation was more uniform in CMC group discussions than in the F2F setting; and CMC students achieved course objectives as well as F2F students. The second study specifically explored learning group interactions in a course requiring a group project. Two F2F groups and three CMC groups used different interactive approaches. Although the CMC groups used e-mail for regular communication, they also chose to meet face-to-face, either to discuss issues or to organize the final project. Recommendations for Practice and a third study are discussed. (Contains 45 references.) (DB)

This paper, which focuses on technology planning by community colleges, is part of a series published by the Center for Community College Policy, designed to support state and local policymakers, as well as educational leaders who are interested in policy issues related to the two-year postsecondary sector. State policymaker's enthusiasm for increasing the level of information technology (IT) at all levels of higher education is at an all-time high. Colleges and universities are also making investments in IT, yet despite financial commitments and new developments in IT products, technology has not been a part of restructuring how instruction takes place. Provided in the document are discussions about how IT will affect new roles for both campus and community. Five issues in particular are addressed: (1) state goals and priorities; (2) statewide networks; (3) new organizational structures; (4) cost-effectiveness; and (5) financing and investment strategies. Recommendations are given on how to meet policy challenges regarding the capital for IT development and the holistic integration of IT into the classrooms and curriculum. A sidebar highlights results of a 1997 survey of 605 colleges regarding campus technology use. (AF)

The attitudes and experiences of 18 vocational education and training (VET) practitioners considered to be at the leading edge of online education in technical and further education (TAFE) in South Australia were examined to determine how leading-edge VET practitioners engaged in designing, developing, and facilitating online learning understand their changing roles and professional practice. The practitioners' responses reinforced the fact that online learning is a new frontier pedagogically, technologically, and organizationally. The new tasks of designing, developing, and facilitating online learning both required and stimulated new forms of work organization for VET practitioners. The practitioners generally considered this work a positive experience and credited it with increasing their job satisfaction. However, they also cited negative effects of the introduction of online instruction that call into question the long-term sustainability of online work as it is currently organized. It was concluded that the quality and extent of online education will inevitably be constrained unless the human resource management of training organizations addresses the organization of online work more explicitly. Issues that must be addressed include better job design to accommodate the working conditions associated with online work and institution of sophisticated strategies for building and sustaining work and knowledge networks. (Contains 24 references.) (MN)

The impact of "virtual" universities on higher education and on Latino students was studied through interviews with Latino students and faculty at Walden University, an accredited distributed learning graduate school. Attracting career-bound practitioner scholars, Walden achieves high minority enrollments (around 37%) and significant diversity in doctoral production, unaided by either minority recruitment or retention programs. Previous studies of Latinos in graduate education had indicated that they were not entering academia in significant numbers. Despite the current state of Low Context (limited personal contact) learning technology, Walden generates a High Context (student-oriented, multimedia) learning centered culture that fosters a very active Internet community that is reshaping traditional methods of graduate education. Findings from an informal group of seven Latino students comparing Walden with traditional resident institutions suggest that differences in organizational cultures and context hold important clues for explaining patterns of attraction and rejection among ethnic groups in academia. These cultural patterns offer new strategies for reframing the current model for enhancing diversity and attracting Latinos to higher education. (Contains 1 table and 35 references.) (SLD)

Adult continuing education (ACE) can be a major force in human capital development and an integral part of lifelong learning. Although recognition of the importance of ACE in developed countries is increasing, the impact of ACE is not well understood in some middle-income countries (MICs), there is a lack of leadership, and the sector is somewhat underdeveloped. ACE must be viewed as a number of interrelated policies and delivery systems reflecting the needs of different clients and components of ACE. Successful governance of ACE depends on involving key stakeholders. Major issues that need to be addressed include equity, access, and support for career progression for adults. Although individuals and/or employers often bear the financial costs of ACE, there is recognition of the need for investment of some public funds to support ACE programs in literacy and foundation education and for some categories of clients to ensure access and promote equity objectives. MICs that are developing ACE as an integral part of lifelong learning must adopt policy and delivery models addressing learning objectives through a combination of short- and long-term programs to a broad range of clients in what are often nonconventional settings. (Contains 20 tables/figures/boxes and 26 references.) (MN)

