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Models of Delivery ofDistance Education

Prepared forPalomar

TMAPP Grant 98-0666

Statewide Distance Education Delivery Models

by

TheEducation Coalition

31 SegoviaSan Clemente, CA 92672

949-369-3867

March, 2000

DRAFT – 5/4/00

Palomar TMAPP Delivery Methods April, 2000 2

Contents

Questionnaire Form 3Distance Education Model Overview Matrix 4InstitutionsAmerican Institute for Computer Sciences 9Bar-Ilan University’s Virtual Jewish University 12Coast Community College Telecourses 15Dallas Telecourses and other Texas Community Colleges 17Duke University MBA-Global Executive 21Duke University School of Medicine 25Maricopa County, Phoenix, AZ 27Maryland 28National Technological University (NTU) 30New Jersey Institute of Technology 33Old Dominion University, VA 38Rensselaer Polytechnic Institute 40Rochester Institute of Technology 44Stanford University 47SUNY 52University of California, Los Angeles, Extension 54University at Colorado at Boulder 57University of Maryland, University College 60The University at Oberta de Catalunya 64University of Phoenix Online 69


Questionnaire Form forModels of Delivery of Distance Education

Name of InstitutionAddressPhone numberE-mail address

Descriptive information:

Elements of Program Primary method of course delivery Distance Learning Philosophy

Total enrollment:

Cost of program per credit hour or equivalent: Length of program(s):Average number of students per class:

Degrees/ Classes offered:

Additional Information:


Distance Education Model Overview Matrix In

stitu

tion

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AmericanInstitute forComputerSciences(private)

Learnercentered

Virtualcampus

NA BS$84/crhrMS$115/crhr

BS 120MS 36

NAStudentsworkindependently

ComputerScience, InfoSystems,Combo Pgm

DETCaccreditedandlicensedAL StateDOE

Bar-IlanUniversityVirtualJewishUniversity

NA WebCT,Real-PlayertechnologyLecturers,Readings,DiscussionOnline

450students

$90/cr/hr SemesterNA

Varies bycourse

JudeanDesertScrolls,Jerusale,religious,Jewishheritage

Facultyidentifying40 morecourses

CoastComm.CollegeTele-courses

LearnerCentered

Broadcasttelevision,satellite, andcable, video-cassettesinteractiveCD-ROMsInternet

5000studentseachsemester.3500studentssummersession

$11/cr/unit 18 weeksemesterHistoryandBiologyare a 9week class

60 to 300studentsper class

ChildDevelop-ment andPsychologyCulturalAnthropologyBusinessand FinanceScience andMathematicsHumanitiesForeignLanguageMusic, Art,and PersonalEnrichmentCareerDevelop-ment,Counseling,and StudentSuccess

CoastTele-coursesalsomarketsanddistributesits tele-coursesworldwide.

DallasTele-coursesand otherTexasComm.Colleges

Facilitated video serieswith printmaterials,Internet, liveTV

230,000since197210,000each year

Variesfrom $40to $370per cr/hr

Variesdepends ongoals,measuredby credithours.

NA Associate ofArts andSciencesdegree(A.A.S.)OfficeTechnology-Adminis-trativeAssistantprogramVeterinaryTechnicianCertificate

Sevencolleges,allaccreditedby theCommis-sion onColleges oftheSouthernAssocia-tion ofCollegesandSchools,are a partof theDistanceLearningProgram ofthe DallasCommun-ityColleges.

DukeUniversity

NA Asyn onlineapp. sharingsoftware,asyn. groupdiscuss,classbulletin bdstext, CD-ROM

NA $89,700 9 monthsreqclasses inresidenceat multipleint;lprogramsites

20studentsperprogram

GlobalexecutiveMBAprogram

reviewingcomputer-basedvideoconf,streamingvideo, andVOnetworksyndiscuss


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DukeUniversitySchool ofMedicine

NA Video conf.and on-siteclasses.Handouts,assignmentsWeb

14NIHerscomprisetheinauguralclass.

$480/crhr 24 plus 12forresearchproject

Videoconfroomsizelimitsstudents

MHS Quan. &methodologicalprinciplesof clinicalresearch iavailableby DL

MaricopaCounty

Learnercentered

Blackboardserver foronlinecourses

NA NA NA NA Varied

Maryland Facilitated videotape,email, voicemail,Internet, andinteractivevideo

NA NA NA As manyas foursites canbeinterac-tive withoneanotherat thesametime. TheATC-140class-room willaccom-modateup to 26people

Associate’sdegree at analliedcommunitycollege andthen finishtheirbachelor’sdegree bycompletingupper-levelcourseworkat UMUC.

MarylandOnline is aconsortiumofMarylandcommunitycollegesanduniversities, thatpresentsstudentswith theopportunitytocompletecourses,certificates, anddegreeprogramsat adistance.

NTUNationalTechnologicalUniversity

Facilitated On demanddesktopaccess tocourses.Satellite,videoclassvideo filestorage,videoconf,streamingvideocourse,electronicmail; fax.

NA USlargestengineerCE

$625/crhr$520 audit

Semester,prof. devvaries

20-30 Master’sdegreeprogramcomputerscience(MSCS)

Variouscoursesofferedonline

Coursesoffered toleadingtech basedcorp. gov.agencies:IBM, HP,Motorola,Raytheon,Boeing,USDOE

NJITNewJerseyInstitute ofTech.

NA Computerconf. Sys.VirtualClassroom® coursescombinestreamingvideo, CD-ROM, web,InteractiveTV, satellitevideo dist.with conf

NA $206-$530/crhr

10-14weeks

25 ComputerScience, Infosys. Eng.mgmt.


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Old DominionUniversity, VA

TV,computertechnology.Online ViaSatellite aswell ascoursesthatcombinecomputer-basedactivitieswithtelevisedcoursemeetings.

LearnerCentered

17,000for year2000

$120-$520/cr/hr

Samesemestercalendaras oncampus

Varies,40-300

BA andMaster'sdegrees.Engineeringtechnology,nursing,criminaljustice,education,professionalcommunica-tion, taxation,businessadmin,publicadmin,nursing,healthsciencesadmin, andhumanservicescounseling.Teacher re-certificationcourses arealsoavailablethroughTELETECHNET.

Partner-shipbetweenOldDominionUniversityand eachcommunitycollege intheCommon-wealth ofVirginia.

RensselaerPolytechnicInstitute

NA Syn. Mostfacultytaught real-time at Troyor Hartford.Satellite,videoconf,mailedtapes,Webvideostreaming

4000since1996

$750/crhr Semesterfor creditcourses,varies fornon-credit

Avg 20-30

MBA MSMS inMgmt,Master Eng.

USDLANamedBestDistanceLearningProgram

RochesterInstitute ofTechnology

NA Internet andcomputerconf,multimediadeliversclass tostudents’computer.

2,000students,4,000enrolled1999

$249-$273/crhr

11 weeks NA 5 grad, 3undergraddegrees, 12cert. 200coursesonline,softwareeng,elec/mech,computersci, comm.

Sameobjectives,rigorousworkload,tuition andacademiccredit ason-campuscourses

StanfordUniversity

Facilitated DLcourses via3 methods ofdelivery.VideotapeInstruction(TVI), CPDMicrowaveTrans-mission

5,000each yea

$765.00-$995.00per unit

Varies Varies AeronauticsandAstronauticsComputerScienceEngineeringMedicalInformationSciencesComputa-tional math

StanfordOnline willdevelop avideo-on-demandsequenceof coursesandlectures fornon-credit,usingexistingcourses asmodules.


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SUNY Learnercentered

Two accessmethods.One, viadirectconnectionsto Internetprovidersand two, viasixSUNYNet/Internet T-1FrameRelayGateways ateach T-1node.

NA Under-graduate$137.00Graduate$213.00Out ofstatetuition percredit hourUndergraduate$346.00Graduate$351.00

NA NA NA The StateUniversityof NewYork(SUNY)systemconsists of64campusestieing thecommunitycollege,college,and univer-sitiestogether.

UCLAUniversityof CA,LA Ext

Facilitated Online,instructor-led coursesdeliveredthroughBlackboardandEmbanet,two Asyn-chronoussoftwarepackages,whichprovideelectronicmail, chats,threadeddiscussion,file transfersand folderorganiza-tion througha virtualclassroomsetting.

Since9/96 2,000

$81.00-$150.00per unit

5 weeksaverage

15-25students

Computers&InformationSystems,Business &Mgmt,Writing, andEducation

Coursesalso useCDROMs,streamingvideo, andtouch-tonetelephone.Everyonlinecourseoperatesindependently. Theyaredesignedandconductedespeciallyto takeadvantageof theonlineformat.

Universityof CO-Boulder

Facilitated Electronicmail; fax;microwavetelevisionwithinteractiveaudio;satellitetelevision;telephone;video-cassette

1,700 perannually

Tuition per3-creditcourse:$1,200.00FinalProject orthesis:$996 (forup to 3credits)DegreeCandidacy: $996TelecommunicationsCapstoneSeminar:$996

Semester Varies bydeliverymethod

Master ofEngineeringand Masterof Science

Over 800companiesnationwidehaveparticipated inCATECS,andenrollments fromabroadhaveincludedstudents inGermany,Spain,Canada,Korea,Australia,Israel,Columbia,MarshallIslands.


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Universityof MD,UniversityCollege

Facilitated Onlinecomputerconf, audioconf, e-mail,InteractiveVideoNetwork,fax; cableand satelliteTV, video-cassette;VM conf,videoenhance-ment usingcable andVCR dist.computer-guidedinstructionalpgm, phonenetworks,and audio-cassetteson-line quizsystem.

13,000 $183.00-$397.00per credithour

14 weeks Varies BA/BS andGraduatedegrees

Universityat ObertadeCatalunya

Facilitated e-mail, CD-ROM,audio-tapes,videos,diskettes,Web, textd

NA NA Varies bycourse

NA BusinessEd PsyLawHumanitiesInfo Sys,Tech EngMgmt.SysTecEngCatalan LitBusinessAdm Mgmt.StatEnglishComputer En

receivedBange-mannChallengeawardEuropeanUnion.

Classesconductedin Spanish.

Universityof Phoenix

Facilitated Microsoft®OutlookExpressAsyn.

9,500 $330-$485/crhr

5 to 8weeks

6-15 AA, BS MA,Doctorate


American Institute for Computer Sciences2101 Magnolia Ave., Suite 200

Burlington, AL 352051-800-729-2427

http://www.aics.edu

Descriptive information:The American Institute for Computer Sciences (AICS), a privately owned independent collegelocated in Birmingham, Alabama, was established in 1988 to offer undergraduate and graduatedegrees in computer science and information systems through distance learning. Because AICSrequires no residency as part of its programs, student services and a sense of campus communityare gained primarily through the AICS Web site.

Courses are available to 120 countries worldwide.

Elements of Program

Primary method of course delivery and response:Instruction is a self-paced, independent study format with texts, CD-ROM, online labs, andElectronic bulletin board for questions-and-answers; discussions and study groups with otherstudents through the Pascaline, AICS' virtual campus chat rooms and newsgroups isrecommended, but not required.

AICS has a partnership with CBT Systems, the world's leading developer of computer basedtraining; many AICS courses include CBT interactive multimedia learning material (primarily CDs) toprovide hands-on experience. Students may access the material through AICS' online virtualcampus or through CDs provided with course material.

When a student enrolls, they are shipped textbooks, course work, software, CD-ROMs, andtutorials for the first phase of their program. They also receive an AICS Student Handbook thatcovers all AICS policies and includes course expectations and instructions for completing coursework. Each course contains self-tests, course assignments and an open-book, proctored finalexamination. Students are required to meet minimum completion requirements for each course,and they must submit a study agreement to their faculty advisor.

The AICS virtual campus provides additional student support through online labs for each course.Labs include answers to frequently asked questions and self-tests, online lectures, and otherresources that help students. Faculty are available to students via phone, fax or e-mail withindividual assistance.

Distance Learning Philosophy:As a distance-learning institution, AICS strives to be a student-centered community that isenriched and energized as it responds to the intellectual, professional, and personal goals ofindividual students of diverse races, ethnicities and ages by offering self-paced programs thatallow students to maintain their personal and professional responsibilities while pursuing adegree. It is AICS' mission to serve the educational needs of students worldwide through thehighest quality education in computer and information technology, thus meeting the global needsof industry, business, education and government for highly-skilled technical employees with theability to think critically and solve problems creatively.


To achieve its mission, AICS:• Develops curricula with the distance learner in mind, using the latest instructional

technology and appropriate college level texts that motivate and support the self-directedlearning activities of its students.

• Provides students with the ability to develop strong interpersonal skills with anunderstanding of social responsibility and modern business practices through a strongcore curriculum in the liberal arts and business.

• Individualizes the educational program through open student/faculty interaction andstudent-to-student collaboration.

• Encourages higher level thinking skills through courses that require students toassimilate and synthesize knowledge for practical application.

• Provides student support services that build a sense of identity and shared goals amongstudents, eliminating the isolation that many distance learners experience.

• Supports a highly qualified faculty that is student and teaching oriented and is engaged inscholarly research and professional activities.

• Is world-minded, recognizing that students must prepare to function in an increasinglyinterconnected global society.

• Encourages students' commitment to life-long learning in the rapidly changing fields oftechnology.

• Promotes the accessibility of post-secondary education to the majority through the costefficient benefits inherent in distance education.

The virtual campus has been built to provide AICS students with a community -- a place wherethey can gain additional resources, obtain student services and get to know colleagues andfaculty.

AICS believes student support is at the heart of a successful distance learning experience. Inaddition to an admissions advisor, who assists students throughout enrollment, a faculty memberbecomes an instructional mentor. The faculty advisor is available to answer questions via phonethrough a toll-free student help line, fax or e-mail during regular business hours.

Total enrollment in distance education:Unavailable

Cost of program per credit hour or equivalent:Bachelor of Science tuition is $84 per credit hour, including textbooks, multimedia instructionalmaterials and course work.

B.S. Degree : Tuition ranges from $3,360 for students who receive the maximum number oftransfer and life and work experience credits and need only 40 credit hours to graduate to$10,080 for students with no transfer or life and work experience credit.

