Distance Learning
in
Maryland Colleges and Universities
Academic Year 2001-2002
October 2003
MARYLAND HIGHER EDUCATION COMMISSION
John J. Oliver, Jr., Chairman
Donald J. Slowinski, Sr., Vice Chairman
Joann A. Boughman
Aja M. Campbell
Edward O. Clarke, Jr.
Anne Osborn Emery
Ilona Modly Hogan
George S. Malouf, Jr.
Emmett Paige, Jr.
Hoke L. Smith
Richard P. Street, Jr.
Mario VillaSanta
John A. Sabatini, Jr.
Acting Secretary of Higher Education
Executive Summary
This report discusses the extent and the character of the distance learning (DL) activities of Maryland
colleges and universities during academic year 2002—fall semester 2001 and spring semester 2002.
Out-of-state institutions that might have been operating in the State are not included. “Distance
learning,” as used here, refers to education or training delivered off-campus via electronic
technologies, including video, audio, and computer-based instruction. It does not include courses
conducted exclusively via traditional print-based correspondence or courses in which the instructor
travels to the remote site to deliver instruction in person for all class meetings.
When possible, comparison is made in this analysis with data previously reported for the four
instructional sessions of calendar year 1997 -- the winter session, the spring semester, the summer
session, and the fall semester -- and for academic year 1999-2000. Overall, the data indicate an
explosive growth of distance learning in the five intervening years. A few of the most significant
findings resulting from the survey and analyzed in the following pages are:

Between 1997 and 2002, Maryland colleges and universities increased the number of
enrollments in credit courses offered by all forms of distance learning from 1,245 credit
courses with 29,145 enrollments to 3,087 courses and 96,277 enrollments—a 148%
increase in courses and a 230% increase in enrollment in 5 years.

In 1997, the most popular modes of delivery for distance learning courses (credit and noncredit) in rank order were:
(1) one-way, pre-recorded video (493 courses);
(2) two-way interactive video and audio (335 courses); and
(3) asynchronous online instruction (153 courses).

In 2001-2002, the most popular modes of delivery for distance learning courses (credit and
non-credit) in rank order were:
(1) asynchronous online instruction (2,995 courses)
(2) one-way, pre-recorded video (335 courses); and
(3) two-way interactive video and audio (306 courses).

In 1997, 10 Maryland colleges and universities offered 17 degree programs either primarily
or entirely by distance learning. In 2002, 15 Maryland institutions offered 72 degree
programs either primarily or entirely by distance learning.
The expansion of distance learning has not touched all segments of higher education equally. The data
reveal the following:

Whereas five years ago, of the 11 constituent institutions of the University System of
Maryland (USM), only the University of Maryland University College demonstrated a
significant distance learning effort; now all of the institutions of the USM have adopted
distance learning (DL) in some form. Six (6) USM campuses now offer complete degree
programs by DL.
3

The University of Maryland University College (UMUC) continues to dominate distance
learning in Maryland as it did in 1997; and, because of the number and breadth of credit
courses (782) and degree programs (31) it offers online, UMUC has become a world-class
competitor in the field of electronic distance learning.

Since 1997, the number of credit and non-credit DL enrollments of all community colleges
has grown; but a gap seems to be widening between larger institutions with sizeable DL
enrollments and the smaller campuses. Six (6) of the larger community colleges (Anne
Arundel Community College, Community College of Baltimore County, College of
Southern Maryland, Howard Community College, Montgomery College, and Prince
George’s Community College) total 19,645 DL enrollments. The 10 other smaller
community colleges total only 12,866 enrollments.

Although 3 independent colleges—Capitol College, Goucher College, and Johns Hopkins
University—have become major distance learning providers, many of the independent
colleges and universities (16 out of 25 institutions responding) have not adopted distance
learning in any form.

The baseline technology necessary for the delivery of asynchronous computer-aided
courses exists at all public institutions; but this infrastructure is absent at most independent
colleges and universities.

Clearly, enrollments in DL courses (especially online courses) have grown at a much faster
rate than all enrollments since 1997.
If, as many experts contend and the data here displayed indicate, much of the future growth in higher
education enrollments will be in the use of information technologies to reach new markets, colleges
and universities which have not entered distance learning in a competitive way will be at a great
disadvantage. Detailed institutional data are contained in the tables that follow the narrative report.
Summary tables by segment are interspersed through the narrative and are also found among the
tables. Section VI: National Perspective compares Maryland’s DL developments with national data.
In Section VII: Concluding Remarks, implications for policymakers are discussed.
Finally, a word of caution. It should be noted that “distance learning is not for everyone.” Certain
institutions have made a clear policy decision that the provision of distance learning is not appropriate
to their mission. In other cases, faculty members have decided that their discipline does not lend itself
to distance learning. These can be reasonable and valid decisions. Each institution must decide what
is the proper balance between traditionally delivered instruction and instruction delivered by distance
learning. But State policy should assure that this decision is based on academic grounds, not on a lack
of information technology resources.
4
Table of Contents
Introduction
7
I
Measures of Activity
9
II
Delivery Methods
15
III
Instructional Practices
21
IV
Support Services for Students and Faculty
25
V
Telecommunications Equipment and Services
27
VI
National Perspective
31
VII
Concluding Remarks
35
APPENDIX
1. Data Tables
40
2. Distance Learning Survey Form
93
3. References
102
5
6
Introduction
The purpose of this report is to provide a portrait of the use of distance learning (DL) by Maryland
colleges and universities. This data was collected in fall 2002 as a part of the regular postsecondary
education data collection of the Maryland Higher Education Commission (MHEC).
For the purposes of this survey, the term “distance learning” refers to:
education or training delivered off-campus via audio, video and/or computer technologies, but
does not include courses conducted exclusively via traditional print-based correspondence or
courses in which the instructor travels to the remote site to deliver instruction in person for all
class meetings.
Since the first survey of distance learning covering calendar year 1997, immense changes have
occurred in the use of information technology in Maryland’s colleges and universities. Much of this
has been due to the coordination, encouragement, and leadership provided by the founders of the
Maryland Community College Teleconsortium (MCCT) and MarylandOnline (MOL). These two
organizations (merged into an expanded MOL in 1999) have developed statewide guidelines, provided
statewide faculty technology training, and improved the student services available to distance learners
in Maryland. In addition, since 1997, the University of Maryland University College (UMUC) has
completed its transformation into the nation’s leading virtual institution. As the data in this report will
attest, UMUC provides more distance learning opportunities than all other Maryland institutions
combined. Additionally, UMUC provided the administrative home for the birth and development of
MarylandOnline.
The growth of distance learning in Maryland—especially of online learning—from 1997 to 2002 has
disproved the old cliché about academe’s inability to embrace change. Many institutions have decided
that they must develop the capacity to deliver distance learning to serve their students better. Other
institutions have seen this as an entrée into new markets. In just five years the number of institutions
offering DL credit courses increased from 29 to 35, the number of DL credit-bearing courses
mushroomed from 1,245 to 3,087, and the total enrollments in electronically delivered distance
learning credit-bearing courses more than tripled from 29,415 to 96,277. While the bulk of this growth
was attributable to UMUC, increasingly all types of institutions are adopting DL instruction.
The reader should be aware that the rapid expansion in distance learning quickly renders precise data
out-of-date; so the data herein are best seen as indicators of the relative size of the activity among the
several institutions and segments of higher education at one point in time rather than as a precise
indicator of the specific activity by any one individual institution.
It should be noted that the data presented in this report is based solely on the survey responses. As
questions arise, MHEC staff contacted the institutions and attempted to verify the responses.
7
Detailed tables containing the institutional responses to the survey are presented in the Appendix.