The California State University system faces an increase of 100,000 students by 2010, the majority of whom will be Latino. Fundamental restructuring is necessary to accommodate this change, and the new California State University, Monterey Bay (CSUMB) may provide a model. CSUMB has a commitment to serving underrepresented populations and establishing a multilingual, multicultural, intellectual community through the use of high-quality distance learning programs utilizing innovative pedagogies. Although CSUMB has entered into partnerships with private businesses that enable it to have the latest in educational technology, it is not the quantity of computers, but rather, new behavioral approaches to technological use that are absolutely necessary. CSUMB's approach to education emphasizes outcomes and competencies and replaces a credit-based system with the assessment of demonstrated learning. CSUMB findings concerning the high tech environment include: (1) advanced technology greatly augments regular classroom instruction and is a viable delivery system for multilingual teaching and learning and for distance education, especially in underrepresented communities; (2) computer messaging systems facilitate writing across the curriculum and greatly improve student writing and logical skills in multiple languages; (3) computer technologies support active, rather than passive, learning; (4) coupled with visual materials, thinking textually is sufficient to improve literacy even when a liberal attitude is taken towards grammar, syntax, and spelling; and (5) computer technologies promote participation and learning in traditionally communicative-apprehensive learners such as shy students, limited English proficient students, and women who avoid verbally confronting men. (Contains 28 references.) (TD)

Eighteen VET practitioners considered to be at the leading edge of online education in technical and further education in South Australia were interviewed to determine the extent of their knowledge about and experiences of online learning and teaching. Data were gathered through a survey, structured interviews, online research events, and two face-to-face workshops. Responses indicated that, despite a VET policy environment keen to accelerate the take-up of online learning, online teaching and learning remains a very new area of human endeavor and a new area for VET policy and practice. The practitioners were actively involved in constructing knowledge about online learning. However, they were not yet systematically or consciously reflecting on the inferences to be drawn from their individual and collective experiences. Although the practitioners were excited and challenged by their online activities, they were also frustrated and pressured by lack of time, infrastructure, and resources. The practitioners' four main sources of professional learning about online teaching and learning were as follows: learning by doing; learning through work colleagues and teamwork; learning through communities of practice; and learning through formal off-the-job professional development. Organizational culture, policies, and structures played a big role in the VET practitioners' adoption and implementation of online VET. (MN)

This document contains four reports on technology and further education (FE) that Lynton Gray and Ann-Marie Warrender prepared for the Further Education Funding Council's Learning and Technology Committee. The first report, "Main Themes from Learning & Technology Committee Press Surveys," examines three themes that were identified during a review of British press coverage of the role of information/learning technologies in FE: technological developments, organizational changes and learning applications. "Learning and Technology in American Community Colleges," which is based on materials presented at an American Association of Community Colleges convention, discusses the following topics: technology and teaching, distance learning, technologies and the Internet, and industry and student-centered learning. "Multimedia and Education," which is based on materials presented at an Association for the Advancement of Computing in Education conference, examines the following topics: technology for teachers, breaching the technological barriers, the impact of national initiatives, publishing and multimedia, and Canada's Open Learning Agency. "Learning Technologies in Industrial Training" explains the uses of information and learning technologies by a small sample of British companies in their own training programs. The implications of the four papers for reform of FE are summarized in a final section titled "Evidence for Action." (MN)

This paper reviews the components of three critical dimensions that must be considered during the implementation of distance learning processes: essential conditions, educational consensus about teaching and learning, and telecommunications technology capacity. These dimensions lay the foundation that affects future decisions about school budgeting, resource allocation, teaching and learning, certification, and professional development. Implications for professional development are explored in depth. The phases for infusion of new tools and ideas into staff development are discussed; a table presents a matrix that includes aspects of instructional strategies, learning tasks, assessment, and student and teacher roles during the different phases (i.e., entry/adoption, adaptation, integration/collaborative expansion, invention) of technology development within a learning environment. Features common to staff development strategies that encompass collaborative reflective inquiry are described, and suggestions for successful implementation of distance education are included. (AEF)