Master of Science: tuition $115 per credit hour, including textbooks, multimedia instructionalmaterials and course work.


Students may transfer up to eight credit hours from graduate programs at other institutions.Tuition ranges from $3,220 to $4,140.

Students enrolling in the combination B.S./M.S Degree program receive an additional 15 percentoff their tuition.

Example:B.S. Tuition 66 credit hrs $ 5,544M.S. Tuition 36 credit hrs $ 4,140 Minus 15% $ 1,452Actual Tuition102 credit hrs $ 8,231

Individual CoursesUndergraduate level courses $ 395Graduate level courses. $ 515

Length of program(s):Varies. It depends on the number of courses required after credits are transferred and awarded forlife and work experience.

The B.S. program is a full 120 credit hours; the M.S.program requires completion of 36 credithours. However, credit is given for previous college courses as well as life and work experience.AICS awards up to 30 credit hours toward meeting the core curriculum requirements for learningachieved through life and work experience; 80 hours of previous college credit can betransferred.

Average number of students per class:N/A. Students work on an individual basis.

Classes/Degrees offered:Bachelor's of Science Degree in Computer ScienceMaster's of Science Degree in Computer ScienceBachelor's of Science degree in Information SystemsB.S./M.S.Combination Program

Additional Information:AICS is licensed and approved by the Alabama State Department of Education.In January 2000, AICS gained accreditation from the Accrediting Commission of the DistanceEducation and Training Council (DETC). The Accrediting Commission of the DETC is listed by theU.S. Department of Education as a nationally recognized accrediting agency and is also arecognized member of the Council for Higher Education Accreditation (CHEA).


Bar-Ilan University’s Virtual Jewish UniversityRamat Gan, 52900, Israel.

972-3-531-8121 or fax 972-3-535-4918.http://www.biu.ac.il

http://www.bar-ilan.edu

Descriptive information:Bar-Ilan University launched the Virtual Jewish University (VJU) in 1999, offering students aroundthe world full undergraduate and graduate credit for Internet study of Jewish heritage, transferableto universities throughout the world. The virtual university is not a separate, degree-grantinginstitution, but rather a part of Bar-Ilan. Bar-Ilan University is one of Israel's largest educationalinstitutions, and is open to any religious denomination. Bar-Ilan hopes to reach agreements to offer its online courses to overseas universities that do nothave strong Jewish-studies programs of their own. Bar-Ilan officials are close to making finalarrangements with two North American institutions to jointly offer courses through the VirtualJewish University. They are in late-stage negotiations with a major Canadian university to includethese courses as part of their regular course offerings in a joint venture sort of way, and are in similarnegotiations with a major California university. A college in Mexico has already expressed aninterest in purchasing a block of student places for the English courses. All classes are conducted in English, including both the lecture materials and discussions. When itis necessary to use a Hebrew word or phrase, for example a verse from the Bible, it is translated ortransliterated.

Elements of Program

Primary method of course delivery Lectures and required readings are available online, and discussions take place using coursebulletin boards, which are mandatory, and chat sessions, which are optional. The courses weredeveloped using mostly off-the-shelf technology, including software from WebCT for coursedelivery and RealPlayer technology for video and audio. Instructors post hours during which they are available for online consultation; each professor hascommitted to being available for at least two hours per week of real-time chat during fixed "virtualoffice" hours. Class assignments and examinations are also submitted through the Internet. Ten percent of astudents' final grade is based on participation in online discussion boards. Videoconferencing isalso being explored. The need to include Hebrew texts, and to allow general right-to-left capability for the Hebrew-speaking students, required some modifications. Distance Learning Philosophy:Bar-Ilan feels universities of the future on the Internet are going to specialize in different subjects,with students going to Oxford University for one thing, MIT for another, and Bar-Ilan for JewishStudies.

All Bar-Ilan Internet courses are the same courses that students traditionally take on campus.While the courses are identical in content, and in credit, to existing Bar-Ilan courses, they havebeen redesigned for their new format. In some cases Bar-Ilan feels the Web format is actually


superior to a traditional class.

Online instruction poses problems that Bar-Ilan never faced with classroom instruction.Scheduling chat sessions is a challenge, especially with an international student body.

Total enrollment: About 450 students, including 150 from overseas (seven of whom are high-school seniors from Baltimore who are taking courses for Advanced Placement credit) Many of the students are older and working. For some, it is their first experience withUniversity-level studies.

Cost of program per credit hour or equivalent:$ 90 per semester hourAudit Fee: $ 45 per semester hour Length of program(s):Each course is one semester

Average number of students per class:Varies - depends on course

Degrees/ Classes offered:The program offers the following six courses, each four credits, which are taught in both Hebrewand English.

• The Judean Desert Scrolls • Jerusalem Throughout the Ages• Music in Traditional Jewish Culture and Society • War and Peace in the Bible • The Yearly Cycle - Jewish Holidays: Talmud, Halacha, Custom• The Laws of Family and Relations: Talmud, Halacha, Custom

Faculty members are now sifting through the list of over 2,000 Jewish-studies courses that Bar-Ilan offers to identify about 40 more that are appropriate for the online format. In addition toEnglish, Spanish- and French-language courses are in the works for next year New courses will be available next fall since it takes six to nine months to develop a new course,then Bar-Ilan students test the course for a semester or two.

Additional Information:Student comments "I've never been to university, and it's been a hundred years since I've been to school," jokesTamar Tessler, a schoolteacher and grandmother living on Long Island. Last semester, Ms.Tessler took "Jerusalem Through the Ages" and "The Jewish Cycle: Holidays of Israel." Thissemester she has enrolled in two more courses, one called "The Laws of Marriage and Relations:Talmud, Halacha, and Custom," and another on the Dead Sea Scrolls. Ms. Tessler, an observant Jew with a strong background in Jewish religion and texts, says thecourses were on a very high level. "If I were not so knowledgeable, I would have found a lot of theJewish legal stuff hard to follow," she says. "What astonished me," she says, "was the number of gentiles taking the 'technical' courses onJewish life, as opposed to the Biblical or historical ones, although there are those taking the latter


as well. Their knowledge astounded me." While she hopes to complete a degree some day, Sandy Zeoli of New Jersey has chosen to auditcourses. After taking the course on Jewish holidays last semester, she has now enrolled in acourse called "War and Peace in the Bible."


Coastline Community CollegeDistance Learning Department

11460 Warner Ave, Fountain Valley, CA 92708-2597Phone: (714) 241-6216

http://gnu-ct.ccc.cccd.edu/~ct/ http://pelican.ccc.cccd.edu/~dl/

Lucy Ray PascoeTelecourse Marketing Coordinator

714-241-6109Joanne Phillips Admin Asst. Distance Learning

714-241-6140

Descriptive Information:Coast Telecourses is the national marketing and distribution division of Coastline CommunityCollege, an award-winning producer of instructional media since 1976. Coast Telecourses alsomarkets and distributes its telecourses worldwide. Coastline is one of the few educationalinstitutions that designs, produces, offers, markets, and distributes telecourses. It is uniquelyqualified to develop innovative and flexible instructional systems that are interesting and effectivein serving the needs of college students, people in corporate training programs, and learners invarious other institutional settings. Course production is accomplished in cooperation with KOCE-TV, Channel 50, the Coast Community College District's local PBS station, which also broadcaststo Coastline students.

Elements of Program

Primary method of course delivery and response:Broadcast television, satellite, and cable; and students can also take telecourses usingvideocassettes in their homes, training sites, libraries, and learning centers. Telecourses are alsohighly compatible with information-rich technologies such as interactive CD-ROMs and resourceson the Internet.

Distance Learning Philosophy:Convenient, flexible options for fulfilling degree requirements.Academically proven, well-produced curriculum developed by college faculty, scholars,practitioners and instructional design specialists.Opportunity to attain educational/career goals without sacrificing full-time employment or family.Technology-enhanced learning experience.Opportunities for K-12 teacher credentialing and salary advance credit.Programs tailored for highly motivated, committed, goal-oriented learners.Accessible learning options for students with disabilities.

Total enrollment in distance education:5000 students each semester3500 summer session

Cost of program per credit hour or equivalent:$11.00 per unit

Length of program(s):18 week semesterHistory and Biology are a 9 week class


Average number of students per class:60 to 300 students per class

Classes/Degrees offered:Child Development and PsychologyCultural AnthropologyBusiness and FinanceScience and MathematicsHumanitiesForeign LanguageMusic, Art, and Personal EnrichmentCareer Development, Counseling, and Student Success

Additional Information:Coast Telecourses' experience and tradition of excellence is reflected by collegial, collaborativerelationships with such leading agencies as PBS/Adult Learning Service, KCET-Los Angeles,WNET-New York, the British Broadcasting Corporation (BBC), the U.S. Navy, Dallas TeleLearning,Great Plains Network (GPN), INTELECOM (Southern California Consortium), and South CarolinaETV. Such noted educational publishers as McGraw-Hill, Houghton Mifflin, HarperCollins,Harcourt Brace, Worth Publishers, Thomson Learning, and Kendall/Hunt have participated inCoast Telecourses projects. Renowned scholars and expert teachers have appeared in or beenconsultants on Coast video programs or authored telecourse print materials. Portions of manycourses are shot on location to achieve the authenticity evoked by depicting people and subjectmatter in true-to-life settings.


Dallas County Community CollegesDALLAS TeleCollege

The Distance Learning Program of the Dallas Community Colleges9596 Walnut Street

Dallas, TX 75243972-669-6400888-468-4268

[email protected] Web site: http://dallas.dcccd.edu

Kasey McKay-Erwin972-669-6652

[email protected]

Descriptive Information:Seven colleges, all accredited by the Commission on Colleges of the Southern Association ofColleges and Schools, are a part of the Distance Learning Program of the Dallas CommunityColleges.

Elements of Program

Primary method of course delivery and response:Telecourses--includes a video series with print materials; video series available by lease or onDallas cable or broadcast television.

Telecourse Plus--telecourses PLUS Online activities; requires access to the InternetOnline Courses--course activities conducted via the Internet.

Live TV Courses--students view these "live" classes at stated times on local cable TVIndependent Distance Learning Courses--students participate in specialized activities along withprint and video.

Distance Learning Philosophy:Mission Statement:The Dallas Telecollege is a collaborative effort of the colleges that comprise the Dallas CommunityCollege District to provide college courses and student services to students who choose topursue college level instruction at a distance regardless of where they reside.

Total enrollment in distance education:More than 230,000 enrolled in DCCCD distance learning program since 1972Average 10,000 enrollments each year

Fall 1998 enrollments (12th class day) totaled over 4,000:Telecourse & Telecourse Plus Courses (75%) 3012Online Courses ( 24%) 965Live TV Courses ( 1%) 49Total 4023

Cost of program per credit hour or equivalent:Tuition and Student Support Fees - All Semesters, Effective Spring, 2000Dallas County Only | In Texas |Outside Texas


Dallas County OnlySemestercredit hrs. Tuition Distance Learning

Registration Fee Total1 $25 $15 $402 46 15 613 69 15 844 92 15 1075 115 15 1306 138 15 1537 161 15 1768 184 15 1999 207 15 22210 230 15 24511 253 15 26812 276 15 29113 299 15 31414 322 15 33715 345 15 36016 368 15 38317 391 15 40618 414 15 42919 437 15 45220 460 15 475

IN TEXASSemestercredit hrs. Tuition Distance Learning

Registration Fee Total1 $43 $15 $582 86 15 1013 129 15 1444 172 15 1875 215 15 2306 258 15 2737 301 15 3168 344 15 3599 387 15 40210 430 15 44511 473 15 48812 516 15 53113 559 15 57414 602 15 61715 645 15 66016 688 15 70317 731 15 74618 774 15 78919 817 15 83220 860 15 875

OUTSIDE TEXASSemester Tuition Registration Distance Learning Totalcredit hrs. Fee Fee


1 $200 $5 $165 $3702 200 5 165 3703 219 5 165 3894 292 5 220 5175 365 5 275 6456 438 5 330 7737 511 5 385 9018 584 5 440 10299 657 5 495 115710 730 5 550 128511 803 5 605 141312 876 5 660 154113 949 5 715 166914 1022 5 770 179715 1095 5 825 192516 1168 5 880 205317 1241 5 935 218118 1314 5 990 230919 1387 5 1045 243720 1460 5 1100 2565

Length of program(s):Varies depends on goals. Measured by credit hours.

Average number of students per class:NA

Classes/Degrees offered:Associate of Arts and Sciences degree (A.A.S.)Office Technology--Administrative Assistant program (available in 1999)Veterinary Technician Certificate (in development; first course available spring 1999)

117 courses were offered in spring '99:

Telecourses: 24 coursesOnline courses: 65 coursesTelecourse plus Online courses: 21 coursesLive TV courses: 6 coursesIndependent distance learning courses: 1 course

Additional Information:Partnerships:Western Governors University--November, 1997--Governor Bush’s Office selected Dallas as thefirst Texas representative.

Southern Regional Electronic College--June, 1998--Dallas was approved to offer a full degree.

Virtual College of Texas—August, 1998—Participated in pilot semester of VCTPACE program—1992--Reaches ships, submarines, and remote sites of the U.S. Navy--morethan 4,000 enrollments since 1992.

Articulation agreements with University of Phoenix and Governors State University for Bachelor’sdegree completion.


Community College Distance Learning Network (CCDLN)--Marketing partnership of DistanceLearning colleges to reach students across the country.


Duke University Durham, North Carolina 27708-0120

919-660-7700http://www.duke.edu

Descriptive information:Duke University offers a number of distance learning programs. We have selected to review twoprograms: the Global Executive MBA, and The Clinical Research Training Program Master ofHealth Sciences Degree.

Duke University MBA-Global Executive(The Fuqua School of Business)

http://www.fuqua.duke.edu/admin/gemba

Elements of Program

The Global Executive MBA (GEMBA) program at Duke University, offers the opportunity to earn anMBA by combining distance learning with international residencies. The format combinesasynchronous online instruction with required classes in residence at multiple internationalprogram sites.