In the report, the data have been analyzed in five topical categories:
(1)
(2)
(3)
(4)
(5)
Measures of activity;
Delivery methods;
Instructional practices;
Support services for students and faculty; and
Telecommunications equipment and services.
References in the text to alphabetized tables refer to the tables integrated into the text, while tables in
the Appendix are indicated by numbers. Graphs are identified with roman numerals. The data
analyzed for this report will be updated regularly as a part of the Maryland Higher Education
Commission’s regular data collection process.
8
I
Measures of Activity
Maryland public and independent colleges and universities were asked to report four indicators of the
level of distance learning (DL) activity for academic year 2001-2002. The four indicators are:
Enrollment in credit courses delivered by distance learning
Enrollment in non-credit courses delivered by distance learning
Number of credit courses delivered by distance learning
Number of non-credit courses delivered by distance learning
When examining the data for courses, one must keep in mind, unless otherwise noted, that these data
include all forms of electronically delivered courses. Therefore, one should not read into these
numbers the prevalence or scarcity of a particular type of technology -- say, online courses or
interactive video courses, because all methods of delivery are combined in this section. The extent of
the use of different technologies is discussed in Section II of this report. The measures of activity for
individual institutions are presented in Tables 1 and 2 in the Appendix.
Credit Courses Offered by Distance Learning
1,662
782
1,800
1,600
1,400
1,200
Number 1,000
of
800
Courses
600
400
200
0
335
308
1,013
536
2001-2002
252
334
837
216
1999-2000
135
57
1997
UM
UC
er
Oth
ea
4-Y
lics
ub
P
r
m
Co
m
ity
un
es
lleg
o
C
Ind
ts
en
nd
e
ep
1997
1999-2000
Figure I. Distance Learning Courses
(Duplicate Courses Included)
2001-2002
9
During 2001-2002, 35
out of 54 degreegranting
institutions
offered a total of 3,087
credit-bearing courses
by distance learning. A
few of these courses
were repeated from
session to session. So,
the total of 3,087 includes courses duplicated from semester to
semester.
Figure I demonstrates
the rapid expansion
that has taken place in
distance learning over
the past 5 years. The
total
number
of
courses offered by
distance learning has
increased by 148%
since 1997.
Independents
10%
Community
Colleges
54%
UMUC
25%
Other 4-yrs
11%
Figure II. Percentage of Distance Learning Credit Courses
by Segment
Academic Year 2001-2002
Figure II represents the
distribution by segment
of credit courses offered
in 2002. The absolute
leadership of University
of Maryland University
College (UMUC) is so
notable
that
this
institution has been
broken out in most of
the graphs and data
tables in this study. Of
the 1,117 credit DL
courses offered by the
public four-year institutions, UMUC offered
782 (or 70%) (Appendix
Table 2.a.).
The credit courses offered by community colleges were distributed among all the colleges, with all
community colleges offering at least a few distance learning credit courses (Table A). The most active
community colleges were the largest ones: Community College of Baltimore County (225 courses),
Prince Georges Community College (222), Anne Arundel Community College (221), College of
Southern Maryland (170), Montgomery College (155), and Howard Community College (143) (Table
A, Appendix Table 2.b.).
Table A. Credit Courses Offered by Distance Learning by Institution
Academic Year 2001-2002
Public 4-Year Institutions
(13 institutions)
Bowie State University
Coppin State College
Frostburg State University
Salisbury U.
Towson U.
U. of Baltimore
U. of M., Baltimore
U. of M. Baltimore County
U. of M., College Park
U. of M. Eastern Shore
U. of M. University College
Morgan State U.
St. Mary's College of Maryland
TOTAL
Independent Colleges and
Universities
(25 institutions)
Community Colleges
(16 institutions)
10
42
24
7
18
33
73
38
82
782
8
1,117
Allegany College of Maryland
Anne Arundel CC
Baltimore City CC
Carroll CC
Cecil CC
College of Southern Maryland
Chesapeake College
CC of Baltimore County
Frederick CC
Garrett College
Hagerstown CC
Harford CC
Howard CC
Montgomery College
Prince George's CC
Wor-Wic CC
73
221
72
60
18
170
69
225
80
13
40
71
143
155
222
30
1,662
Baltimore Hebrew U.
Baltimore International College
Capitol College
Columbia Union College
Goucher College
Hagerstown Business College
Harry Lundeberg School of Seamanship
Hood College
The Johns Hopkins U.
Loyola College in Maryland
Maryland College of Art and Design
Maryland Institute College of Art
McDaniel College
Mount Saint Mary's College & Seminary
National Labor College
Ner Israel Rabbinical College
College of Notre Dame of Maryland
St. John's College
St. Mary's Seminary and U.
Sojourner-Douglass College
Tai Sophia Institute
Villa Julie College
Washington College
Washington Bible College
Yeshiva College
147
54
2
75
15
9
3
3
308
The independent institutions as a group have increased their credit courses offered by distance learning
by 435%, from 57 in 1997 to 308 in 2001-2002. However, only 8 independent institutions out of 25
offer these courses. The majority of independent colleges and universities offer no DL courses. The
most active campus was Capitol College, offering 147 DL credit courses. Other independent
institutions offering significant numbers of DL credit courses were Johns Hopkins University (75), and
Goucher College (54) (Appendix Table 2.c.).
Enrollments in Distance Learning Credit Courses
There were 96,277 headcount enrollments in credit-bearing courses offered by distance learning
during academic year 2001-2002. This represents an increase of 228% since 1997.
Independents
4%
Community
Colleges
31%
UMUC
58%
Other 4-Years
7%
Figure III. Enrollments in Distance Learning
Academic Year 2001-2002
As illustrated in Figure
III., UMUC enrolled
more than half of all
DL credit students
during academic year
(AY) 2001-2002. If
one assumes that all of
the credit courses were
3-credit courses, then
one can assume that an
equated full-time
course load per student
would be 10 courses
per academic year (15
credit hours per
semester, or 30 credit
hours per year).
By dividing the number of individual enrollments in credit courses by the assumed course load, the
resulting number of full-time equivalent students (FTES) for AY 2001-2002 would be 9,628. This
number would have to be adjusted slightly to account for graduate students, who take fewer courses
per semester. Still, the total of around 9,600 FTES is a relatively safe estimate. DL courses in 2002
accounted for approximately 4.5% of total FTE enrollment. This total is nearly double the percentage
of distance learning since AY 2000 when DL accounted for 2.6% of total FTE enrollment.
This finding is of critical importance at a time when the State is concerned about the need to expand
the capacity of educational facilities. Although AY 2002 credit enrollments equaled approximately
that of a medium-sized public university, such as the University of Maryland Baltimore County,
students registered for online courses did not require dormitories, student centers, athletic fields, or
classroom buildings.
11
120,000
100,000
Enrollments
80,000
UMUC
60,000
Other 4-Years
40,000
Community
Colleges
20,000
Independents
0
1997
2000
Academic Year
2002
Figure IV. Enrollment Trends in Distance Learning Credit Courses
Delivered by All Technologies 1997 to 2002
Non-Credit Courses Offered by Distance Learning
There were very few non-credit courses offered by distance learning in 1997—only 128 total. By
1999-2000, this number had more than tripled to 419. In 2001-2002, the courses increased to 838. As
in 1997, almost all (93%) of these courses were offered by community colleges (Table B).
This finding is somewhat surprising in that more colleges and universities have not tapped this market;
since the primary audience for distance learning is generally assumed to be already employed adults,
who might be considered a ready market for non-credit personal and professional development
opportunities.
