2018 Babson Report – Grade Increase: Tracking Distance Education In the United States

The Babson Distance Education Enrollment Report for 2018 was just released.   This year’s report is called Grade Increase: Tracking Distance Education In the  United States.

Grade Increase cover image

This year’s survey was sponsored by Pearson, the Online Learning Consortium, and Tyton Partners.

Grade Increase Key findings include:

  • Distance education enrollments increased for the fourteenth straight year, growing faster than they have for the past several years.
  • The number of distance education students grew by 5.6% from Fall 2015 to Fall 2016 to reach 6,359,121 who are taking at least one distance course, representing 31.6% of all students.
  • Total distance enrollments are composed of 14.9% of students (3,003,080) taking exclusively distance courses, and 16.7% (3,356,041) who are taking a combination of distance and non-distance courses.
  • Distance education enrollments are highly concentrated in a relatively small number of institutions. Almost half of distance education students are concentrated in just five percent of institutions, while the top 47 institutions (just 1.0% of the total) enroll 22.4% (1,421,703) of all distance students.
  • Distance enrollments remain local: 52.8% of all students who took at least one distance course also took an on-campus course, and of those who took only distance courses, 56.1% reside in the same state as the institution at which they are enrolled.
  • The total number of students studying on campus (those not taking any distance course or taking a combination of distance and non-distance courses) dropped by over a million (1,173,805, or 6.4%) between 2012 and 2016.
  • The number of students who are not taking any distance courses declined even more from 2012 to 2016, down by 11.2% (1,737,955 students) by the end of the period.

For posts on pasts Babson Survey’s.

The 2018 Babson Survey is available here.

Rick W. Burkett runs the John A. Logan College Teaching and Learning Center, teaches history, and heads an educational nonprofit. He publishes blogs on a wide variety of topics, including history, teaching and learning, student success, and teaching online.

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