The target audience is executives, general managers who have or will soon assume globalresponsibilities, and high-potential managers of global corporations.

The international residential settings (mandatory for all students) allow intense face-to-faceinteraction between the Fuqua faculty and Global Executive students. During the two-weekresidencies students are in classes for a minimum of six hours per day, and they work with theirteams to build and maintain the work plans which they use during the distance portion of theprogram.

During the residencies outside the United States, the selected venues are chosen to representboth emerging and developed markets. Additionally, students learn about the business practicesin a particular geographical region through a variety of means, including visiting local companiesand listening to business, academic and civic leaders speakers from the region.

Sample Residential Sites:• Buenos Aires, Argentina• Durham, North Carolina, USA• Hong Kong, P.R.C.• Madrid, Spain• Prague, Czech Republic• São Paulo, Brazil• Salzburg, Austria• Shanghai, P.R.C.

The Global Executive program is a lock-step curriculum, meaning that all students take all courses. The program incorporates education about social, economic, political and cultural issues thataffect the way business is conducted around the world. Students prepare white papers that detailplans for managing specific aspects of their companies in a technology-rich, team-orientedenvironment.


Each student is provided with a laptop computer, portable printer and associated software andsupport. Global Executive students are required to secure on-line access through a local InternetService Provider (ISP). Students use interactive communications technologies to maintain closecontact with classmates and faculty. Cutting-edge technology used in the distance-learningsegments of the program not only enables collaborative learning, but also promotes a greatersense of community among the participants. These links — to each other, the faculty, Duke andFuqua — are reinforced during each ensuing residential learning session. Primary method of course delivery: The core interactive technologies currently used in Global Executive include:

• application-sharing software• asynchronous group discussion software• class bulletin boards• textbook,• CD-ROM-based lectures from a professor• real-time chat session with other students and the professor Duke is currently investigating computer-based videoconferencing, streaming video, andvoice over network synchronous discussions for this program.

In addition to weekly real-time office hours, faculty monitor class and team bulletin boarddiscussions and respond to e-mails on a regular basis. Faculty vary in availability, usually due to thesubject matter and other teaching/research commitments. However, on average, faculty willrespond within 24 to 48 hours. Students are told to anticipate approximately 20 – 25 hours per week for study andcommunication with other students and instructors during off-site periods. During the requiredon-site residencies, students are expected to devote about 12 hours per day going to class,working in groups and studying. Total enrollment: Unavailable Student profile: (1997, ’98 and ’99)

• Average age: 36• Average number of years of professional experience: 14

Requirements for admission include:• Current employment in a managerial position, regularly taking on increasing responsibilities,

with globally focused content, either presently or in the future• Bachelor's degree or equivalent• Indications of quantitative achievement (transcripts and job duties)• Written sponsorship from the student’s company, or self-sponsorship if one owns their own

company. Students can work and live anywhere in the world, as long as they can secure access to theInternet, and this program seeks a mix of students from throughout the world. Participants aredrawn from a rich diversity of industries, job responsibilities, professional backgrounds, culturesand nationalities so the program facilitates the development of a network of high potentialmanagers around the world, a network which will be critical in the student's professional future.


Cost of Program(s): $89,700. Tuition includes all educational expenses, an IBM ThinkPad laptop computer, portable printer,academic books and other class materials, and lodging and meals during the five residentialsessions. Upon graduation, the ThinkPad becomes the property of the student. The tuition doesnot include travel to and from the residential sites. Each student is supplied with a computer, all of the program software, and technical support. TheFuqua School of Business Distance Learning specialists maintain, upgrade, and trouble-shootGlobal Executive laptops during each residency. Length of Program(s): 19-month program, with four two-week residential sessions and one three-week residentialsession. Number of students per class: Approximately 20 students per program Distance Learning Philosophy: The Global Classroom Duke feels that online offers students first-hand experience leading and managing globallydispersed teams, working effectively across time zones to manage competing priorities undertime constraints, and provides practical expertise of developing and managing teams in a globallydistributed environment. Virtual Teams Since Duke feels students learn from each other as well as professors, students are assigned tocross-functional, cross-cultural learning teams during the online and residency portions of theprogram. Each team works to complete portions of academic coursework as well as to reinforceconcepts learned in the classroom; with the advantage of a globally dispersed student body, thestudents are also able to obtain a first-hand perspective on almost any situation.

• Because students work while they are learning, many new concepts can be applied inday-to-day business relatively quickly.

• Students use cutting-edge technology to learn about educational concepts as well ashow to manage across time and space.

• In order to realize the true value of the program, of intellectual curiosity and must beprepared to participate fully in all aspects of the program.

Additional Information: Student quotes: "In a typical week, I read the individual class bulletin boards every day, looking to see whatquestions the professor has posed and participating with my classmates. I may need to read thetextbook, or watch a CD-ROM-based lecture from a professor. I also attend the professor's officehours in a real-time chat session when I need to. My team members are in Indonesia, Tokyo, NewYork, and North Carolina. We meet in our own chat room each week, to work on team assignmentsand help each other learn the material."

Sidney Leandro '99Finance Director

Ford Motor CompanyGuarulhos, Brazil


The online discussions were as effective as the classroom teaching. The bulletin board formatallows you to go back and review things in their entirety and at your own pace."

Maureen Cannon '97Team Leader, Operations and Marketing

Monsanto Europe SABrussels, Belgium

"The Global Executive program is the freshest academic experience I have had. The use of theInternet for an executive MBA program has changed the direction of my company and my life. TheGlobal Executive’s combination of international residential sessions and distance learningenabled me to know the students, the world, the work and the professors in a most practical andwonderful way. With people working around the globe on multiple projects in virtual teams, for thefirst time a graduate school reflects the real world."

Janet Morgan ’97President & Chief Executive Officer

Media Minds GroupGreenwich, Connecticut, USA

"Just about every executive today has received some form of team-oriented training. The GlobalExecutive takes it a step further, however, by teaching you how to work in teams across regionsand time zones; across countries and cultures; and in a virtual environment — a situation faced bymany executives in global organizations today, but one in which only a few are truly prepared toeffectively cope."

Gary Mayo '98Global Customer Service Director

Visteon Automotive Systems, Canton Michigan, USA

"We are bound and required by the fast-moving The Global Executive schedule and our very busylifestyles to recognize each other’s strengths and weaknesses while working in a team setting.Working as part of diverse global teams, we complement each other or learn how to fill a void asnecessary."

Aika Jaxybayeva ’98Partner

Prime StandardMoscow, Russia’


Duke University School of Medicine The Clinical Research Training Program

Master of Health Sciences Degree http://www.cc.nih.gov/ccc/cc_duke/info.html

http://tpcr.mc.duke.edu

Descriptive information: The Clinical Research Training Program Master of Health Sciences Degree is offered by thefaculty of the School of Medicine at Duke University in collaboration with the National Institutes ofHealth (NIH) Warren G. Magnuson Clinical Center. Established in 1986 as one of the nation's first training programs in clinical research, this programaddresses an existing need at NIH for formalized academic training in the quantitative andmethodological principles of clinical research.

Elements of Program

Primary method of course delivery: Students at NIH attend classes at Duke by way of video conferencing. Video and audiotransmission of the Duke-originated courses are displayed on large-screen monitors in the WarrenGrant Magnuson Clinical Center. The classroom provides continuous video and audiotransmission of the students at NIH to allow for full classroom participation by the off-campusstudents. In addition to the videoconferenced classes from Duke, some courses are held on-siteby adjunct faculty.

NIH students see and hear the instructor and the on-campus students; Duke, see all visualimages. Some of the course work is taught at NIH by adjunct faculty

All handouts and reading assignments are published on the Web for courses CRP 241, CRP 242,CRP 244. On-line discussions for courses, and some assignments are submitted via the Webtherefore students are expected to have access to a Web browser. When class is not in session, students can connect with Duke via fax, email, telephone, or theInternet.

Distance Learning Philosophy: This program addresses an existing need at NIH for formalized academic training in thequantitative and methodological principles of clinical research. The students would not have beenable to gain the training without the distance learning program.

Total enrollment: Fourteen NIHers comprise the inaugural class of the CC-Duke Training Program in ClinicalResearch. This spring (2000), they will complete the first of two years of course work done viavideoconferencing. Cost of program per credit hour or equivalent: Tuition for the 2000-2001 academic year is $480 per unit, with partial tuition waivers for somecourses.


Length of program(s): The Master of Health Sciences in Clinical Research, awarded by the School of Medicine at DukeUniversity, requires 24 units of graded course work plus a research project for which 12 units ofcredit are given. The program allows the fellow/student to integrate the program’s academictraining with clinical training. The course work can be completed in one academic year consistingof two 16-week semesters, but many degree candidates choose to spread the course work over atwo-year period. Average number of students per class: The number of students who can attend the videoconferencing room limits enrollment in thisprogram. Degrees/ Classes offered: Master of Health Sciences Degree, The Clinical Research Training Program Designed primarily for clinical fellows and other health professionals who are training for careers inclinical research, the program offers formal courses in research design, statistical analysis, healtheconomics, research ethics, and research management. The degree requires 24 units of graded course work and a research project for which 12 units ofcredit are given. Seven courses constituting 22 units are required for all degree candidates. Thestudent's clinical research activities provide the setting and the data for the project which serves todemonstrate the student's competence in the use of quantitative methods in clinical research. Additional Information: Student Quotes: "It's worked much better than I anticipated," NCI's Dr. Richard Messman said of the long-distancelearning. "The teachers are very responsive to us, and the interaction is much as if we were rightthere at Duke." "The program is very practical," said Dr. Raphael Schiffmann of NINDS. "I am the principalinvestigator on several different clinical research protocols, so the courses are directly relevant towhat I do."


Maricopa Community CollegesDistrict Support Services Center

2411 West 14th StreetTempe AZ 85281-6942

480-731-8104http://www.dist.maricopa.edu/users/bleed/

Angela Ambrosiahttp://www.mcli.dist.maricopa.edu/tl/index.html

480-517-826210 Colleges

Ronald D. BleedVice Chancellor

Information Technologies602-731-8104

[email protected]

Descriptive Information:In 1996 the Arizona State Legislature issued a mandate to provide "a seamless statewidearticulation and transfer system ... that assures that community college students may transfer toArizona's public universities without loss of credit towards a baccalaureate degree". In response tothis charge the MCCCD Governing Board, has supported, approved and funded for one year theArizona Course Applicability System (CAS) proposal submitted by MCCCD Student Developmenton October 26, 1999. A result of a national web-based project, CAS was developed in jointpartnership with the State of Arizona and Miami University, Ohio, to assist students in exploringand selecting appropriate course work for transfer among Arizona state public institutions. CAS isbased on student self-reported grades and course work resulting in a transfer planning aid.

Elements of Program

Primary method of course delivery and response:Blackboard serverMCC supports the Blackboard for online courses. They are in the process of developing a servicelevel agreement (SLA) for the colleges hosted at the District. The SLA will identify extendedsupport hours and the appropriate contact information.MCC plans to add additional memory to the server to accommodate increased usage.

Distance Learning Philosophy:Ronald D. Bleed, Vice Chancellor, Information Technologies for Maripoca Community Colleges(http://www.dist.maricopa.edu/users/bleed/) has a strong vision of how to make distance learningwork in the Maripoca Community Colleges by avoiding the problem of "not invented here" byusing the good ideas of others; by rapidly identifying a "best practice" in one part of theorganization and sharing it so it can be used by another part of the organization

Additional Information:Scenario:Fred Wheeler, a student in the Cisco Networking Academy at Estrella Mountain CommunityCollege learns more about the computing and networking skills necessary to move toward asuccessful career. Using Web instruction, the student learns the conceptual and technical skills todesign, install, operate, and maintain state-of-the-art computer networks. In a lab setting thatclosely corresponds to the real world, students get their hands on the building blocks of today'sglobal information networks. The student in this program may be a college student, a local middleschool student, or a local high school student. This student is fortunate to be in the class, as theenrollments for this program are filled to capacity.


Maryland Community College Teleconsortium http://www.marylandonline.org/marylandonline/molinst_fr.html

Descriptive Information:MarylandOnline is a consortium of Maryland community colleges and universities, that presentsstudents with the opportunity to complete courses, certificates, and degree programs at adistance.Students can participate in MarylandOnline programs from any location they choose, and arelinked to courses, faculty members, and fellow students through the World Wide Web and otheronline technologies.

Elements of Program

Primary method of course delivery and response:Videotape, email, voice mail, the Internet, and interactive video.Maryland has an interactive Distance Learning Network utilizing satellite, compressed videoconferencing, ITV. ITV offers one-way video via microwave and satellite technology and two-wayaudio via a telephone talk-back system that allows students at HCC to interact with the Universityof Maryland classroom.

Distance Learning Philosophy:The primary mission of MarylandOnline is to make higher education more accessible, moreconvenient and more rewarding for the citizens of Maryland, and for students across the globe. Toachieve this goal, MarylandOnline brings together the educational programs and resources ofseveral Maryland colleges and universities and delivers them to students using innovativetechnology.MarylandOnline builds on the success of the Maryland Community College Teleconsortium, acooperative venture designed to collectively share online courses among Maryland’s communitycolleges.MarylandOnline also extends the reach of the academic alliances between several of thesecommunity colleges and University of Maryland University College (UMUC).

Maryland Community College TeleconsortiumMaryland's community colleges have agreed to share selected distance learning courses usingvideotape, email, voice mail, the Internet, and interactive video. Through MCCT, Maryland is ableto offer students courses from other community colleges, and the distance learning student willhave more courses to choose from to complete their educational goals. Because they also aretaking classes with students and faculty throughout the state and region, students have anopportunity to meet and study with people from all areas of the state using the currenttechnologies.

Students select courses from the community college which serves their city or county ofresidence and find out more about admissions, registration, advising, financial aid, library servicesand other college services.