Table B. Non-Credit courses Offered by Distance Learning (Duplicate courses included)
1997 to 2002
Total number of noncredit courses
1997
Total number of noncredit courses
2001-2002
University of Maryland
University College
1
12
Other Four-Year
Public Institutions
21
50
Community Colleges
98
776
Independent Institutions
8
0
128
838
Institutions Surveyed
TOTAL
12
Enrollments in Non-Credit Courses Offered by Distance Learning
Since the number of non-credit DL courses was small compared to the number of credit DL courses,
the enrollment in non-credit courses was also proportionately smaller than that in credit courses. For
the academic year 2001-2002, there were 5,695 non-credit DL enrollments compared to over 96,000
credit enrollments. UMUC’s DL non-credit enrollments represent more than 50% of all non-credit
enrollments and the community colleges represent 49%. Since 1997, there has been a 440% increase
in non-credit enrollments (Table C).
Table C. Enrollments in Non-Credit Distance Learning
Courses Delivered by All Technologies
1997 to 2002
Total number of noncredit enrollments
1997
Total number of noncredit enrollments
2001-2002
University of Maryland
University College
32
2,851
Other Four-Year
Public Institutions
30
75
Community Colleges
641
2,769
Independent Institutions
351
0
1,054
5,695
Institutions Surveyed
TOTAL
13
14
II
Delivery Methods
The survey sought answers to two major questions concerning delivery methods:


Which were the primary technologies used?
Who was the intended audience?
The survey distinguished among six primary instructional technologies and also had an “other” option
(Table D and Appendix Tables 2.a.-2.d.). Eleven alternate delivery sites were offered, including “at
the student’s home” (Table E and Appendix Table 3.a.-3.d.).
Online Instruction
Over the last few years, asynchronous online instruction has surpassed one-way, pre-recorded video as
the dominant mode of delivery for distance learning in Maryland. This instruction is entirely
computer-based, available through the Internet. A course offered online is available to any student
worldwide with access to the Internet. Such an instructional mode has only been available for a few
years; and it is the most promising technology for the future growth of distance learning.
In 1997, “asynchronous online instruction” ranked third among the most used modes of delivery. In
academic year 2001-2002, the increase in the number of credit and non-credit asynchronous online
courses (2,995 in 2001-2002, up from only 153 in 1997) made this the most-used mode of delivery for
distance learning. This marked increase reflected the adoption of online instruction by almost all
public colleges – both community colleges and four-year institutions (Appendix Tables 2.a.-2.d.).
Whereas UMUC was alone among the public four-year institutions in offering asynchronous online
courses in 1997, by 2001-2002, 12 out 13 public four-year colleges and universities offered courses
with this technology. Similarly, only 7 community colleges offered asynchronous online courses in
1997, but all of the community colleges did so in 2001-2002.
As we have seen, independent colleges offered few courses by distance learning in 1997. At that time,
most of the online courses offered by independent colleges were offered by two institutions: The
Johns Hopkins University (JHU) and Capitol College. By 2002, The JHU had increased its online
courses to 75 and Capitol College increased its online offerings to 147 courses. In 2002, a number of
independent institutions offered online instruction. Goucher College now offers 54 online courses
(versus 1 in 1997) and 3 master’s degree programs. Other independent campuses reporting online
courses were Hood College, the Maryland Institute College of Art, McDaniel College and Mount Saint
Mary’s College and Seminary.
15
Table D. Rank Order of Use of Leading Distant Learning Delivery Modes
2002 vs. 1997
Rank
Number of
in
courses in
2001-2002 2001-2002
Technology
Rank
in
1997
Number of
courses in
1997
Asynchronous online
1
2,995
3
153
One-way prerecorded video
2
335
5
493
Two-way interactive video
and audio
3
306
2
335
Two-way online
4
128
4
85
One-way live video, oneor two-way audio
5
48
1
30
Table E. Primary Modes of Delivery for Distance Learning Courses
1997 vs. 2002
Institutions Surveyed
Number of
Number of one-way Number of two-way
asynchronous
prerecorded video interactive video and
online courses
courses
audio courses
Calendar Academic Calendar Academic Calendar Academic
Year
Year
Year
Year
Year
Year
1997 2001-2002 1997 2001-2002
1997
2001-02
Number of one-way
live video, one-way
Number of two-way
audio courses
online courses
Calendar Academic Calendar Academic
Year
Year
Year
Year
1997
2001-2002 1997 2001-2002
University of Maryland
University College
55
780
0
0
35
0
0
0
0
0
Other Four-Year
Public Institutions
0
205
21
50
74
96
0
2
0
0
Community Colleges
79
1,877
472
281
207
208
16
46
24
3
Independent Institutions
19
133
0
4
19
2
0
0
6
125
TOTAL
153
2,995
493
335
335
306
16
48
30
128
16
Table F. Institutions Reporting Asynchronous Online Courses Offered
During 1997 with Number of Courses Offered
Public Four-Year Institutions
(13 institutions)
Independent Colleges and
Universities
(26 institutions)
Community Colleges
(16 institutions)
University of Maryland
University College
55
TOTAL
55
Anne Arundel CC
Carroll CC
CC of Baltimore County
Chesapeake College
Howard CC
Montgomery College
Prince George's CC
6
6
3
1
2
51
10
Capitol College
Goucher College
The Johns Hopkins U.
79
4
1
14
19
Table G. Institutions Reporting Online Courses Offered
(both asynchronous and two-way online)
During Academic Year 2001-2002 with Number of Courses Offered
Public Four-Year Institutions
(13 institutions)
Bowie State University
Coppin State College
Frostburg State
Salisbury U.
Towson U.
U. of Baltimore
U. of M., Baltimore
U. of M. Baltimore County
U. of M., College Park
U. of M. University College
Morgan State U.
St. Mary's College of Maryland
TOTAL
Independent Colleges and
Universities
(25 institutions)
Community Colleges
(16 institutions)
2
10
13
4
9
33
39
53
9
780
3
30
Allegany College of Maryland
Anne Arundel CC
Baltimore City CC
Carroll CC
Cecil CC
College of Southern Maryland
Chesapeake College
CC of Baltimore County
Frederick CC
Garrett CC
Hagerstown CC
Harford CC
Howard CC
Montgomery College
Prince George's CC
Wor-Wic CC
985
18
254
106
107
18
109
119
270
113
7
85
137
179
152
156
50
1,880
17
Capitol College
Goucher College
Hood College
The Johns Hopkins U.
Maryland Institute, College of Art
McDaniel College
Mount Saint Mary's College & Seminary
College of Notre Dame of Maryland
147
54
1
27
15
9
2
3
258
It must be noted that the growth of online instruction in Maryland has been greatly aided by two
consortia: the Maryland Community College Teleconsortium (started in 1998) and MarylandOnline
(begun in 1999). These two organizations merged four years ago (now known as MarylandOnline)
and have provided the organizational structure necessary for the sharing of courses, statewide faculty
technology training, the development of common policies, and shared student services.
Video
In 1997, by far the largest number of DL courses was delivered by one-way, pre-recorded video (493).
This was probably an indication of the large number of courses offered by the College of the Air, a
consortium of colleges (mostly community colleges) contracting with Maryland Public Television to
offer college courses for credit, with the video being broadcast by MPT into students’ homes. The
second largest category of DL courses in 1997 was offered by two-way interactive video and audio
(335).
There has been a decrease in the number of DL courses delivered by the several video technologies
between 1997 (844) and 2001-2002 (689). It is clear that the rapid expansion of this technology
evident in the early 1990s has given way to the growth in online instruction.
Interactive video courses in Maryland have been offered over three networks:
(1) the Maryland Interactive Distance Learning Network (MIDLN),
(2) the University System of Maryland Interactive Video Network (IVN), and
(3) the Baltimore Region Community Colleges Instructional Video Network
(BRCCIVN).
