1 in 10 Students Enrolled Exclusively in Online Courses

A little more than 12 percent of all American post-secondary students were enrolled exclusively in online courses or online degree programs in 2012, according to the latest figures released by the National Center for Education Statistics, with another 13 percent taking at least some courses online.

On the whole, more than one-quarter — 25.8 percent — of post-secondary students took at least some courses online in fall 2012 (the latest period for which data are available).

Among undergraduates, 2.6 million (14.2 percent) took just some courses online, with 2 million (11 percent) taking their courses exclusively online.

The percentage of students taking courses exclusively online spiked among post-baccalaureate students, with 22 percent (639,343) enrolled exclusively online. Another 7.8 percent (227,467) took just some courses online.

According to the new report, "Enrollment in Distance Education Courses, by State: Fall 2012," public two-year colleges had the highest percentage of students taking just some courses online (17.3 percent, or 1.2 million students), followed by public four-year institutions, at 15.1 percent (1.2 million). About 16 percent, or 2.4 million, of all students enrolled at public institutions took just some courses online, with 8.3 percent (1.25 million) taking all of their courses online.

The highest rate of fully online enrollment was seen at private, for-profit institutions, where 42.6 percent of students (925,495) were enrolled exclusively online. At private, for-profit four-year institutions specifically, that jumps to 61.3 percent. Contrasting with that, just 5.2 percent of students enrolled in private, for profit two-year institutions took their programs completely online.

Among private, for-profit institutions, just 6.6 percent of students (143,191) took only some courses online.

Private non-profits had similar figures for part-time online enrollment, 6.5 percent (259,843). Fully online enrollment at private non-profits was 11.8 percent (467,528).

By state, the highest fully online enrollment percentage was seen in Arizona, the lowest in Rhode Island (1.6 percent). Seven states had at least a fifth of their post-secondary students enrolled fully online:

  • Arizona (48.2 percent, or 360,835 students);
  • West Virginia (40 percent, 66,096 students);
  • Iowa (39.7 percent, 144,223 students);
  • Minnesota (26.2 percent, 119,366 students);
  • North Dakota (22.9 percent, 12,718 students);
  • Utah (22 percent, 62,089 students); and
  • South Dakota (20.9 percent, 11,803 students).

Twenty-one states (plus the District of Columbia) had fully online enrollment percentages in the single digits.

Curiously, only two states had at least 20 percent of their students enrolled in some but not all distance education courses: Idaho (23.8 percent, or 26,184 students) and North Carolina (11.4 percent, or 66,558 students). But the vast majority of states were in the double digits. Just nine states (plus the District of Columbia) had part-time online enrollments of less than 10 percent.

The complete report, which includes additional breakdowns by state, can be found at nces.ed.gov.

 

About the Author

David Nagel is the former editorial director of 1105 Media's Education Group and editor-in-chief of THE Journal, STEAM Universe, and Spaces4Learning. A 30-year publishing veteran, Nagel has led or contributed to dozens of technology, art, marketing, media, and business publications.

He can be reached at [email protected]. You can also connect with him on LinkedIn at https://www.linkedin.com/in/davidrnagel/ .


Featured

  • a glowing gaming controller, a digital tree structure, and an open book

    Report: Use of Game Engines Expands Beyond Gaming

    Game development technology is increasingly being utilized beyond its traditional gaming roots, according to the recently released annual "State of Game Development" report from development and DevOps solutions provider Perforce Software.

  • abstract representation of equity at the core of AI

    Why Equity Must Be a Core Part of the Conversation About AI

    AI is an immensely powerful tool that can provide customized support for students with diverse learning needs, tailoring educational experiences to meet student’s individual needs more effectively. However, significant disparities in AI access and digital literacy skills prevent many of these same students from fully leveraging its benefits.

  • Man wearing headset working on a computer

    Internet2: Network Routing Security and RPKI Adoption in Research and Education

    We ask James Deaton, vice president of network services, about Internet2's initiatives and leadership efforts to promote routing security and RPKI adoption in research and higher education networks.

  • network of transparent cloud icons, each containing a security symbol like a lock or shield

    Okta, OpenID Foundation Propose New Identity Security Standard

    Okta and the OpenID Foundation have announced the formation of the IPSIE Working Group — with the acronym standing for Interoperability Profiling for Secure Identity in the Enterprise — dedicated to a new identity security standard for Software-as-a-Service (SaaS) applications.