Additional Information:Academic Alliances allow students to earn an associate’s degree at an allied community collegeand then finish their bachelor’s degree by completing upper-level coursework at UMUC.(http://www.marylandonline.org/marylandonline/molinst_fr.html)


By participating in the alliance, students benefit byDual AdmissionBy completing one alliance application form, students can be admitted at the same time to bothUMUC and the allied community college you choose.You can register for classes at both institutions simultaneously or move back and forth betweeninstitutions from one semester to the next.You can take classes at any of UMUC’s locations in Maryland and the Washington, D.C., area, aswell as at the locations offered by the allied community college you choose.Areas of study at allied community colleges are linked to related specializations at UMUC, sostudents can enjoy a seamless curriculum for their associate’s and bachelor’s degrees.

This network consists of various colleges, universities, high schools, and cultural and sciencecenters throughout the state linked together by fiber optic cable. This “point-to-point” cabledelivers clear audio and full-motion video signals to activated sites on the network, enabling thosepresent in remote sites to see and hear each other as though they were in the same room. Asmany as four sites can be completely interactive with one another at the same time. The ATC-140classroom will accommodate up to 26 people and is often used for sharing classes with remotesites and is available to be rented by businesses and organizations for training sessions andmeetings.The DEC is one of approximately 25 sites for the University of Maryland’s Instructional Television(ITV) System. ITV is a broadcast medium that provides live, interactive broadcasts of University ofMaryland courses. ITV offers one-way video via microwave and satellite technology and two-wayaudio via a telephone talk-back system that allows students at HCC to interact with the Universityof Maryland classroom. The ITV system provides a valuable service for students that work full-timeand do not have time to take a full course load or travel to the University of Maryland. Select thirdand fourth year credit courses are offered in various electives and in the following programs:Electrical Engineering, Mechanical Engineering, Business and Management, and ComputerScience. Courses are also offered toward a Professional Master of Engineering Degree in severalareas of concentration


National Technological University Fort Collins, CO. 80526

(303) 495-6414 http://www.ntu.edu/online.asp

Descriptive information: National Technological University (NTU) is the leading provider of advanced technical educationand training from a distance and transmits credit and non-credit programs to more than 365 sites inthe US and internationally. In December 1994, NTU began offering courses to some parts of Asia.The university, a cooperative effort by 48 universities including 13 of U. S. News & World Report'stop 25 graduate engineering programs, provides distance learning degree and professionaldevelopment programs for engineers, technical professionals, and managers. NationalTechnological University first offered a degree program via distance education in 1984.

Elements of Program

Primary method of course deliveryAs the leading provider of advanced technical education and training from a distance, NTU hasalways been about access. NTU offers multiple distance learning technology options: Satellite,videocassette, Video File Storage, videoconferencing, streaming video course, electronic mail;fax. 1 - Satellite: NTU claims to provide 78% of all university instruction delivered by satellite in NorthAmerica. Programs are uplinked to NTU, using the Telstar 4 Educational Network, from 45 of thenation’s top engineering and business colleges and universities; the courses originate from theparticipating universities. Many Satellite broadcasts are followed by 1 hour of live onlineinteraction and 6-10 additional hours Web-based activities. 2 - Online courses: A three-tier approach is offered for online courses to accommodatecustomers' preferred training styles:

• Local Video File Storage• Fully Integrated Learning Network via Cisco's IP/TV• Internet-Based Training Solution

Local Video File StorageThis approach most closely parallels NTUC's current satellite-to-receiver delivery model. Using astandard, 1.2-meter antenna, customers will be able to receive the MPEG2 signal through theNTUC satellite network directly to a PC-based computer at the customer site. The program can beplayed live on the PC server, delivered to a user's computer as an MPEG2 file for playback ondemand or copied onto a CD-ROM or DVD disk. These unattended viewing options reduce thesite's administrative workload and provide flexible, convenient management of courses forcustomers seeking training on demand. This system is intended for small- to medium-sizedreceive sites seeking an inexpensive desktop delivery system.

Fully Integrated Learning Network via Cisco's IP/TVCisco's IP/TV system delivers broadcast television quality programs directly to PC users oncorporate local area networks. The system connects to NTUC's standard MPEG2 receivers andhas the ability to broadcast (multicast) the programs live, or on an on-demand basis, through itsown internal program archival system. IP/TV lets the learning system managers control the systemthrough an easy to use browser interface. Users throughout a corporate LAN can view programsthrough standardized viewer browser software. This system is intended as the high-end system


for our larger corporate customers who would prefer to deliver NTUC programs right to thedesktop.

Internet-Based Training SolutionThis delivery option relies solely on the Internet to deliver NTUC course content to customers anddoes not utilize the satellite network. NTUC currently produces, resells or repurposes more than250 Internet-delivered professional development courses each year. In addition, NTU joins anelite rank of universities with its announcement of a master's degree in computer science -aggregated from its university partners and now available entirely over the Internet.

Courses are delivered by broadcast.com. Students need to have special software called a "player"loaded on their computer. The player software does all the work of taking the audio and video fromthe broadcast.com site and translating it into a format that students can hear and watch on theircomputer. This technology is called streaming audio and video.

IBM's Global Learning Services and National Technological University have recently partnered tojointly produce NTU's first-ever Internet-delivered "web lectures." These web lectures takeexisting presentations normally delivered via NTU's satellite network and "re-purpose" them intoaudio streaming, interactive online course offerings available to customers anytime, anywherearound the world.

The courses are divided into modules of approximately 20 minutes (except for live courses.) Thevideo window on the computer screen is surrounded by specially created key point slides,graphics, assessment tools, quizzes and bulletin boards.

In May 1992, NTU became the largest video network in the world ushering a new era in television-based education. Each NTU site is operated by a sponsoring organization following guidelinesprovided by National Technological University. Distance Learning Philosophy:NTU feels courses for busy professionals need to be flexible, and offered in a variety of formats tomeet the student’s needs. All of the professional development short courses are offered "ondemand" which allows access to courses anytime during the offering period, at the desktop.Some courses are offered continuously. Other courses are offered in 12-week sessions.

NTU recognizes different learning styles, and delivers content in bite-size modules, with varyinglevels of interactivity to match one’s learning style. Total enrollment: An actual number is unavailable, but NTU in now America’s largest source of continuing educationfor engineers Cost of program per credit hour or equivalent:BS or MSCredit Audit $625/credit $525/credit Some schools have Exceptions to Standard Tuition and Fees, for instance,Massachusetts Institute of Technology charges $982/credit and $832/credit to audit.

The tuition and fee rates do not include the nonrefundable $50 admission processing fee or anyassociated charges for textbooks, other instructional materials, or computer support services.


Professional development courses range in cost from $29.95/person per person to$1,295/person according to length, format and content.

Length of program(s): Credit courses - Semester Professional development - varies Average number of students per class: 20 - 30 Degrees/ Classes offered:NTU's master’s degree program in computer science (MSCS) is now available entirely on theWorld Wide Web. The web-based courses comprising this program have been developedspecifically for web delivery and are available through NTU from several of its participatinguniversities.

For the other degree programs, various courses are offered online. Computer Engineering Consists of 30 semester credits (or the equivalent quarter credits) distributed through four broadcategories: core, depth, breadth, and elective courses. Computer Science Consists of 30 semester credits (or the equivalent quarter credits) distributed through four broadcategories: core, depth, breadth, and elective courses Electrical Engineering Consists of 33 graduate semester credits (or the equivalent number of quarter credits) distributedover three broad categories: depth, breadth, and elective Engineering Management Program consists of a minimum of 33 semester credits distributed among two broad categories ofcourses: core (including a Capstone Project Course) and elective Hazardous Waste Management Program consists of 33 semester credits including four required courses, two depth areas inmanagement and treatment/technical subjects, a three-credit Capstone Project Course, andelective courses from a variety of support areas Health Physics Consists of 32 semester credits—21 credits from core courses and seven from elective courses. Professional Development (Sample courses):

MIT Professional Education CoursesE-CommerceWebmaster CertificateProgramming/OSSecurity/NetworkingManagementCommunicationQualityPalm PilotMindLeaders.com

Additional Information: NTU's courses are offered to many of the world's leading technology-based corporations and keygovernment agencies: IBM, Hewlett-Packard, Motorola, Raytheon, Boeing, and the U. S.Departments of Defense and Energy.


New Jersey Institute of TechnologyGITC, Suite 5600

University Heights, Newark, NJ 07102-1982 800-624-9850 or 973-596-3060

http//www.NJIT.EDU http://www.njit.edu/DL

Descriptive information: New Jersey Institute of Technology has long been a leader in the use of varied delivery optionsfor reaching the distance learning student. As early as 1982, NJIT was producing originalvideotape courses in the sciences and technology. Courses in Physics, Calculus, and ComputerScience were delivered via local PBS stations and a statewide cable television network reachingas many as 1.2 million households. At this time, forward thinking faculty were utilizing theElectronic Information Exchange System (EIES) to support distance learning systems. A threadeddiscussion and email system, EIES allowed faculty to communicate asynchronously with theirstudents on a 24 x 7 basis. In the 1980s, EIES matured into a full-fledged computer conferencingsystem know as the Virtual Classroom® for which NJIT obtained the registered trademark. Since 1995, NJIT has capitalized on more than 15 years of distance-learning delivery experienceto build its current system of distance instructional delivery and support for higher education.

Elements of Program

Primary method of course delivery NJIT Distance learning courses combine streaming video, CD-ROM, web-based instructiondelivery, Interactive Television, cutting edge satellite video distribution, with Virtual Classroomconferencing to create an interactive learning experience for students at every level of highereducation; based in asynchronous methodologies, the NJIT program permits students toparticipate in class at any time and from anywhere. Platforms: WebCT, Virtual University, Lotus Learning Space, and WebBoard are all being utilizedto deliver and support instructions.

Each ACCESS/NJIT course consists of two components: (1) a tele-lecture conducted by one ofNJIT's faculty or academic leaders or a distinguished expert affiliated with another educationalinstitution; and (2) an electronic discussion through which students conduct dialogue with amentor and other classmates at any time of the day or night. Depending on the particular class, theelectronic discussion may take place via NJIT e-mail; NJIT Virtual Classroom&REG (VC)-a computerconferencing system; fax machines; voice mail systems; and the telephone. Thus, in a given week, ACCESS/NJIT students go to "class" any time that is best for them, forexample, at 3 a.m. or 3 p.m. And they stay in "class" for as long as necessary by viewing tapes orlogging on the computer, for example, for 5 minutes or 3 hours stretches since there are no timelimits in this environment. Further, they view the video tele-lectures and recall computer-basedelectronic discussions over and over until the content is fully understood, a capability particularlyuseful in absorbing technical subjects. Even their relocation during the course of the semester isno obstacle to course completion since video cassette players and computers are transportable oraccessible nearly everywhere today.

The Tele-Lecture Component The medium of the tele-lecture is video. The video material is furnished as a set of stand-aloneleased videotapes that are shipped to the student’s home or office for replaying in sequence on a


video cassette machine. (New Jersey students taking undergraduate ACCESS/NJIT courses mayhave the additional option of tuning their television sets to an appropriate local cable station wherethe same video materials are aired as regularly scheduled programs.) The Electronic Discussion Component When the Electronic Discussion Component utilizes e-mail or the VC, the medium is a home oroffice computer equipped with a modem connected to a telephone. The latter equipment linksthe student’s computer with NJIT's and in so doing, gives access to the professors, resources andspecialized computer mail/conferencing system developed at NJIT. At any time of the day or night a student can participate in an electronic class by writing, readingand responding to messages on the computer screen. All students in a course have the samestart and end date. Each ACCESS/NJIT course involves satisfactory completion of homework assignments basedboth on textbook readings and on the content of the tele-lecture and electronic discussioncomponents, as well as satisfactory performance on quizzes, examinations and projects. Examinations: Students who are in a position to reach the college campus or branch campustake examinations in one of these locations. With departmental approval, ACCESS/NJIT students also may take examinations locally bynominating a proctor who meets NJIT requirements. For example, a proctor may be a schoolprincipal, teacher, librarian, personnel director or military education officer. A form of pictorialidentification, preferably a driver's license, is required at the time of the examination.

Distance Learning Philosophy: NJIT feels that today's home electronics can be used in a new way to pursue education, and thatthrough integration of the personal computer, video cassette recorder, television, and telephone,a classroom can be one’s home, office, or any place other than the college campus. With telecommunications acting as an equalizer, college education can be affordable andaccessible to anyone with a television set, videocassette recorder, personal computer withmodem, telephone, and motivation. NJIT feels its distance learning degrees are equivalent in every way to the programs which areoffered on NJIT campuses. Assignments, evaluation criteria, and content are equivalent in everyway; the only difference is the geographic location of the participants. As such, the NJIT diplomadoes not indicate that the degree was offered via distance learning.

Course content, assignments/projects, and evaluation criteria are identical to those used onNJIT’s campuses. In most cases, the textbooks used are also identical. The only difference is themethod of delivery and communication used to overcome the geographic distance between classparticipants. Total enrollment:Unavailable

Cost of program per credit hour or equivalent: NJIT Distance Learning participants enrolled in Electronic Venue courses and NJIT studentsenrolled either in Classroom Venue or ITV-Class Venue courses pay a common core amount,although particular fees may be labeled distinctly.