MDLN is a full-motion video, fiber optic DS-3 network managed by Verizon. IVN and BRCCIVN
are compressed video networks carried on T-1 lines. A MDLN classroom connects four sites
interactively with video quality similar to a home television. There are eight monitors in a classroom
(four in front for the students to see, four in back for the teacher to see). An IVN or BRCCIVN
classroom has two monitors (one showing the distant class and one the classroom where instruction
takes place).
Whereas the total number of video courses decreased, the biggest reduction was in the transmission of
one-way prerecorded video courses by the community colleges (dropped from 472 in 1997 to 281
courses in 2001-2002) (Table E). A decline in the number of two-way interactive video and audio
courses (teleconferencing) among all three segments was also observed (from 335 to 306). The
number of pre-recorded video courses (such as the College of the Air offers on public television) also
declined among all three segments by 158 courses (from 493 in 1997 to 335 in 2001-2002).
As we have seen, independent colleges offered few courses by distance learning. In fact, the number
of video courses offered by independent colleges and universities actually decreased from 19 to 6 over
the five-year period.
18
Sites for the Delivery of Video Instruction
As opposed to online instruction which is available where and when a student can access the Internet,
interactive video-instruction is site-based and scheduled for specific times, like traditional classroom
instruction. During AY 2001-2002, the most popular delivery sites were video classrooms at branch
campuses or off-campus centers of the institutions offering the courses (159 courses). The second
most popular spot for public four-year institutions was at other public four-year institutions and for
community colleges at other community colleges (Table H and Appendix Tables 3.a-3.d.).
Once again, the contrast between the activity of the public institutions and the independent colleges
and universities is striking. Whereas 159 courses were delivered to branch campus sites by video,
only 6 of these courses were offered by independent institutions.
Between 1997 and AY 2002, the number of DL video courses delivered to private sector workplaces
and military installations has fluctuated. For instance, from 1997 to 2000, increases were observed in
the private sector (from 2 to 35 courses) and military bases (from 7 to 65 courses). In contrast, the
number of courses delivered to private workplaces in AY 2002 dropped below the 1997 levels (from
35 in AY 2000 to 1 course in AY 2002) and military bases (from 65 in AY 2000 to 16 courses in AY
2002). In both cases the major provider of these video courses was UMUC.
Another area of DL video instruction that has not grown is delivery courses to public schools.
Campuses reported delivering almost the same number of video courses to public secondary schools in
2001-2002 as in 1997. The total was slightly down from 37 to 36.
Primary Audiences for Distance Learning
The institutions being surveyed were requested to identify the primary intended audience for each of
their credit and non-credit courses. The common belief is that distance learning, especially
asynchronous online instruction, is ideally structured to appeal to adult, fully-employed learners who
need to find time in a busy schedule for education.
Institutions were asked to select from among a variety of potential audiences as indicated in Table I on
the following page and Appendix Tables 10.a.-10.d. The largest proportion of courses (61%) for which
a primary audience was identified was intended for undergraduate students. But this was down from
83% in 1997. The next largest intended audience, graduate students, represented 24% of all courses in
2001-2002. This figure was up from 10.5% in 1997. UMUC accounts for 489 out of 1,601 credit
courses for undergraduates (31%) and 305 out of 627 credit courses for graduate students (48%).
19
Table H. Number of Courses Delivered by Video to Certain Sites 1997 to 2002
Institutions Surveyed
Courses delivered to a
branch campus, off
campus, main campus
1997
AY AY
2000 2002
Courses delivered to
public 4-yr campus
1997
AY AY
2000 2002
Courses delivered to a
community college
1997
AY AY
2000 2002
Courses
delivered to
independent
campus*
AY
1997 2002
Courses
delivered to
Courses delivered to a
public
public secondary
elementary or
school
middle school*
1997
AY AY
2000 2002
AY
1997 2002
Courses
delivered to
student's
home*
AY
1997 2002
Courses delivered to a
private sector
workplace
1997
AY AY
2000 2002
Courses delivered to a
state agency site
1997
AY AY
2000 2002
Courses delivered to a
military base site
1997
AY AY
2000 2002
University of Maryland
University College
39
67
13
0
68
13
0
34
3
0
0
0
0
0
0
0
0
0
1
33
0
0
0
0
0
55
7
Other Four-Year
Public Institutions
40
35
31
11
40
42
6
36
14
0
0
6
9
9
0
6
3
8
1
2
1
0
21
35
6
10
9
Community Colleges
129
108
109
5
17
3
83
113
93
3
0
29
16
27
0
0
69
4
0
0
0
0
0
0
1
0
0
Independent Institutions 12
TOTAL
220
7
217
6
159
3
19
0
125
0
58
10
99
2
185
0
110
3
6
2
2
2
37
0
25
0
36
0
0
0
6
14
86
0
12
0
2
0
35
0
1
0
0
1
22
0
35
0
7
0
65
0
16
*Data not available AY 2000
Table I. Distance Learning Courses/Activities by Primary Audience
Academic Year 2001-2002
20
Courses
designed for
Courses
Courses designed
professional Courses designed designed for for elementary &
continuing
for continuing
high school
middle school
education
education students
students
students
Courses
designed for
adult education
students (GED,
ESL)
Courses
designed for
undergraduates
Courses
designed for
graduates
University of Maryland
University College
489
305
0
0
0
0
0
Other Four-Year
Public Institutions
100
139
15
15
0
0
2
Community Colleges
933
0
5
301
6
0
0
79
183
43
0
0
0
0
1,601
627
63
316
6
0
2
Institutions
Surveyed
Independent Institutions
TOTAL
III
Instructional Practices
The institutions surveyed were asked several questions concerning the nature of their distance learning
offerings. The general intent was to determine the relationship of their offerings to their traditional
on-campus academic structures.
Development of Course Content
It was not surprising to note that the largest group of DL courses was developed by the faculty of the
institutions offering the courses (Table J and Appendix 4.a.-4.d.). Of the 2,938 courses reported in
response to this question, 2,159 (73%) were developed by the institutions’ faculty members. In fact,
nearly all of the courses offered by UMUC, the other four-year public institutions, and the independent
colleges were developed by faculty at the institution offering the courses.
Among community colleges, 606 (21%) of the courses were developed by commercial vendors, a
doubling since 1997. It may be assumed that many of these are College of the Air courses distributed
by the Public Broadcasting Service’s Adult Learning Service and the Annenberg CPB project.
Whatever the source, the use of commercial vendors is a significant development in the academic
world. Still, given the large vendor industry that has developed to provide online courses, it is
surprising Maryland institutions have not adopted more commercial instructional content.
Among independent colleges, almost all courses reported were developed by either institutional
faculty or by another college or university.
Table J. Course Development
1997 to 2002
Institutions Surveyed
Developed by
Number of courses
another higher
developed by faculty education institution
Developed in
collaboration with
another institution
Developed by a
commercial vendor
1997
19992000
20012002
1997
19992000
20012002
1997
19992000
20012002
1997
19992000
20012002
32
548
794
32
0
0
0
0
0
0
0
0
Other Four-Year
Public Institutions
103
237
308
0
0
0
8
0
0
19
0
15
Community Colleges
292
650
898
38
111
63
2
14
52
283
451
606
36
191
159
0
3
0
1
0
2
0
0
0
70
114
63
11
14
54
302
451
621
University of Maryland
University College
Independent Institutions
TOTAL
463 1,626 2,159
21
Degree Programs Offered by Distance Learning
The development of an individual course for delivery by distance learning can be a very difficult and
challenging task, and it indicates a significant investment of resources by an institution. The offering
of entire degree programs, therefore, is not an easy goal to achieve. An associate degree requires at
least 60 credits earned or approximately 20 courses. A bachelor’s degree requires at least twice that
amount -- 120 credits or 40 courses. Master’s degree programs are shorter in length (at least 30 credits
or around 10 courses).
Given the size of this task, and the fact that the spread of distance learning is so recent, it is not
surprising that in 1997, very few institutions had reached the point of offering entire degrees by DL.