Many educational institutions are developing or expanding open and distance learning (ODL) programs, and all face difficulties ensuring that teaching materials of the right quality are developed on time. This report examines solutions to the problem, focusing on training, policies, and management structures that encourage timely development of good materials. Section 1 examines the training of course development staff in ODL. The data come from: surveys of educational institutions worldwide; case studies; in-house or published training literature; a literature review; and discussions with leading professionals. Two distinctions emerge as critical in developing training policies and practices: the distinction between industrialized and developing countries and between single- and dual-mode institutions. Descriptions of staff and materials development in targeted institutions are offered, as well as an examination of what remains to be done. Section 2 examines policies and management structures designed to encourage timely development of good materials. Surveys of practice in universities and colleges in developing and industrialized countries examine how writers of ODL course materials are rewarded (focusing on payment and benefits provided), and examine some of the policies and practices developed. (SM)

This discussion paper explores issues facing undergraduate education in British Columbia as community colleges there achieve degree-granting status and the needs of students become increasingly diverse. The paper opens by considering the undergraduate student and examining the goals of undergraduate education. The central three chapters discuss various alternative approaches to undergraduate education. A chapter on curriculum concerns the balance between specialized and general education. A chapter on learning environment argues for the importance of creating communities of learners which foster more collaboration between faculty, between students, and between faculty and students. The chapter on faculty discusses ways in which faculty working conditions and expectations influence the learning experience for students. Chapters 5 and 6 examine choices for postsecondary education that would lead to a richer, more diverse system. The concluding chapter presents a vision of a postsecondary system characterized by diversity, consisting of a few research-oriented large universities and a network of smaller alternative degree-granting institutions offering a rich variety of programs supported in principle by public policy, and developed through the creative efforts of faculty in various institutions. A summary of the paper is included. References are included for most chapters. (JB)

An alternative system of course delivery, wholly online computer-managed instruction, was evaluated to estimate its contribution to total full-time-equivalent (FTE) students two years after its implementation at Christopher Newport University (Virginia). CNU ONLINE offers eight online courses and one online degree program. In Spring 1997, nearly 500 students were pursuing studies in 34 offerings through CNU ONLINE. Online students completed a survey eliciting their reasons for online enrollment and whether those reasons precluded taking the classroom equivalent. Most frequent student reasons for taking online course work included a preference for online media; interaction with online colleagues; development of online skills; reduced travel expenses; and reduced travel time. Other analyses examined the campus-wide relationship between course load and commuting distance from campus, comparing pre- and post-implementation semesters. Results supported the hypothesis of a net FTE gain, as opposed to FTE redistribution. The results suggest the potential of online instruction to reduce negative effects of distance and scheduling. The survey is appended. (Contains 12 references.) (JLS)

A survey investigated the attitudes of commuter students toward distance education. Respondents were 397 students attending Purdue University Calumet (Indiana) for at least two semesters. Results indicated that if the students had the option of taking a course at home or in a classroom, 59 percent would use the distance option; over half of these were female. Of the 30 percent definitely not interested in the distance option, a large majority of both traditional-age and older students preferred the immediate feedback in a classroom, participation in classroom discussion, ability to talk with the instructor and other students before and after class, and being in a setting focused on learning. Almost half liked the structure of being in a particular place at a particular time. When asked if receiving instruction at home could be satisfying, most said it would be so if combined with some classroom instruction; 29 percent felt receiving an entire course at home would be satisfactory, and 18 percent felt it would not be satisfactory. It is concluded that while students are interested in the distance learning option, they have some reservations. It is also suggested that attempts to make distance learning more like traditional campus-based learning would be costly. (MSE)

This paper reviews and analyzes the research in rural education in Australia in recent decades. Research undertaken in other countries is examined where comparisons, differences, or explanations are useful in understanding the Australian context. Following an introduction to the Australian education system and summaries of demographic features of rural areas and schools, key concepts emerging from the literature are discussed. These concepts include rurality, isolation and remoteness, rural education, and distance education. The literature review is structured around four major themes. The theme of schooling covers teachers (recruitment, retention, training for rural areas, and affective factors); students (achievement, dropout rate, and education of minority groups); school-community relationships (community participation, school closing, school size, rural lifestyle, and rural school characteristics); and accommodation of rural students in boarding schools. Theme 2, technology, covers geographic isolation, technological innovation, and distance education. Theme 3, educational delivery, encompasses equal educational opportunity, curriculum, decentralization, service delivery, and educational models. Theme 4 examines distinctions between rural education and education in rural areas. This paper concludes with 23 research questions. Recommended research priorities are rural definition, teacher preparation, curriculum design, community participation, access to services, secondary education for isolated students, and educational provision to facilitate gender and cultural equity. Contains over 200 references. (SV)