However, over and above this core, students are assessed some fees which are unique to themedia involved.(In the "Applicability" column of the chart below, see all "Electronic Course" notation.) In Academic Year 1999-2000, a New Jersey resident enrolled in an Electronic Venue: Nature of Charge Amount Frequency Applicability Tuition: Undergraduate $206 per credit In-State Residents & Full TimeMilitary Personnel Undergraduate $424 per credit Out-of-State Residents Graduate $388 per credit In-State Residents & Full TimeMilitary Personnel Graduate $534 per credit Out-of-State Residents Fees: Application $35 per semester All Non-Matric. UndergraduateStudents Application $50 per application All Non-Matric. Graduate Students ACCESS/NJIT $41 per credit All Students CPE Registration $76 per semester All Students Distance Learning $34 per semester Electronic Course(s)

Each Electronic Venue course consists of two components: A tele-lecture and an electronic discussion. The tele-lecture can be delivered in a number of waysincluding VHS tape leasing. (Other ways include cable/public broadcast or satellite). Theelectronic discussion also can commence in a number of ways including via the VirtualClassroom® (VC) which is a specialized computer conferencing system that links you to yourprofessor and classmate. (Other ways include computer e-mail, fax and telephone.) As will be described in your "Course Welcome Kit," when Tape Leasing and the VC are involved,this "price list" includes the following: Nature of Charge Amount Frequency Applicability Tape Leasing Fee: (one category from the following) Undergraduate $65 +S&H per course Some Electronic Courses Graduate $150 +S&H per course Some Electronic Courses VC® $25 per semester Some Electronic Courses The following fees are for New Jersey residents enrolled as an non-matriculated student in an NJIT course whose tele-lecture component involves Tape Leasing*: One Undergraduate Course (3-Credit) .......... $ 9 1 8 Two Undergraduate Courses (each 3 credits) $ 1 , 6 9 1 One Graduate Course (3-Credit).................... .$ 1 , 5 3 4 Two Graduate Courses (each 3 credits)......... ..$ 2 , 9 0 8 *The Tape Leasing Fee is paid directly to a specified tape duplication service and therefore will notbe included in your NJIT invoice. The videos are leased from NJIT for a period of one semester. The content within the videos isNJIT intellectual property (IP), and is protected by law. At the end of the semester, the videosmust be returned to the distribution source from which they were leased. NJIT has established relationships with some of corporate partners who have headquarters in theState of New Jersey, including AT&T, Bell Atlantic, Dendrite International, Dialogic Corporation,Engelhard Corporation, Lucent Technologies, Merrill Lynch, National Starch and Chemical


Company, and Seimens, whereby employees of these corporations pay the in-state tuition rate.This is only valid if the corporate host is paying the student’s tuition and fees through traditionaltuition reimbursement plans. Graduate Certificate students, regardless of their state of residency, pay NJIT’s in-state tuition. Length of program(s):Courses are available three (3) times a year in Fall, Spring and Summer semesters.The Fall and Spring semesters are 14 weeks long; the Summer semester is 10 weeks long.

Average number of students per class: 25

Degrees/ Classes offered: The following degrees and certificates are available in their entirety* via distance learning

• Computer Science Bachelor of Science degree 134 credits• Information Systems Bachelor of Arts degree 129 credits• Information Systems Master of Science degree 36 credits• Engineering Management Master of Science degree 30 credit

*Classes that involved labs, most often associated with the Bachelor of Science in ComputerScience, are not available via distance learning. Currently, most students opt to take such coursesat local community colleges or other colleges and universities. Certificate Programs 12 credit graduate certificate through Distance Learning

• Electronic Media Design 12 credits• Information Systems Design and Development 12 credits• Internet Applications Development 12 credits• Practice of Technical Communication 12 credits• Managing Human Resources 12 credits• Object-Oriented Design Graduate Certificate 12 credits• Programming Environment Tools Graduate Certificate 12 credits• Telecommunications Networking Graduate Certificate 12 credits• Project Management Graduate Certificate 12 credits• Practice of Technical Communications Graduate Certificate 12 credits

Non-Credit Courses

• WebMaster 2001: WebMaster Fundamentals Certificate• WebMaster 2001: Development and Programming Certificate eCommerce• Electronic Media Design• Information Systems Design and Development• Internet Applications Development• Managing Human Resources• Object Oriented Design• Practice of Technical Communication• Programming Environment Tools• Project Management• Telecommunications Networking

Select Undergraduate and Graduate CoursesTypically 3 credits each, from the following NJIT Academic Departments:

• Chemistry• Chemical Engineering• Computer Science


• Economics• Electrical Engineering• Engineering Management• English• Environmental Engineering• Humanities• Industrial and Manufacturing Engineering• Industrial Management• Mathematics• Management• Management Information Systems• Marketing• Physics• Science, Technology and Society• Social Science

NJIT does not offer Physics labs via Distance Learning. To accommodate this requirement, thestudent needs to take the lab at a nearby college for credit. Information about that class needs tobe sent to NJIT for review to verify if the lab is the equivalent to an NJIT course.

Additional Information: NJIT is fully accredited by the Middle States Association of Colleges and Schools (MSACS). The B.S. program in computer science is accredited by the Computer Science AccreditationCommission (CSAC) of the Computer Science Accreditation Board (CSAB). The engineeringprograms in of chemical engineering, civil engineering, electrical engineering, industrialengineering, and mechanical engineering are accredited by the Engineering AccreditationCommission of the Accreditation Board for Engineering and Technology (EAC of ABET). In the Engineering Technology program, the options in construction and contracting, electricalmanufacturing and mechanical are accredited by the Technology Accreditation Commission of theAccreditation Board for Engineering and Technology (TAC of ABET).


The Old Dominion University Northern Virginia Center21335 Signal Hill Road

Sterling, VA 201641-800-968-2638

Distance Learning and Extended Education 3163http://web.odu.edu/

Descriptive Information:TELETECHNET, which began offering classes in 1994, is a partnership between Old DominionUniversity and each community college in the Commonwealth of Virginia. TELETECHNET alsooffers courses to a number of military bases, corporations, the Library of Virginia, and otherinstitutions around the country. TELETECHNET utilizes television and computer technology toprovide students, who live in remote areas, with the opportunity to obtain their baccalaureate andMaster's degrees from Old Dominion University. Programs which are offered via TELETECHNETinclude engineering technology, nursing, criminal justice, education, professionalcommunication, taxation, business administration, public administration, nursing, health sciencesadministration, and human services counseling. Teacher re-certification courses are also availablethrough TELETECHNET.

Elements of Program

Primary method of course delivery and response:Old Dominion University offers numerous undergraduate courses that combine synchronous(students & instructor online at the same time) and asynchronous (everyone works when theyhave time) instructional delivery technologies. This Website provides interested students withcourse listings and descriptions of courses that are 100% online Via Satellite as well as coursesthat combine computer-based activities with televised course meetings.

Distance Learning Philosophy:Old Dominion University believes that non-traditional learning should be acknowledged in theacademic setting. Academic credit for college-level learning outside the college classroommotivates the returning adult to continue and complete their education. It provides greater accessto a wider variety of educational programs and gives the student opportunities to develop adegree program plan that builds on their prior learning and meets their needs for additionallearning in new areas.

Total enrollment in distance education:17,000 Registered for year 2000

Cost of program per credit hour or equivalent: In state rate Out of state rate

TELETECHNETUndergraduate Tuition $ 120.00 (per credit hour) $ 300.00 (per credit hour)TELETECHNETGraduate Tuition $ 196.00 (per credit hour) $ 520.00 (per credit hour)TELETECHNET USA RateTuition rate for students enrolled in TELETECHNETcourses in other locations outside of the Commonwealthof Virginia.Undergraduate $ 120.00 (per credit hour)


Length of program(s):With associates degree that meets all lower level they can finish in 2-3 yearsSame semester calendar as on campus.

Average number of students per class:Varies250-300 Special Ed40-50 Engineering

Classes/Degrees offered:African-American StudiesAccountingAerospace EngineeringAir ScienceArts and LettersAnthropologyArabicArtAsian StudiesBiomedical SciencesBiological SciencesBusiness AdministrationCivil Engineering and TechnologyChemistry and BiochemistryChineseCommunity Health ProfessionsCommunications

Bachelor’s DegreesMaster’s DegreesDoctoral Degrees

Additional Information:Navy officers and enlisted personnel on board the USS Bataan listen as Old Dominion businessinstructor Patricia Strait teaches management principles via satellite through TELETECHNET, theUniversity’s distance learning program. Since the program’s inception in 1997, personnel on fiveNavy ships have received MBA courses while at sea.

There are plans to make TELETECHNET much more high tech in the near future. Courses will beoffered through sophisticated multi-media workstations which will integrate voice, data, and videoinformation, thus allowing students to access libraries from around the world, review course notes,work with students at other sites, and deliver completed assignments to faculty. The term faculty-student interaction will take on a whole new meaning with the TELETECHNET system of thefuture.


Rensselaer Polytechnic Institute110 8th St., Troy, NY 12180

518-276-6000 http://www.pde.rpi.edu

Descriptive information:Rensselaer was the first degree granting technological university in the English-speaking world.Rensselaer’s distance education program, RSVP, has been recognized nationally for its high-quality academic programs, successful partnerships with industry, and strong focus on customerservice. In 1993, it was named “Best Distance Learning Program—Higher Education” by the USDistance Learning Association. In 1996, it received recognition from the same organization for itspartnership with General Motors in the delivery of an MS in the Management of Technology. Through RSVP, more than 1,000 professionals per semester from leading corporations all overthe world pursue graduate degrees without having to leave their work sites. Currently, RSVPoffers 15 graduate degrees and 15 certificate programs at a distance. Rensselaer PolytechnicInstitute first offered a degree program via distance education in 1987.

Elements of Program Primary method of course deliveryRensselaer uses a wide range of delivery modes including satellite, videoconferencing, mailedvideotapes, and videostreaming via the World Wide Web.

Satellite Delivery: broadcasts a digitally compressed KU-band satellite signal. To receive thesignal, sites must have a digitally stable KU-band receive dish and a CLI Spectrum SaverIntegrated Receiver and Decoder (IRD) box.

Videoconferencing Delivery: All courses can be received in a fully interactive mode with two-wayaudio and video at sites that have videoconferencing (desktop or room-based) equipment that isH.320 compatible.

Videotape Delivery: With sufficient enrollment, PDE can mail videotapes to corporate sites. Thereis an additional charge for this mode of delivery.

WWW Delivery : An increasing number of courses are delivered using the World Wide Web. Thiscurrently involves one of two formats: 1) videostreaming via the web; or 2) Rensselaer's new web-based 80/20 model for interactive distance learning.

Videostreaming class sessions are available either live (synchronous), or in a post-processed,video-on-demand mode later (asynchronous). Classes in the 80/20-format combine live,interactive, synchronous sessions with asynchronous, web-based, student interaction withfaculty, other students, and with interactive web-based multimedia content.

Courses delivered by videoconferencing offer a “virtual classroom” environment in whichstudents can see, be seen, and interact freely with the instructor and classmates. Coursesdelivered by satellite and live videostreaming allow distance students to interact with the professorand students at Rensselaer by phoning into the classroom to ask questions or participate instudent/faculty discussions.

All RSVP courses allow for interaction with the instructor by email and access to the coursematerials via course web sites on the World Wide Web.


The three modes of delivery:Live: The stream is being webcast as the course is actively meeting. This is the synchronousmode of delivery that allows the remote student some interactivity with the class.

Raw: Raw files are video (asf) files of a course that have been stored for delivery on-demand.These files are posted as soon as possible after a class session has run. Raw files areencoded when the class is actively meeting, and can be viewed at any time (asynchronously)once posted.

Completed: After the raw files are posted, PDE producers and developers work quickly toadd index points and script commands to the video files. This creates synchronization with aweb browser and provides descriptive markers for Windows Media Player. In the completedmode, slides, overheads, and objects are displayed in a web browser to enhance legibility ofcourse materials during a stream.

Distance learning students interact with the faculty during telephone office hours, via electronicmail, and on-line discussion groups.

Academic advising is an essential element of the Rensselaer graduate experience. Distancelearning students communicate regularly with the PDE staff and faculty advisors to discussquestions concerning curricular requirements, transfer credit, individual academic needs, andcourse content.

Instructional materials are sent to sites or individual students in hard copy or electronic format,many are also available on the World Wide Web. These materials include:

• Course Syllabi• Course Schedules• Class Notes/Handouts• Assignments• Examinations

Total enrollment in distance education (1996): 4000 Cost of program(s):Rensselaer is committed to providing distance learning courses at the on-campus tuition rate.The tuition rate for the 2000-2001 academic year is $700 per graduate credit.Courses are three credits unless otherwise stated.

Undergraduate fees:$ 750 per credit hour Length of program(s): Semester for credit courses Varies for noncredit courses Number of students: 20 - 30 per average class


Classes offered:Master of Business AdministrationMaster of Science• MS in Computer Science (IT): Rensselaer brings its high-quality courses and faculty from

Computer Science to distance learning students• MS and MEng in Electrical Engineering with a Concentration in Microelectronics (IT)• MS and MEng in Electric Power Engineering: The very successful on-campus program is now

being offered via distance learning to reach those individuals in need of this specializedprogram.

• MS in Engineering Science with a Concentration in Manufacturing Systems Engineering• MS in Engineering Science with a Concentration in Microelectronics Manufacturing

Engineering• MS in Information Technology (IT)• MS in Management• MS in Management with a Concentration in Human-Computer Interaction (IT)• MS in Management with a Concentration in Information Technology (IT)• MS in Technical Communication (IT)

Master of Engineering• MEng in Computer and Systems Engineering (IT)• MS and MEng in Electrical Engineering with a Concentration in Microelectronics (IT)• MS and MEng in Electric Power Engineering• MEng in Industrial and Management Engineering with a Concentration in Quality Engineering• MEng in Industrial and Management Engineering with a Concentration in Service Systems• MEng in Mechanical Engineering: The Master of Engineering in Mechanical Engineering

brings Rensselaer’s outstanding faculty and courses to the distance learning audience

Non-Credit Courses:

Professionals who are interested in acquiring advanced and updated knowledge for professionalor personal advancement but who are not seeking degrees or graduate credit can participate incredit courses at a distance on a non-matriculated basis and can also attend a number of non-credit activities, many of which are offered at a distance.

Distance Learning Philosophy:Through a variety of delivery technologies, Rensselaer brings graduate courses, certificates,degree programs, and noncredit seminars and workshops to working professionals who pursuegraduate education while remaining fully employed at their work locations.

Rensselaer’s professional and distance education can bring benefits to a company and itsemployees in many ways.

The benefits to the working professional:• Receive a unique education from a highly commended technological university.• Engage in coursework as a group within an organization.• Participate with other working professionals from diverse companies to share experiences

and knowledge base.• Remain on the job, earning full compensation while pursuing educational goals.

The benefits to the sponsoring organization:• Gain competitive advantage by exposing employees to the latest technological

advancements and research from leading educators and researchers.• Enjoy recruitment advantage and the ability to attract high-quality employees.