In fact in 1997, only 6 of the 54 institutions surveyed reported that they offered entire degree programs
by distance learning. When asked if they offered degree programs primarily by distance learning
(meaning 75% or more of the courses were DL courses), 6 more institutions joined the first six (6).
By 2001-2002, the picture had changed considerably, with 15 institutions offering 72 degree programs
either entirely or primarily (at least 75% of the required courses) by distance learning. The increase in
the number of programs was determined largely by UMUC, which offered 31 degree programs (16
bachelor’s degrees, 15 master’s) (Table K).
In 1997, most of the complete degree programs offered were at the master’s degree level. These are
shorter programs, and all the courses are concentrated in the major discipline, making this a more
manageable developmental project as compared to an entire bachelor’s or associate’s degree program
requiring general education courses in many disciplines. In 2001-2002, the degrees available by DL
(and primarily by online instruction) include 26 associate degree programs, 18 bachelor-level
programs, 26 master’s programs and 2 doctoral degrees.
Membership in Consortia
During the period between the 1997 survey and the present survey, three significant consortia had
developed in Maryland to encourage and foster distance learning. These are the Maryland Community
College Teleconsortium (MCCT), MarylandOnline (MOL), and the Maryland Digital Library (MDL).
Through MCCT, the community colleges shared their campus-free online offerings. A student at
community college A may enroll in courses sponsored by community colleges B, C, D, and so on but
will pay the tuition of his or her home college and have the course entered on the transcript as if the
course were taken at the home college. MCCT allowed the community colleges to save on the
considerable costs of producing and delivering distance learning courses while still meeting student
demands for quality online instruction.
MarylandOnline is an inter-segmental voluntary consortium of Maryland community colleges and
four-year colleges and universities that enables students to achieve their educational goals leading to
career advancement and satisfaction. In fall 2002, MarylandOnline represented 25 institutions offering
22
Table K. Degree Programs Offered Primarily* or Entirely by Distance Learning
Academic Year 2001-2002
*consisting of 75% or more DL courses
Institutions Surveyed
Associate degrees
Bachelor's degrees
Master's degrees
Doctoral degrees
PUBLIC FOUR-YEAR SEGMENT
Bowie State University
Technology
Coppin State College
Curriculum and Instruction
U. of M., Baltimore
RN to BSN
D.Sc.P.T. Physical Therapy
Transitional DPT Physical Therapy
U. of M. Baltimore County
Information Systems
Management Studies in EHS
U. of M. , College Park
U. of M. University College
Teaching
Business Administration
Communication Studies
Computer & Info. Science
Computer Studies
Environmental Mgt.
Fire Science
General Studies
Humanities
Human Resource Mgt.
Information Systems Mgt.
Legal Studies
Management Studies
Marketing
Psychology
Social Science
Reliability Engineering
Teaching
Distance Education
Education
International Mgt.
Accounting & Financial Mgt.
Biotechnology Studies
Computer Systems Mgt.
Electronic Commerce
Information Technology
Technology Mgt.
Telecommunications Mgt.
Software Engineering
Business Administration
Environmental Mgt.
Management
COMMUNITY COLLEGE SEGMENT
Anne Arundel CC
College of Southern Maryland
CC of Baltimore County
Harford CC
Howard CC
Montgomery College
Business Management
Business Administration
General Studies (2 options)
Arts and Sciences (2 options)
Computer Info. Sys. (2 options)
Computer Science (2 options)
Financial Accounting
Business Administration
Management Development
Information Services
General Studies
Arts and Sciences (2 options)
Business Administration
General Studies
Computer Info. Sys.
Business Administration
General Studies
Computer Info. Sys.
General Studies
Business Administration
Accounting
Business
Computer Applications
Computer Sci. & Tech.
General Studies
Management
INDEPENDENT SEGMENT
Capitol College
Network Security
Information Architecture
Electronic Commerce
Goucher College
Historic Preservation
Arts Administration
Creature Nonfiction
Public Health
Master's degrees
The Johns Hopkins U.
Total per
degree level
Associate degrees
Bachelor's degrees
26
18
26
72
TOTAL PROGRAMS
23
Doctoral degrees
2
certificate programs, 26 associate degrees, 15 bachelor’s degrees, and 18 graduate degrees. With these
programs in place, students with demanding home and work responsibilities have the flexibility
needed to pursue degrees and certificates leading to career advancement.
Maryland’s academic libraries, which serve the state’s publicly supported and independent two- and
four-year colleges and universities, have joined to develop a Maryland Digital Library. The goals of
MDL are to: (1) increase effective access to information of critical value in both Internet accessible
electronic form and in library collections of books, journals, sound recordings and other traditional
forms of material, (2) optimize effective use of funding in the acquisition and creation of digital
resources, and (3) link Maryland to the rapid developments in national and global digital library
capabilities. The principal benefits of the Maryland Digital Library accrue from two key program
components – the Maryland Universal Statewide Access (MdUSA) that provides access to licensed
Internet-accessible information and the Maryland Premier Academic Catalog (MdPAC) that provides
online access first to existing library holdings and then to newly created digital content.
Table L represents the extent of participation in MOL and MDL. While it is notable that neither of
these organizations existed in 1997, it is revealing that only around half of Maryland’s colleges and
universities are members of the two consortia. These are, of course, the institutions that are most
active in distance learning. The colleges and universities that have not ventured into the world of
electronically-mediated instruction were also not active in these cooperative endeavors to foster and
expand distance learning. So, a cycle of cause and effect occurs. The gap has widened between the
leading DL institutions and the institutions not yet involved in DL. Even more critical, the “digital
divide” is expanding among Maryland’s higher education institutions in regard to their participation in
the information technology revolution (Appendix Tables 9.a., b., c.).
Table L. Institutional Membership in Maryland Online and the Maryland Digital Library
Academic Year 2001-2002
Total Number of
Institutions
MarylandOnline
Maryland Digital
Library
Four-Year Public Institutions
13
6
11
Community Colleges
16
16
14
Independent Institutions
25
3
5
54
25
30
Segments
TOTAL
24
IV
Support Services for Students and Faculty
Support Services for Distance Learning Students
Colleges and universities have developed a number of ways to provide support services for distance
learning students—some who may never visit the campus. Obviously, these services will vary by the
form of instruction. For example, a community college delivering interactive video courses to a local
high school may have the instructor visit the school on a regular basis. On the other hand, a public
university offering online courses to students who may be anywhere on the globe must provide all
student services online.
In completing the survey, a number of institutions left this section blank—not responding in the
positive or the negative. Blank answers have been counted as meaning that the service was “not
available.” This interpretation was consistent with other responses from these campuses--such as a
lack of courses offered by distance learning.
The major services provided in support of distance learning are contained in Tables M and N. The
most notable of these are the online services. Thirty-two (32) out of 54 responding institutions
provided students with e-mail or online access to an instructor. Thirty-two (32) institutions provided
electronic access to library catalogs. Twenty (20) institutions provided online access to wide area
networks for students. In 1997, 19 campuses had online registration. In 2001-2002, 24 out of 54
respondents provided online registration.
Training and Technical Assistance for Faculty Members
One measure of the maturity of an institution in offering distance learning is the extent to which the
college or university has developed mechanisms for preparing faculty to teach using distance learning
rather than leaving faculty training to chance. Many institutions offer just a few distance learning
courses because of the energy and enterprising spirit of one or two faculty members. But institutions
that take distance learning seriously provide training and curriculum development support in an
organized and ongoing fashion.