• Realize savings from reduced travel expenses and less time away from the job foreducation and training.

Maintain employees in the work force while updating skills and knowledge toward targetedorganizational goals.


Rochester Institute of Technology Rochester, NY. 14623-0887

Direct: 716/475-5089(800) CALL-RIT

http://www.distancelearning.rit.edu

Descriptive information:Rochester Institute of Technology (RIT) offers five graduate degrees, three undergraduatedegrees, twelve certificates and 200 courses online. With over 4000 enrollments and 20 years ofexperience, RIT offers students the benefits of anytime/ anywhere education with thecommitment of real quality and accreditation. Since most student services such as advising,course materials and library access are available online, RIT's format is designed to enable adultswith professional and personal obligations to complete a full graduate or undergraduate degreewithout coming to campus.

RIT is a recognized national leader in this field. Inside Technology Training , a magazine thatdiscusses education outside of the traditional classroom, listed Rochester Institute of Technology(RIT) the third largest provider of distance learning in the nation in 1998. For the past decade, U.S. News and World Report’s poll of college presidents has ranked RIT asone of the nation’s leading comprehensive universities. RIT is also included in Yahoo InternetLife’s Top 100 Wired Universities, Fisk’s Guide to America’s Best Colleges, Guide to 101 of theBest Values in America’s Colleges and Universities, as well as Barron’s Best Buys in Education. Total enrollment in distance education (1999): 2,000 students4,000 enrollments

Cost of program (s): Lower Level Courses (100, 200, 300 Series) 249/credit hr. Upper Level Course (400, 500, 600 Series) 273/credit hr. Length of program (s):RIT courses are 11 weeks long and begin four times September, November, March and June

Elements of Program Primary method of course deliveryDistance learning at Rochester Institute of Technology takes advantage of the Internet andcomputer conferencing along with other multimedia technologies to deliver the classroom to thestudents’ computer. RIT’s highly interactive distance education programs using computer andtelecommunications technology including videotape, audiotape, audio conferencing, computerconferencing, electronic mail, electronic blackboards, cable television; electronic bulletin board;electronic mail; fax, teleconferencing, and telephone

FirstClass 5.5 client software is used for computer conferencing; FirstClass is an Intranetcommunications software product which allows for electronic mail, chats, threaded discussion, filetransfers and folder organization through a virtual classroom setting.Courses also use CD ROMs, videos, and touch-tone telephone.


Generally, the RIT professor welcomes students with the course syllabus and objectives; there isa weekly schedule for readings and assignments. The deadlines are set by the professor butadhere to the academic calendar at RIT. Students engage in class discussions via email, phoneconferences, on line chat sessions and web-based technologies. Not all classes will use all ofthese technologies. Many classes use chat or phone conferencing which require logging in at aspecific time and day; in some cases these sessions are mandatory and in others they are not. It isgenerally recommended that students log in at least several, if not four to five times a week for anonline course.

Some instructors choose to use teleconferences as a method of class discussion. The purposeof the conferencing system is to collaborate on ideas, projects and questions with each other andthe professor. MeetingPlace is the conferencing system used by RIT to allow students to attendand manage their conference calls; all students participate in an audio conference using atouchtone telephone. If a student is unable to attend a particular conference, the recordedconference may be accessed through the MeetingPlace web interface.

RIT instructors decide which outcomes are necessary for a class, whether those are projects ortimed tests. There is a wide range of grading practices used by the professors at RIT. Althoughmany projects and exams are submitted directly through computer conferencing, some courseswill require students to identify a proctor to give them a test and monitor them during the test.

Distance Learning Philosophy:Since 1979, when RIT offered its first distance learning course, the Institute has been a leader inthe use of electronic forms of communication for course interaction. RIT's distance learningcourses have the same objectives, rigorous workload, tuition and academic credit as on-campuscourses. They range from flexible format to site-based programs for students, businesses,government agencies, networks and other institutions nationally and internationally. There is nodistinction on the RIT degree (diploma) that it was earned through distance learning;RIT distance learning courses have the same course numbers, objectives, rigorous workload,tuition and academic credit as on-campus courses

Inside Technology Training , a magazine that discusses education outside of the traditionalclassroom, listed Rochester Institute of Technology (RIT) the third largest provider of distancelearning in the nation in the June 1998 issue. In the special section, "Learning Online," themagazine rated eight academic institutions for undergraduate and graduate distance learningprograms that "never require a student to step foot in a classroom." RIT placed third in size with2,000 students enrolled in Distance Learning programs. "Our enrollment numbers keepgrowing," says Chris Geith, Distance Learning director. At almost 20 years old, RIT’s program hashad time to develop and mature; other institutions are relative newcomers to the field.

Throughout its history, the Institute has been at the forefront of career education in preparingstudents for technological and professional careers. RIT structures itself as an educationalresource for all who seek to be competent and enthusiastic lifelong learners, whether they areyoung adults or professionals seeking to upgrade their skills by continuing their education at theundergraduate or graduate level.

Classes offered: Software Engineering Master of Telecommunications Software Technology. Software engineering principles,telecommunications technology, and software in telecommunications


Electrical/Mechanical EngineeringOffered by both on-line video instruction and Internet-based educational tools. Bachelor of Science in Electrical/Mechanical Technology. Interdisciplinary engineeringtechnology program containing core courses in electricity, electronics, materials, mechanics, andmanufacturing. Senior elective sequence used to customize program Computer ScienceM.S. in Software Development and Management Program focuses on developing software fromspecification, analysis, and design to testing and implementation. Data Communications Certificate. A three-course sequence providing college-level training for telecommunicationsprofessionals and those in related fields Voice Communications Certificate. A three-course sequence providing college-level training for telecommunicationsprofessionals and those in related fields Applied Computing and Communications Certificate. Designed to provide the background necessary to enter or advance in the field ofsoftware development Additional Information:RIT has been described as one of America's most imitated institutions, and has been recognizedrepeatedly by U.S. News and World Report as one of the nation's leading universities and thenumber one comprehensive university in the East for its science and technology programs.

All distance learning programs have the same accreditation as on- campus programs. RIT ischartered by the legislature of the State of New York and accredited by:The Commission on Higher EducationMiddle States Association of Colleges and SchoolsThe New York State Education DepartmentOffice of College and University Evaluation Student Comments:"I could not have received this degree any other way. The program gave me the flexibility toaccommodate other needs in my life," says Paul Giovanni, who recently earned a master’s degreein information technology via RIT’s Distance Learning program. Giovanni lives with his family inConnecticut and is a member of the Coast Guard.


Stanford University496 Lomita Mall, Durand Building, Room 401

Stanford, California, 94305-4036650-725-3000

http://stanford-online.stanford.edu Descriptive information: For over 30 years, Stanford University has offered working engineers and computer scienceprofessionals the opportunity to continue their education through its distance learning program,and today Stanford Online provides that education on demand, anywhere and anytime. Stanford, through Stanford Online, was the first university to incorporate video with audio, text,and graphics in its distance learning offerings. Stanford Online is credited by many sources as asignificant contributor to the growth of Silicon Valley, and to the competitive technical advantageof companies that participate in continuing education through distance learning.

Elements of Program

Primary method of course deliveryStanford offers its distance learning courses via three methods of course delivery technology: Stanford Online Courses, Tutored Videotape Instruction (TVI), CPD Microwave Transmission Stanford Online Courses: Stanford University graduate courses in engineering and computer science, as well as seminarsand short courses, are available asynchronously or in live video streaming format through theInternet. Stanford Online uses streaming software from NetShow/VXtreme to integrate video and audio in aframework which features a table of contents and augmenting graphics. The authoring processallows taped lectures to be presented on-demand, alongside a whiteboard space on the viewer'scomputer with course outlines, notes, slides or other supporting courseware materials. StanfordOnline was nationally recognized as the "Most Significant Advancement in Distance Learning for1997" by the U.S. Distance Learning Association. Stanford Online offers courses both on-demand and as real-time live casts. Stanford Online allowsstudents to ask questions or otherwise interact with the instructor, teaching assistant, and/orother students asynchronously from their desktop computer. Furthermore, all lectures are archived and can be accessed later for on-demand viewing within 2-3hours of actual delivery. Live casts are only offered in seminars and can only be viewed live duringtheir designated times. Stanford Online TechnologyStreaming video technology allows compressed video to playback without interruption bybuffering segments of the file separately. Video is played back sequentially by segment, and eachplayed segment is constantly replaced by an incoming stream. This "stream" of new segmentsallows the video to be played seamlessly. Stanford Online uses NetShow/VXtreme and its Web Theater product family to encode andproduce the content for Stanford Online. The technology enables 10 fps streaming video, andprovides a full table of contents, allowing students the ability to access the material they need


without having to waste time guessing where the pertinent material resides on the course video.To combat the small size of the video frame (160x120), the majority of the web page houses aframe called the "flipper," which is capable of displaying any augmenting graphics or textinformation in a window roughly two-thirds the size of the screen. All of the components are inperfect sync with each other, allowing a completely interactive learning experience. When astudent clicks on a specific topic listed in the table of contents, the video clip and the appropriateslide are presented. When new slides are introduced, the flipper automatically refreshes andpresents the new information. Courses are produced in three distinct phases: Capturing, Encoding, and Authoring. Courses arecaptured in nine state-of-the-art television classrooms. A matrix switcher ports any video signalinto any of the Stanford Online authoring stations. While the video is captured in RealTime, videoeditors log keywords, slides, and the times they are introduced. For Encoding, the NetShowauthor utilizes a compression scheme yielding a course optimized for 28.8 kbps in a 1:1 timelineand 128 kbps in a 4:1 ratio. A one-hour course optimized for 28.8 kbps delivery results in a filesize of roughly 40MB. While the encoding process is taking place, the flipper content is convertedto JPEG graphics. If an instructor utilizes PowerPoint slides or other computer-generatedmaterials, the slides are simply converted to HTML through the built-in Wizard feature. If theinstructor uses the chalkboard, individual frames are digitized through a video capture programand are batch-converted to JPEG files. Each frame is named according to the log sheet. StanfordOnline utilizes 10 dual-processor 300 Mhz Pentium II Compaq computers as its authoring bays. Authoring is based on a timeline model, and Stanford Online utilizes 4 of the 5 distinct tracksoffered by the software program. The video and audio tracks contain the course video captured,and the flipper track displays the slides. The flipper track can literally display any graphic, URL, PDFfile, etc. All of the keywords in the course are noted in the Table of Contents. A Ticker track existswhich enables a Java ticker feature. Once all of the tracks are filled, the HTML files areautomatically converted. The finished product is now edited for minor adjustments (i.e., timing,table of contents, keywords) before being uploaded to the video server, a dual processor 200Mhz Pentium Pro Compaq computer. Stanford Online Courses - Future PlansAn entire curriculum is being developed that will be available through Stanford Online. In additionto full-length university courses, Stanford Online will develop a video-on-demand sequence ofcourses and lectures for non-credit, using existing courses as modules, and producing segmentsto target specific market needs. Individual lectures and seminars will be produced specifically forStanford Online, and made available to a world-wide audience in a pay-per-view model.Companies subscribing to Stanford Online may utilize existing Stanford courses for internallyoffered certificate programs, or work with Stanford to develop custom programs produced atStanford and delivered via Stanford Online. Tutored Videotape Instruction (TVI), although available at any distance, was developed atStanford to provide courses to students at member companies beyond broadcast range. Usinglecture notes and other course materials, students view Stanford courses on videotape along withan on-site tutor chosen by the company. The tutor plays a highly interactive, supportive role byserving as an on-site teaching assistant. The tutor may halt the tape at any point to initiate classdiscussion, answer questions, and expand on material related to specific company interests.

TVI participants may belong to the HCP, NDO, or Audit categories. They are designated primarilyby the fact that they work outside of broadcast range, and must therefore receive courses viavideotape. Several companies have begun to use the SITN program at their internationallocations, allowing employees located overseas to take advantage of the same educationalofferings to which their domestic counterparts have access. Students using the TVI method vieweach class tape and complete homework assignments within seven calendar days of the on-


campus due date. If they are participating as HCP or NDO students, they are graded to the samestandard as full-time students.

A minimum of one quarter on Stanford campus is required for any HCP student to obtain a degreethrough the TVI program. In some cases, a student can waive this requirement by applying to theirmajor department.

Microwave TransmissionRegular Stanford courses are televised by SITN in nine teleclassrooms, and the signal is relayedfrom campus via a microwave link to five transmitters on Black Mountain, eight miles to the south.Member companies located within an approximate 35-mile radius, ranging from San Francisco toSan Jose, receive the signals with the use of a simple floor antenna. A frequency-changer on thecompany's premises converts the microwaves to VHF TV frequencies and enables students toview the classes on standard television receivers.

SITN connects off-campus students to the on-campus classroom with an interactive, two-wayaudio talkback system. This system provides students with the opportunity to ask questions andparticipate in classroom discussions via telephone.

SITN provides a daily courier service to corporate locations to deliver and pick up class materialsand homework. Handouts may also be received via the World Wide Web. Prior to viewing Stanford Online videos, students need Microsoft's Media Player. Distance Learning Philosophy: Stanford uses leading-edge technologies to deliver distance courses. There are many university-based distance learning programs around the world that are experimenting with Internet-deliverededucation and training. Virtually all the education content found on the Internet today is text andimage-based. Stanford University, through Stanford Online, is one of the first to incorporate textand graphics with video and audio. Total enrollment: Over 5,000 engineering and computer science professionals enroll in more than 200 Stanfordcourses through SCPD each year, via television broadcast, videotape or Internet delivery. Cost of program per credit hour or equivalent: Honors Cooperative Program$995 per unit (3 unit minimum)$55 one-time Document Fee Minimum charge equivalent to 3 units of course work per student is assessed for every quarterenrolled. Non-Degree Option$765 per unit (3 unit minimum)$55 one-time Document FeeA minimum charge equivalent to 3 units of course work per student is assessed for every quarterenrolled. Audit Option 1 to 50 enrollments: $524 per enrollment 51+ enrollments: $262 per enrollment


Tutored Videotape Instruction (TVI)In addition to the Student Fees, the following TVI course fees apply for the TVI program:

• TVI course fees: $820 / course• TVI seminar fees: $546 / seminar• TVI International course fee: $1,640 per seminar.• TVI International Seminars fee: $820 / seminar

Seminar FeesSeminars are available free of charge on an audit basis to everyone at local sites via television orInternet delivery. TVI sites may participate on an audit basis but are subject to a taping fee. HCPand NDO students who would like to take a seminar for credit mast enroll and pay appropriate fees. ISDN/Videoconferencing Fees

• Student Dials: $820• Stanford Dials: $1,640

Taping FeesFor students who miss classes, tapes are available for $25/tape

Length of program(s):Varies

Average number of students per class:Varies

Degrees/Classes offered:Courses in:• Aeronautics and Astronautics• Computer Science• Engineering: General• Electrical Engineering• Industrial Engineering & Engineering Management• Mechanical Engineering• Medical Information Sciences• Structural Biology• Scientific Computing• Computational Mathematics

Refer to http://scpd.stanford.edu/ce/schedules/winter9900sched.html for a current schedule of courses.

The Honors Cooperative Program (HCP) is one of Stanford's part-time graduate degree programs.It allows working professionals to earn a graduate engineering degree via SITN while maintainingemployment. Departments may offer Master's, Engineer, and/or Ph.D. degrees through the HCPprogram. SCPD and the Electrical Engineering Department now offer Stanford's first onlinedegree: a Master's in Electrical Engineering with a focus on telecommunications.

Additional Information: During Autumn Quarter 1997-98, Stanford Online had 650 participating students. At the end ofthe quarter, 11% of the students responded to a request for feedback on their experience usingStanford Online. The majority found this a positive alternative to conventional classroom learning.Twenty-five percent said they would not have taken these courses if Stanford Online had notmade them available via the Internet. Eighty-one percent plan to enroll in other Stanford Onlineclasses.


Bandwidths at office and home-viewing sites ranged from 14.4 kbps modems to T3 links, usingUDP, TCP and HTTP protocols. Many participants accessed Stanford Online courses whilesimultaneously taking courses on campus or via the Stanford Instructional Television Network.This enabled students to take different courses which were offered during the same hour, makeup classes they missed, or review past lectures. Students appreciated having the ability to jumpahead to given topics within the lecture. This was accomplished by clicking items in the Table ofContents or by utilizing the video frame VCR controls to jump ahead, rewind or pause the video.Audio quality was dependent upon each student's computer. Visibility and sharpness of thevideo was judged to be satisfactory by most; 78% responded that the on-demand availability ofthe lectures compensated for lower video quality. The non-verbal information, direction andguidance added by the motion video inserts significantly contributed to the overall learningexperience for many students. Stanford Online provided greater flexibility for those students accustomed to viewing scheduledtelevision broadcasts, and because the course lectures were archived and remained online for aperiod of time, students had control over their own viewing patterns.


SUNYOffice of the Provost

State University of New YorkState University Plaza, Albany, New York 12246

518-443-5154http://www.alis.suny.edu/

Descriptive Information:The State University of New York (SUNY) system consists of 64 campuses. SUNY has developedsome innovative ways to use technology to tie the community college, college, and universitiestogether.

Campus Networking provides support to assist SUNY Campuses with methods for establishingand upgrading campus telecommunications capabilities and linking these premise systems withSUNYNet and external resources.

SUNYNet has evolved from a slow speed, single function, single protocol network serving 29locations of the early 1980's to a high speed, full function, multi-protocol network supporting datacommunications for the entire University System with connections to 72 locations.

Supporting interoperability, SUNYNet provides transport for TCP/IP, DECnet and IBM SNA. Thisconnectivity gives campuses the capability of connecting to any host on SUNYNet as well asaccess to gateways to other state agencies (Department of Labor, Higher Education ServicesCorporation, Department of Motor Vehicles, and the Office of the State Comptroller).

SUNYNet Collaboration is a cornerstone of the SUNY Learning Network. 47 SUNY campuses have workedtogether to provide "the most convenient way to earn a College Degree" from the State Universityof New York. SUNYNet is a comprehensive telecommunications and data communicationsnetwork that links SUNY state operated campuses and community colleges with each other and toSystem Administration. SUNYNet provides multiple protocol data communications transport andnetwork services.

Elements of Program

Primary method of course delivery and response:Internet access is achieved by two access methods. One, via direct connections to Internetproviders and two, via six SUNYNet/Internet T-1 Frame Relay Gateways at each T-1 node.

Distance Learning Philosophy:Advanced Learning & Information Services strives to be a center of achievement dedicated tohelping SUNY pioneer the development and use of learner-centered, technology-basededucation and its applications across the range of human endeavor.

The ALIS Workgroups shown in the diagram above deliver state-of-the-art technology andsupport services to State University and non-State University customers to meet these goals:

1 Promote the creation of new learning environments2 Develop robust, integrated, comprehensive networks


3 Provide and support advanced library and information services4 Encourage effective customer use of information-age tools5 Lead policy, planning, assessment and advocacy activities that promote technology-

based education

SUNYNet's mission is to provide and maintain universal communications infrastructure for use bymember campuses. SUNYNet provides connectivity at the physical, data link and network layer ofthe ISO model in point to point, multi-point and connection-less services up to T1 speeds.

Cost of program per credit hour or equivalent:Instate tuition per credit hour Undergraduate $137.00 Graduate $213.00Out of state tuition per credit hour Undergraduate $346.00 Graduate $351.00

Additional Information:In 1991 SUNYNet was presented with the Interop Achievement Award in Education for itsinnovation and early adoption of inter-networking technology.

SUNYNet's members are charged an annual fee based upon the speed of the campus link to theheadquarters. . An additional charge is accessed for Internet access via the Gateways.Transmission speeds from 56KBPS to T-1 (1.544 MBPS) are supported via frame relay or directlinks. The SUNYNet backbone is comprised of fully redundant dual T-1's between six nodeslocated in Albany, Syracuse, Buffalo, Binghamton, Brooklyn, and New Paltz.

SUNYNet supports ethernet, token ring and synchronous interfaces by providing the networkingequipment and circuits to connect a campus to the backbone.


University of California, Los Angeles, Extension555 S. Flower Street

Los Angeles, California 90071(800) 784-8436

http://www.onlinelearning.net

The University of California, Los Angeles, Extension, an academic division of the University ofCalifornia, Los Angeles, is a global leader in continuing education. They offer one hundred thirty-eight online courses that are instructor-led, and have partnered with eMind.com to offer more than500 self-paced online courses.

Total enrollment: Since September of 1996, nearly 2,000 students from 49 states and 27 foreign countries, inhave enrolled in the instructor-led online courses.

Cost of program(s):Online courses are priced between $81 and $150 per unit.$ 395 - 500 per course

Length of program(s):Varies; an average is 5 weeks

Elements of Program

UCLA Extension program currently offers 136 online courses, and online certificate programs.Class size is 15 to 25 students

Primary method of course delivery:Online, instructor-led courses delivered through Blackboard and Embanet, two Asynchronoussoftware packages, which provide electronic mail, chats, threaded discussion, file transfers andfolder organization through a virtual classroom setting.

Courses also use CD ROMs, streaming video, and touch-tone telephone.

Every online course operates independently. They are designed and conducted especially totake advantage of the online format.

Distance Learning Philosophy:UCLA Extension feels its online courses are just like traditional "on-the-ground" classes:maximum class size is rarely more than 20; instructors are experienced professionals in their field;and, throughout the course, students have ongoing, individual and group dialogues with theinstructor and the other students.

UCLA also feels online classes do not need to be a dry, solitary experience -- a sort of electroniccorrespondence course; they aim for their courses to have a high degree of personal contact anda feeling of community. Their courses are broadly grouped into four communities: Like thecolleges of a university, each community has its own character, an individual personality given to itby its students, its faculty, and the nature of its studies. Within each community, courses arelocated in specific neighborhoods. These neighborhoods more narrowly define the curriculumoffered in its courses. This organization makes it easier for new students to find their way, andallows course managers and other support staff to be far more expert in each of their areas andbecome more quickly familiar with individual students.


Classes OfferedUndergraduate and graduate degrees are not offered by UCLA Extension or their otherproviders. Students can earn college credits through some of the online courses, and thosecredits can be transferred and applied toward a degree at another institution (at that institution'sdiscretion).

Certificated programs and courses to earn professional development credits are offeredin Computers and Information Systems, Business and Management, Writing, and Education.

Computers and Information SystemsCertification Training

• A+ Certification• Certified Novell Engineer• Cisco Certified Network Associate• Microsoft Certified Professional• Microsoft Certified Solution Developer• Microsoft Certified Systems Engineer• Red Hat Linux• Computer Graphics/Graphic Design• Computer Programming• General Computing• Information Systems• Microsoft Office• Professional Designation in Applications Programming• Web Design and Production• Web Technology• Certificate in Professional Designation in Applications Programming

Business and Management:• Award in General Business Studies

• Accounting• Human Resources• Personal Financial Planning• Technical Communication

• Business Basics• E-Commerce• Entertainment Studies• Estate Planning (CPA Education Foundation)• International Business• Investing• Leadership Lab• Marketing• Mental Health Professionals• Public Relations• Real Estate• Certificate in General Business Studies (AGBS)• Certificate in General Business Studies - Technical Communication• Certificate in General Business Studies - Accounting• Certificate in General Business Studies - Human Resources• Professional Designation in Personal Financial Planning• E-Commerce• Continuing Education for Mental Health Professionals

Writing• Basic Writing Skills


• Business Writing• Journalism• Nonfiction Writing• Public Relations• The Writers' Program

• Creative Writing• Screenwriting

• Writing for the Web

Education• Certificate in College Counseling• Cross-Cultural Language and Academic Development• Houghton Mifflin Courses• Instructional Technology for Educators• Master of Arts in Urban Education• Online Teaching Program• Professional Development for Educators• Teacher Certification Courses• Teaching English as a Foreign Language• Teaching English to Speakers of Other Languages• Tech Connect• CLAD/TESOL/TEFL Programs

Refer to http://www.onlinelearning.net/CourseCatalog/ for a current list of courses.

Additional Information:A three to five day orientation is required for all new online students to become familiar with how todo everything needed to take part in class. Orientation is designed to maximize the student’scomfort level with the software and bring them up to speed fast. New students who do notparticipate in the orientation may be dropped from the course and refunded their course fee.


University of Colorado at BoulderCATECS

University of ColoradoECOT 127, CB 435

Boulder, CO 80309-0435303-492-6331

http://www.colorado.eduhttp://www.colorado.edu/CATECS

Descriptive Information:For 17 years, the School of Engineering and Applied Science at the University of Colorado hasbeen a leader in offering graduate distance learning courses. The Center for Advanced Training inEngineering and Computer Science (CATECS) offers professionals a way to continue theireducation, and complete all course work for a master's degree, at a distance via live microwave TVtransmission or videotape.

The first degree program via distance education from CATECS was offered in 1983 in response tothe needs of business, industry and government leaders. Since then it has expanded to over1,700 enrollments annually from over 250 job sites in Colorado, across the nation, and abroad.Over 800 companies nationwide have participated in CATECS, and enrollments from abroad haveincluded students in Germany, Spain, Canada, Korea, Australia, Israel, Columbia, and the MarshallIslands.

Elements of Program

Primary method of course delivery: Electronic mail; fax; microwave television with interactive audio; satellite television; telephone;videocassette. UOCB offers self-paced online courses where students work totallyindependently, with an instructor by mail or e-mail, using a study guide or online syllabus, textbooks and other materials, and semester based online courses for students who prefer morestructure.

The CATECS program offers graduate courses from the College of Engineering and AppliedScience delivered directly to the workplace during the semester via live TV broadcast withinteractive audio or videotape. Courses can be applied toward a master's degree or taken on acredit or noncredit basis for professional development. Courses taught in previous semesters areavailable for noncredit review through the tape library. Areas of study include engineering,computer science, telecommunications, and engineering management.

The courses are available to CATECS students through three methods:Live Sites:Courses are broadcast to major companies along Colorado's Front Range via microwave TV asthey are being taught on campus. Two-way audio enables discussion between those on and offcampus. If students miss a class, it can be viewed on videotape at a later time. Videotapes are sentto all CATECS students. Many companies up and down Colorado's Front Range are "live sites,"and there are two open live sites.

Tape Sites:Students without access to a live site can take courses by videotape. Videotapes of each classsession are sent to all students throughout the U.S., Canada, and abroad. Students outside theU.S. must make special shipping arrangements with CATECS.


NTUSome CATECS courses are available to students who are enrolled with the NationalTechnological University based in Fort Collins, Colorado. NTU students also receive videotapes ofeach class session.Students at all sites are sent any handouts an instructor distributes in class. Exams can be taken atthe workplace, proctored by a person who serves as the on-site coordinator (Education Officer

Distance Learning Philosophy:CATECS provides the best of both worlds: convenient distance education and University ofColorado academic quality. A student can finish their degree from any place in the nation, and incertain cases from abroad.

Does this type of "distance learning" work? It appears to be as effective as on-site, face-to-faceinstruction in the classroom," according to the Office of Technology Assessment of the U.S.Congress (Living for Learning: A New Course for Education, 1989).

Total enrollment:CATECS today receives over 1,700 enrollments a year from over 250 job sites in Colorado, acrossthe nation, and abroad. CATECS was created in 1983 in response to the needs of business,industry and government leaders. Since then it has expanded to over 1,700 enrollmentsannually. Over 800 companies nationwide have participated in CATECS. Enrollments from abroadhave included students in Germany, Spain, Canada, Korea, Australia, Israel, Columbia, and theMarshall Islands.