During 2001-2002, only around one-half of the colleges and universities in Maryland had formal
programs of faculty training and distance learning course development. Training and technical
assistance was far more available to faculty at public institutions than at independent colleges and
universities. Twenty-eight (28) of the 29 responding public institutions offered training in the use and
application of distance learning technology. Only 8 of the 25 responding independent institutions
offered such training. All three segments (35 out of 54 institutions) reported training for faculty in the
development of curricula for DL courses. Similarly, all segments (33 out of 54 institutions) reported
provisions for training faculty in DL instruction methods (Appendix Tables 12.a., b., c.).
25
Table M. Student Support Services Available for Some or All Distance Learning Courses
Academic Year 2001-2002
Total Number Telephone or
of
online
Computer
Institutions
application registration
Segments Surveyed
Academic
advising
Toll-free
Teaching
phone, email assistant,
Toll-free
Online
Instructor
or online
tutor,
phone, email,
financial aid visits remote access to
facilitator at online access
application
site
instructor remote sites to help desk
Four-Year Public Institutions
13
8
9
5
7
9
8
8
9
Community Colleges
16
8
12
7
6
10
16
7
14
Independent Institutions
25
2
3
2
3
4
8
2
7
SUBTOTALS FOR
ALL PUBLIC INSTITUTIONS
29
16
21
12
13
19
24
15
23
TOTALS FOR ALL SEGMENTS
54
18
24
14
16
23
32
17
30
Table N. Library Services Available for Some or All Distance Learning Students
Academic Year 2001-2002
Total number
of institutions
surveyed
Segments Surveyed
Able to
access the
institution's
Able to
library
Able to order
reserve
catalog
library items library items
Able to
download
copies of
items
Cooperative
library loan
agreements
Online
access to
wide area
networks
Four-Year Public Institutions
13
10
9
10
8
9
6
Community Colleges
16
14
11
11
12
16
11
Independent Institutions
25
8
7
7
5
7
3
SUBTOTALS FOR
ALL PUBLIC INSTITUTIONS
29
24
20
21
20
25
17
TOTALS FOR ALL SEGMENTS
54
32
27
28
25
32
20
Table O. Number of Institutions Offering Each Type of
Training/Technical Assistance to Faculty
Academic Year 2001-2002
Segments Surveyed
Utilization/ Development
Total number application
of curricula
Teaching
of institutions
of DL
for DL
methods for
surveyed technologies
courses
DL courses
Four-Year Public Institutions
13
12
12
12
Community Colleges
16
16
16
16
Independent Institutions
25
8
7
5
54
36
35
33
TOTAL
26
V
Telecommunications Equipment and Services
Institutions were requested to indicate whether they owned or operated 25 specific types of
telecommunications equipment, facilities, or services. For analysis, the equipment/facilities have been
grouped into three categories:
1. Multi-media and computer-aided instructional equipment and services
2. Compressed video, radio and audio facilities
3. Video production facilities and analog video links
It must be remembered that, before the 1990s, distance learning using telecommunications meant
primarily video broadcasts or interactive video teleconferencing using analog equipment such as
satellite transmissions. Therefore, during the 1970s and 1980s, many campuses invested in satellite
uplinks and downlinks, video production studios, and other equipment (such as microwave
transmission towers) to carry analog video signals.
Following the general availability of the Internet to the public in the late-1980s and its
commercialization in the early 1990s, the emphasis of educators shifted to development of online and
media-enhanced courses. By 1997, leading institutions had introduced online courses but few
complete degree programs. Five years later in 2001-2002, as we have seen, 72 entire degree programs
were being offered by distance learning—52 of them entirely online.
Higher education institutions have had to adapt to these changing technologies. It has been expensive.
The telecommunications infrastructure for entire campuses was re-designed and replaced in the last
half of the 1990s. Generation after generation of rapidly obsolescent computer hardware and software
has required continual upgrading. The strain on campus budgets and capital funds has been enormous.
Only financially strong institutions can afford to remain at the forefront of advances in technology.
Multi-Media and Computer-Aided Instruction Equipment and Services
As demonstrated in this report, the fastest growing form of distance learning is asynchronous online
instruction via the Internet. If a college or university is planning to enter this arena, it must supply a
number of related telecommunications services to its students and must develop certain baseline
institutional capabilities. This section of the survey requested institutions to indicate whether or not
they had these capabilities. A number of colleges and universities, primarily independent institutions
that offered no DL courses, left this section blank. These responses are treated as negative responses.
27
Table P. Multi-Media and Computer-Aided Instruction Equipment and Services
Academic Year 2001-2002
Electronic
classroom
(networked
computer
facility)
Segment Surveyed
Internet Internet
Node Electronic WWW
Site
Mail
server
Web page
capability
Institutional
for
website
students
Bulletin board
or computer
conferencing
system
Class
listserv
capability
Voice
mail
Four-Year Public Institutions (13)
10
7
12
11
11
10
10
9
11
Community Colleges
(16)
11
13
16
16
16
10
11
11
14
Independent Institutions
(25)
8
5
7
8
8
7
8
7
6
29
25
35
35
35
27
29
27
31
TOTAL (54)
The responses displayed in Table P indicate that proportionally more of the community colleges had
computer-related instructional and multi-media equipment and services available to their students
during 2001-2002 than did the four-year public institutions or the independent institutions. For
example, while 13 out of 16 community colleges had Internet node sites, 7 out of 13 four-year public
and 5 out of 25 independent institutions had the equipment for this direct link to the Internet.
Electronic bulletin boards, computer conferencing systems, and class listservs are considered by some
as essential to online distance learning and can also be enhancements to traditional classroom-based
education. Once again, the public four-year institutions led the way in the implementation of these
services. Smaller community colleges and almost all independent colleges and universities lacked
these services.
Electronic classrooms are classrooms containing networked PCs which are tied together in a local area
network and are usually linked to the Internet. Such classrooms allow students to work together on
collaborative projects, to contribute online (sometimes anonymously) to classroom discussions, to do
research on the Internet during class, to engage in simulations, and many other applications. Twentyone (21) of the 29 public institutions had at least one electronic classroom; whereas only 8 of 25
independent institutions reported having these classrooms.
Video Production Facilities and Analog Video Links
A large number of the public campuses had full video production studios. Of the 13 public four-year
institutions, 8 had studios. Likewise, 8 of the 16 community colleges had studios. Only 1 of 25
independent institutions had a studio. The same contrast holds true for television field production units
(mobile TV trucks), with 7 public four-year institutions and 7 community colleges having these trucks.
Two (2) independent institutions had such units (Table Q).
Of all 29 public institutions, 8 campuses did not have satellite downlinks. The broad use by public
institutions of satellite technology once again contrasts starkly with the lack of such equipment among
28
Table Q. Number of Institutions with Video Production Facilities and Analog Video links
Academic Year 2001-2002
Total
Institutions
Surveyed
Full
production
studio
TV field
production
units
Four-Year Public Institutions
13
8
7
4
Community Colleges
16
8
7
Independent Institutions
25
1
54
17
Segments Surveyed
TOTAL
ITFS
ITFS receive
channel
site
Microwave
distribution
links
Ku band
satellite uplink
C band
satellite
uplink
Ku band
satellite
downlink
2
6
1
1
7
8
8
2
5
0
0
1
0
0
13
13
11
2
3
2
0
0
1
0
0
3
3
2
2
3
16
4
2
8
1
1
23
24
21
6
11
Table R. Compressed Video, Radio Stations
Academic Year 2001-2002
29
Segments Surveyed
Digital
compressed
Broadcast
FM
video codecs radio station subchannels
Four-Year Public Institutions
6
6
2
Community Colleges
4
2
1
Independent Institutions
2
1
0
12
9
3
TOTAL
C band
Audio
satellite
CATV
Broadcast conference
downlink channels TV stations
bridges
the independents, where only 3 campuses reported having a satellite downlink. Nineteen (19)
public campuses and 2 independent institutions operated cable channels (CATV). Four (4) public
campuses and 2 independent institutions managed their own broadcast TV stations.
Compressed Video, Radio and Audio
The Maryland Distance Learning Network (MDLN) was begun in 1994 to encourage the sharing
of courses among Maryland campuses and with high schools. MDLN, carried on broadband DS-3
fiber optic lines, is compressed very little, so that the received picture appears as full-motion
television. The University of Maryland Interactive Video Network (IVN) and the Baltimore
Regional Community College Interactive Video Network are both heavily compressed. However,
all three networks function well as a distance learning medium. The full motion MDLN is more
easily accepted by public school children, but adults adapt quickly to all three systems.
Compressed video usage is now growing more rapidly than satellite usage. On the other hand,
Web-based multi-media instruction on personal PCs is growing more rapidly than interactive video
in general.
Among the institutions responding to the survey concerning their practices in 2001-2002, 10 out of
29 public institutions and 2 out of 25 independent campuses used interactive compressed video to
deliver courses.
The use of radio by colleges and universities for course delivery is not wide-spread. Nine (9)
institutions reported having broadcast radio stations. However, the use of these radio stations is
primarily for training communications majors rather than for delivering instruction.
30
VI
National Perspective
The following comparisons between DL in Maryland and DL nationally are based on two national
studies published, by the U.S. Department of Education: Distance Education in Higher Education
Institutions (October 1997); and Distance Education at Degree-Granting Postsecondary Institutions
2000-2001 (July 2003).
A View of Distance Learning Among Segments
Fifty-six percent (56%) of all U.S. higher education institutions offered some form of DL courses
whereas sixty-four percent (64%) of all Maryland campuses offered DL courses.
Ninety percent (90%) of all U.S. public two- and four-year campuses reported offering DL courses.
Ninety-three percent (93%) of the MD public institutions offered DL instruction. Nationally, 63% of
the two-year public colleges offered distance courses compared to 100% of the community colleges in
Maryland. Nationally, 37% of the public four-year campuses offered DL courses versus 86% in
Maryland. Thirty-three percent (33%) of all independent institutions in the U.S. reported DL courses,
while 28% of Maryland’s independent institutions reported DL course offerings.
Distance Learning Enrollments and Course Offerings
70,000
1,400,000
60,000
1,200,000
50,000
1,000,000
40,000
800,000
30,000
600,000
20,000
400,000
10,000
200,000
Independents
0
Community
Colleges
0
Maryland Enrollments
1,600,000
Public 4 yr
National Enrollments
Nationally, approximately 3 million students enrolled in 127,400 various DL (credit and non-credit)
courses. These students enrolled in 2,320 institutions averaging 1,326 students per campus. Maryland
campuses enrolled students more than twice the national average: 101,972 students enrolled at 35
campuses or 2,913 students per campus.
National
Maryland
Figure V. Distribution of Enrollments
in Distance Learning Courses by Segment
National vs. Maryland
31
70%
Percentage of enrollments
60%
64%
50%
40%
48%
30%
20%
31%
32%
4%
19%
10%
0%
Public 4 yr
Community
Colleges
Independents
Figure VI. Percentage Distribution
of Distance Learning Courses by Segment,
National vs. Maryland
National
Maryland
Consistent with the national
figures, Maryland’s public
two- and four-year campuses
claimed the largest portion of
DL enrollments. Public twoyear colleges around the
nation had the greatest
number of enrollments (44%
of total DL enrolls), public
four-years had the second
highest enrollments (34%)
and independents were third
(21%). As for Maryland, the
public four-years ranked the
highest (64% of total DL
enrollments) due to UMUC.
The community colleges
ranked second (32%), and the
independent segment was
third place (4%).
It should be noted that when UMUC is broken out separately, that institution alone outpaces the
national percentage for public four-year institutions (57% of all Maryland DL enrollments).
Nationally, 93% of all DL courses were collegiate credit-bearing curricula with the remaining 7%
consisting of continuing education and professional curricula. In Maryland, 79% of all DL courses
were collegiate credit-bearing courses, and 21% were non-credit curricula.
Enrollments in Credit Courses
45%
40%
35%
30%
Enrollment 25%
grow th 20%
15%
10%
5%
0%
Year 1
Year 2
Year 3
Year 4
Figure VII. Distance Learning Credit Enrollm ent Increases
over 5 Years, National vs. Maryland
(1996-2001 for all U.S., 1997-2002 for Maryland)
National
Maryland
32
The growth rate of DL
enrollments in Maryland
outpaced the National
growth rate for credit
instruction. According
to the U.S. Department
of Education data, DL
enrollments grew
nationally by 114%
from 1996 to 2001.
Maryland’s enrollments
grew by 227% from
1997 to 2002.
Degree Programs
Nationally, 30% of the institutions surveyed reportedly had developed degree programs that could be
completed entirely via DL; whereas in Maryland, 19% of the institutions designed such programs.
On the national level, 21% of the institutions offered entire DL undergraduate degree programs and in
Maryland, 17% of the institutions surveyed did so.
Technologies
Among all the institutions offering DL instruction in the U.S., the most popular technologies were the
Internet and video. Ninety percent (90%) reported using asynchronous computer-based instruction.
Fifty-one percent (51%) used two-way video with two-way audio. As reported above, online
instruction is also the most popular technology in Maryland.
Participation in Distance Learning Consortia
Seventy-five percent (75%) of all U.S. institutions that offered DL courses participated in a state
consortium. Eighty-six percent (86%) of all Maryland institutions that reported DL courses (and 55%
of all institutions) belonged to one or two of the Maryland DL consortia during 2001-2002.
As quoted in the Chronicle of Higher Education (July 21, 2003), John Bailey, Director of the U.S.
Department of Education Office of Educational Technology, stated, “Distance education is not
replacing traditional higher education institutions. It’s allowing these traditional higher-education
institutions to make their courses and faculty expertise available to a whole new set of students who
otherwise would not be able to participate for whatever reason—because of time or constraints or
geographical and location constraints.” The resourcefulness of Maryland institutions is evident when
compared to their national peers.
Maryland and National Data Compared
National
Maryland
Percentage of all higher education institutions offering some form of DL courses
56
64
Percentage of all public campuses offering DL courses
90
93
Percentage of public four-year institutions offering DL courses
37
86
Percentage of public two-year colleges offering DL courses
63
100
Percentage of independent colleges and universities offering DL courses
33
28
Percentage of all institutions participating in a statewide consortium
(2001 for U.S., 2002 for Maryland)
28
45
Average annual percentage increase in DL credit enrollments
(AY 1996-2001 for all U.S., AY 1997-2002 for Maryland)
28
57
Percentage growth in DL credit enrollments over recent 5 years
(AY 1996-2001 for all U.S., AY 1997-2002 for Maryland)
114
227
33
34
VII
Concluding Remarks
We now have three comparable surveys of distance learning activity in Maryland---for 1997, 19992000 and 2001-2002. There are patterns in the 2002 data that confirm developments suggested by the
earlier data collections. While the overall impression left by the data is one of explosive, revolutionary
growth in distance learning, there is also evidence that this has not been a universal phenomenon, but
varies by types of institutions. Furthermore, the trends suggest issues of statewide interest
transcending individual institutions.
Whereas, in 1997 few Maryland institutions were offering DL courses by asynchronous online
delivery, five years later all 29 public colleges and universities were offering these courses. In 2,779
credit courses offered by distance learning technologies, these public institutions had 92,025
individual enrollments. This enrollment, when converted to full-time equivalent students (FTES), is
the equivalent of 9,202 full-time students. This is about the size of the FTES enrollment of University
of Maryland Baltimore County. Of course, we must always remember that the vast majority of these
enrollments are at one institution—the University of Maryland University College (55,749).
The Digital Divide
The reverse side of this revolutionary environment has been the slow development of distance learning
at half the public universities and smaller community colleges and, especially, among the independent
institutions. Only 8 of the 25 independent institutions reported offering credit courses by DL
technologies. These eight institutions shared 4,252 enrollments, but most of the DL courses offered by
independent institutions (222 of 308) and most of their DL enrollments (3,719 of 4,252) were
attributable to only two institutions—Capitol College and The Johns Hopkins University.
A “digital divide” has developed among Maryland’s higher education institutions in regard to their
participation in the information technology revolution. On one side of the divide are the University of
Maryland University College (UMUC), the larger community colleges, several public universities, and
a few independent institutions. These institutions have adopted distance learning enthusiastically. On
the other side of the divide are institutions—generally the smaller community colleges, a few public
universities, and most independent colleges, that have (for either financial or academic reasons) not
invested in electronically mediated instruction and do not share in the enrollments it attracts.
So, a “technology gap” or “digital divide,” first noted in 1997, continues to widen between the
colleges and universities that have embraced and can afford the technology revolution and the
institutions that are being left behind technologically. Partially, this exists because of the strength of
institutional missions and differing student markets. But it also exists because smaller public campuses
and most independent institutions have not been able to afford the basic technological infrastructure
required by online learning. This disparity may also exists among a few institutions that are reluctant
to adapt to technological change and DL instruction.
35
Competitive Environment
It is a source of concern that many Maryland colleges and universities do not have the baseline
equipment and services necessary for the fastest growing form of postsecondary education and
training—online instruction. If Maryland institutions of higher education are to be competitive with
public and independent institutions in other states and with entrepreneurial institutions capable of
serving global markets (e.g., the University of Phoenix, Capella University, Jones International
University, the British Open University), and with commercial purveyors of educational services, the
technology gap among Maryland institutions must be overcome. For no longer are the educational
choices of Maryland residents limited to campuses within driving distance. Now, it is convenient for
Marylanders to stay in their homes and take courses that originate in Illinois, Florida, California, or
England.
There are other aspects of the competitive environment of distance learning that are not covered in this
study but have been reported in other studies by the Maryland Higher Education Commission--notably the Higher Education Information Technology Study: A Comparison of State Funding for
Statewide Initiatives (MHEC, August 2000). That study compared statewide initiatives to encourage
and support distance learning in four areas:
Educational networks
Statewide virtual universities
Digital libraries
Campus infrastructure
Whereas Maryland has provided specific and targeted support in the area of campus infrastructure,
there has been no targeted and directed State initiative in the other areas. If this investment is not
made, the State’s workforce will be not continue to be competitive with the workers in other states,
and the Maryland economy will suffer in proportion to the unrealized potential of the workforce.
Statewide Educational Utilities
In order to achieve the scale required to make technology-based delivery cost-effective, it is often
necessary to develop statewide consortia to share the costs and the resources. Many states have done
this by creating statewide educational utilities that provide services to the students of all campuses in
the state – the Kentucky Virtual University and the Kentucky Virtual High School are examples.
There are five areas in which statewide collaboration is most common:





Virtual Universities
K-12 Virtual Learning Initiatives
Digital Libraries
Educational Networks
Faculty and Teacher Training
There is a need for online “utilities” such as MarylandOnline and the Maryland Digital Library that
provide support services to all institutions. These utilities can help the weaker institutions achieve a
more level playing field while also providing services needed by the technology leaders.
36
MarylandOnline and the Maryland Digital Library can help the institutions less active in distance
learning achieve a more level playing field while also providing needed statewide services to the
technology leaders. Such statewide utilities, that provide services to all institutions, can (1) assure that
Maryland’s higher education institutions have the necessary infrastructure of online services, (2)
market Maryland’s online courses and programs through an internationally recognizable website for
all Maryland institutions, and (3) economically provide online student services, faculty technology
training, and online access to library materials, e-journals and databases to the students and faculties of
all Maryland colleges and universities.
Creating Expanded Capacity
One of the major issues facing Maryland over the next decade will be how to provide access to higher
education for the projected growth in postsecondary enrollments. The Maryland Higher Education
Commission projects that total headcount enrollment at Maryland public colleges and universities is
projected to increase by 24%, or by more than 59,000 students, by 2012. To provide for all of this
growth through the construction of new facilities would require capital construction in the next 9 years
equivalent to one-fourth of all the existing public campuses. Obviously, neither the time nor the funds
are available for such a task.
Distance learning technologies—especially online education—can provide a cost-effective way of
meeting the demand for expanding the capacity of the State’s higher education system. DL is already
the fastest growing area of higher education. In academic year 2000, 2.6% of the full-time equivalent
students in Maryland were generated by DL. In only 2 years (by 2002), the same group of students
grew to 4.3%. A wise State investment in distance learning can aid the State in expanding enrollment
capacity without imposing costly expenses in capital construction, etc.
Adapting to Rapid Change
It has become a common assumption of public policy-makers that academe is slow to change. The
data in this report suggest otherwise. Perhaps never in the history of higher education has such a rapid
transformation occurred in such a short period of time. In fact, the spread and growth of distance
learning (and electronically enhanced traditional instruction) have occurred in a remarkably short
period of time—basically in the past decade. The transformation of the higher education enterprise by
electronically mediated instruction has been profound. The concepts of self-paced study and
“anytime—any place” convenience have replaced the concepts of rigidly scheduled semesters and
classroom instruction. The use of educational vendors for course design and content with institutional
ownership of courses (rather than faculty ownership) is changing relationships between faculty
members and their institutions. The ability of students and instructors to be anywhere on the globe
and to continue to communicate electronically has totally changed concepts of student-faculty
interaction, academic advising, and student assessment.
The fact that so many Maryland colleges and universities have adopted distance learning to such a
great extent is testimony to the flexibility, adaptability, and responsiveness of Maryland higher
education.
37
38
APPENDIX
1. Data Tables
2. Distance Learning Survey Form
3. References
39
List of Tables
MEASURES OF ACTIVITY
1: Enrollments in Credit and Non-Credit Distance Learning Courses
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
43
44
45
46
DELIVERY METHODS
2: Primary Mode of Delivery for Credit and Non-Credit Distance Learning Courses
a. Four-Year Public Institutions
47
b. Community Colleges
48
c. Independent Institutions
49
d. Summary Table
50
3: Delivery Sites of Credit and Non-Credit Courses
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
51
52
53
54
INSTRUCTIONAL PRACTICES
4: Development of Course Content
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
55
56
57
58
5: Distance Courses that have No Equivalent Classes on Campus
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
59
59
59
60
6: Customized Training Activities Available by Means of Distance Learning
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
61
61
61
62
40
7: Institutions with Degree Programs Delivered Primarily or Entirely
by Distance Learning
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
63
63
63
64
8: Distance Degree Programs Identified
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
65
66
67
68
9: Institutional Memberships in Distance Learning Consortia
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
69
69
69
70
10: Distance Courses Designed for Specific Students Audiences
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
71
72
73
74
SUPPORT SERVICES FOR STUDENTS AND FACULTY
11: Automated Resources Available to Some or All Students
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
75
76
77
78
12: Technology Training Available to Faculty
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
79
79
79
80
13: Computer- and Internet-Based Support Available to Faculty and Students
a. Four-Year Public Institutions
b. Community Colleges
c. Independent Institutions
d. Summary Table
81
82
83
84
41
14: Campuses with Various Types of Services and Equipment Available to Support Courses
a. Four-Year Public Institutions
85
b. Community Colleges
86
c. Independent Institutions
87
d. Summary Table
88
15: Number of Each Type of Video and Audio Equipment/Services that Support Courses
a. Four-Year Public Institutions
89
b. Community Colleges
90
c. Independent Institutions
91
d. Summary Table
92
42