Cost of program per credit hour or equivalent:Tuition per 3-credit course: $1,200; Tuition is the same for degree and non-degree;credit and non-credit; in-state and out-of state; and credit Tape Library.Exceptions:Final Project or thesis: $996 (for up to 3 credits)Degree Candidacy: $996Telecommunications Capstone Seminar: $996

Length of program:Semester

Average number of students per class:Varies according to delivery method

Degrees/Classes offered:Degree programs available for completion by taking classes through CATECS include Master ofEngineering (M.E.) and Master of Science (M.S.) degrees in the following disciplines:

• Aerospace Engineering - M.E. and M.S.• Computer Science - M.E.• Electrical and Computer Engineering - M.E. and M.S.• Engineering Management - M.E.• Mechanical Engineering - M.S.• Telecommunications - M.E. and M.S.

While a student can earn a degree online, certain degree plans require the student todefend a final project or thesis orally on campus.


Professional certification is available in Engineering Management, and two certificate programs areoffered by the Mechanical Engineering department.

Individual coursesBusiness /general studies (graduate)

Additional Information:In the study, "The Rise of American Research Universities: Elites & Challengers in the PostwarEra," the University of Colorado at Boulder was ranked number 10 among all public researchuniversities in the United States. The ranking was based on a combination of the top science, topsocial science, and top arts and humanities programs.

CATECS maintains an ongoing relationship with industry representatives to design programs thatmeet their changing needs. The Telecommunications Program is an area of high interest fordistance learning courses through CATECS. The Engineering Management Program is also anarea of increasing popularity and utility. CATECS courses continue to be in demand by corporate,military, and governmental institutions throughout the world.


University of Maryland, University CollegeCollege Park, MD 20742-1628

(301) 985-7265http://www.umsa.umd.edu/OnLine/DistanceLearning

Descriptive information:The University of Maryland’s experience in distance education spans more than a quarter century,by first offering a degree program via distance education in 1982. Forbes magazine ranks UMUCin the "Top 20 Cyber Universities." In addition, UMUC received the University ContinuingEducation Association–Peterson's 1998 and 1999 Award for Innovative Distance Education, andInside Technology Training , a magazine that discusses education outside of the traditionalclassroom, listed on-line programs at the University of Maryland as second in terms of size. As oneof the worlds' leading universities in providing degrees at a distance, UMUC strives to provideinnovative programs and services to bring the finest education available to the world's community.

Elements of Program

Primary method of course deliveryThe University of Maryland University College utilizes a variety of technologies and formats toprovide maximum flexibility for distance students. Electronic media include: online computerconferencing, telephone conferencing, e-mail, Interactive Video Network, fax; cable and satellitetelevision, videocassette; voice mail conferencing, video enhancement using cable and VCRdistribution, computer-guided instructional programming, audio teleconferencing and telephonenetworks, and audiocassettes and on-line quiz system.

All courses have a strong print-based component.

UMUC's distance courses link students with their faculty member and coursemates either onlinethrough the World Wide Web (through WebTycho v. 2.1), or voice-mail conferencing(undergraduate only). Both online and voice-mail formats are asynchronous, which means thatstudents can sign on and participate at times convenient to them.

WebTycho is a customized program developed by UMUC to facilitate course delivery via the WorldWide Web. WebTycho works in conjunction with a web browser to provide an interactiveclassroom experience to over 13,000 UMUC students and faculty around the United States andthe world. Uses for WebTycho range from complete course delivery at a distance to supplementalenhancement of face to face classrooms.

WebTycho is created using Lotus Domino, a complete application development environment.Lotus Domino contains an object-oriented database structure, as well as scripting support and anapplication development framework. In addition, C, C++, Java, and UNIX scripts are used. On theadministrative back-end, UM interfaces with several enterprise systems, including Oracle,TurboImage, and Microsoft Access. WebTycho runs on a UNIX operating system. The WebTychodevelopment team is housed in UMUC headquarters located in Adelphi, Maryland.

Voice-mail coursesIn voice-mail courses, students are connected to faculty members and course-mates via standardvoice-mail technology. Faculty members use voice mail to record three- to five-minute "minilectures" and to lead discussions among students. Students use voice mail to listen to, respondto, and save messages from faculty members and to exchange messages with your coursemates.Students can also form voice-mail study groups.


Technical requirements for voice-mail coursesTo participate in a voice-mail course, students need a standard touch-tone telephone, or a dialtelephone with a tone-generating device, and a U.S. or Canadian telephone exchange. Once astudent registers for a voice-mail course, they receive a personal mailbox extension, instructionsfor dialing, and code numbers for using the voice-mail system. There is a minimal fee to cover thecost of the 800 number for the mailbox per semester.

Some courses, such as those in business, finance, and accounting, require additional softwaresuch as a Windows-based spreadsheet program or MS Project.

Distance Learning Philosophy:The great advantage of distance education is that it gives students the flexibility to achieve anappropriate balance of work, family, community, and educational commitments. UMUC’s distanceeducation courses maintain the same rigor and high standards of its classroom courses. Academicprogress is established and maintained through regular course participation.

Online students need to be prepared to interact with their faculty member and coursemates inwriting. Strong reading and writing skills in the English language are critical.

The Institute of Distance Education (IDE) is a resource to the University System of Marylandcommunity to foster the highest possible quality in design, development, delivery, and evaluationof distance education programs to meet the needs of learners throughout the state. The Institutefacilitates the sharing of distance education resources and expertise across the USM institutionsand with other agencies at the state, regional, and national level. The Institute has an advisory roleto the Chancellor in the development and implementation of interinstitutional distance educationpolicies.

Total enrollment:13,000More than 30 percent of UM students are enrolled in courses that do not require on-site classattendance. Technology serves as their link to the university.

Cost of Program per credit hour or equivalent:Undergraduate Tuition per Semester Hour: $183 Residents of Maryland; active-duty military member and spouse $222 Nonresidents of MarylandFees Distance Education: $5 Voice-mail service

Graduate tuition per credit:Resident of Maryland: $292Nonresident of Maryland*: $397

(Excluding Executive Masters, Master of Business Administration, and the Joint UMCP/UMUCMaster of Software Engineering Programs)* Note : Tuition for active duty military and their spouses is the same as tuition for Marylandresidents

Master of Business Administration Tuition• OMBA Seminars (6 credit hours each): $475.00 per credit hour• OMBA 600 MBA Orientation: $300.00/course• UCSP 610 Library Skills for the Information Age: $75.00/course


Master of Software Engineering (MSWE) Tuition

• UMUC Core and Elective Courses• Maryland Residents$292.00• Non Residents $397.00

• UMCP Core Courses• Maryland Residents$385.00• Non Residents $385.00• UMCP Elective Courses• Maryland Residents$272.00• Non Residents $415.00

Length of Program:14 weeks

Average number of students per class:Varies

Degrees/ Classes offered:UMUC has been a leader in distance education, offering fully accredited degrees to distancestudents for more than 25 years. The following programs are offered through distance learning:

UndergraduateBachelor of Arts or Bachelor of Science Degree Specializations• Accounting• Behavioral and Social Sciences• Business and Management• Communication Studies• Computer and Information Science• Computer Studies• English (B.A. only)• Environmental Management• Fire Science*• Humanities (B.A. only)• Information Systems Management• Management Studies• Paralegal Studies• Psychology

*voice-mail format only

Individual Courses• Biology• Computer Applications• Computer Science• Health Management• History• Economics• General Science• Library Skills• Journalism• Mathematics• Spanish• Speech


Graduate Degree Programs

• Master of Business Administration• Master of Distance Education• Master of International Management with specialty tracks in

- Commerce- Finance- Marketing

• Master of Science in Computer Systems Management with specialty tracks in- Applied Computer Systems- Database Systems and Security- Information Resources Management- Software Development Management

• Master of Science in Environmental Management• Master of Science in Management with specialty tracks in

- Accounting- Financial Management- Health Care Administration- Human Resource Management- Interdisciplinary Studies in Management- Management Information Systems Marketing- Not-for-Profit Management- Procurement and Contract Management

• Master of Science in Management/Master of Business Administration (dual program)• Master of Science in Technology Management

- General Program- Systems Management- Biotechnology Management

• Master of Science in Telecommunications Management• Master of Software Engineering

Additional Information:Since its inception in 1947, UMUC has served students by offering classes at times and locationsconvenient to them. From army barracks in Germany on a weekday evening to corporate offices inWashington, D.C. on a Saturday morning, working adults have earned college degrees whilemaintaining professional careers and caring for growing families. In 1992 that mission wasexpanded and university education moved out of the classroom and onto the Internet withWinTycho, WebTycho's predecessor.


The University at Oberta de Catalunya,Catalonia, Spain

http://www.uoc.es/extern/an/web.d/informacio.d/campus.d/index/index.htm

Descriptive information:The Universitat Oberta de Catalunya (UOC), created by the government of the Generalitat deCatalunya (Catalan Autonomous Government), is a new and innovative distance-learninguniversity model based on the concept of a Virtual Campus and on the use of multimedia andinteractive educational materials. Attended meetings and support centers complete and diversifywhat the University has to offer both educationally and culturally. Using computers and multimediaeducational materials structured around the Virtual Campus, professors act as facilitators, andtutors guide and direct the learning process. The UOC's head office is in Barcelona and thesupport centers are located in Bages, the Baix Camp, the Barcelonès, the Gironès and the Segriàregions of Catalonia.

Last January the UOC's Virtual Campus received the Bangemann Challenge award that theEuropean Union gives to the best European telematic projects.All courses are conducted in Spanish.

Elements of Program

Primary method of course deliveryThe virtual campusThe Universitat Oberta de Catalunya has created the concept of the Virtual Campus to allowinteraction between the different groups that make up the University (students, professors, andmanagement personnel). Students access The Virtual Campus, an Intranet, via their homecomputer and a variety of communications networks (basic telephone network, integratedservices digital network-ISDN, Infovia, Scientific Ring, Internet, etc.) The UOC has agreed withTelefónica (Spain’s national telephone company) on a connection charge and a monthly fee forthe ISDN access that includes a significant discount for students and professors in the hope thatstudents will use ISDN.

The Virtual Campus courses are conducted using e-mail, CD-ROM, audiotapes, videos, diskettes,CD-ROMs, web pages and textbooks. The students' computer needs Netscape 3.0, which theUOC provides, in order to gain access to The Virtual Campus. At the beginning of each semesterUOC students receive all the material for each of the subjects in which they have enrolled.

Course materials:UOC uses multimedia materials online, and on CD ROMS, to combine images, sound andtext, to maximize interactivity. As a general rule, these materials use hypertext techniques andconnection techniques with other information networks. This deals with a new concept oflearning materials for UOC that breaks with the traditional "book" sequencing and requires atype of logic that is different in both its creation and use.

Subjects are arranged by modules; course material includes all the corresponding glossaries,bibliography indexes, self-assessment exercises and continuing assessment exercises, that arenecessary to facilitate the students' learning task. Additional reading and consultation material isalso made available to complement the work done in the modules.

The University is currently developing and experimenting with new and innovative types ofeducational materials:


Digitized Materials: UOC is interested in modifying the way learning materials arepresented to the students to help them more easily handle and personalize their ownmaterial.

Exploration of Different Technical Alternatives for the Virtual Campus: cable,satellite, cellular, interactive television, video-on-demand, ATM, access to databases, smartagents.

Support CentersIn order to ensure that students receive the most personalized attention possible, the UOC hasestablished a network of support centers, extending throughout all of Catalonia. These supportcenters, equipped with a media room, videoconference, meeting halls and computer rooms, hostdifferent activities and other cultural and university-extension acts.

In these centers, UOC students can carry out administrative steps and academic procedures,meet with students and professors, as well as attend conferences, seminars and round tables.These centers are also equipped with a computer room and a library where they can consult all thematerial edited by the UOC as well as the recommended bibliography for each subject. In thesecenters, students also can find all of the computer equipment necessary to connect to and workwith the Virtual Campus. These centers will be incorporated progressively in 41 Catalan regions.Currently the UOC has the following Support Centers:

• Bages Support Centre (Manresa),• Gironès Support Centre (Salt),• Baix Camp Support Centre (Reus),• Barcelonès Support Centre (Barcelona)

A fifth support center will soon be inaugurated in the Segrià region (Lleida).

Two weekends a semester, UOC organizes meetings at the various centers throughout Cataloniafor virtual students; the first is an introductory meeting held at the beginning of the semester, andthe second a round-up meeting held at the end. At these meetings students and professors getto meet one another, clarify doubts and exchange information. They can also participate in culturalor entertainment activities especially organized for the occasion. Students are encouraged, butnot required, to attend these meetings.

Instructor’s Role as FacilitatorThe members of the UOC teaching staff are asked to have an in-depth command and expertise intheir respective areas of study and, to be highly qualified in the use of the tools and possibilitiesthat the information and communication technologies provide in a distance-learning environment.The UOC teaching staff must facilitate student learning by acting as mediators between thestudents and the different educational materials in the context of the Virtual Campus. Their taskcan be defined in terms of encouragement and guidance that help students to take an active rolein their own learning process.

To study at home does not mean that the UOC student is disconnected from what is happening atthe university. UOC students can chat on a daily basis; they can consult books available at theUOC or the other universities in Catalonia; they can go to the virtual library and look at thenewspapers; or they can ask professors to help settle any doubts they many have concerning agiven subject. This close, constant contact guarantees the attention and continuousencouragement that distance education requires.

In order to ensure more personalized attention, students are assigned a counselor who providesthem with general orientation throughout their entire stay at the UOC. Students are also assigneda tutor for each academic subject in which they are enrolled.


Assessment: UOC allows students to choose from the following options:

a) To follow the activities suggested by their respective tutors. If this is the case, the student willmore than likely receive a report that will be reflected in his or her final evaluation. It is the tutorwho decides the minimum number and the type of activities the student must do so that acontinuing evaluation report can be made.

b) To study in an autonomous way with the intention only being to take the final examination.Obviously, if this is the case, students are still able to count on support from their respectivetutors whenever they need it.

Final examinations are to be taken in person at one of the support centers and are alwaysscheduled at the weekend. A personal examination schedule for each student is determinedon an individual basis.

Distance Learning Philosophy:The distance learning teaching philosophy is directed to a society that is extremely diverse withregard to age, work, place of residence and personal situation, and, as such, the educationoffered at the UOC is created to adapt to the pace and needs of each student and their personaleducational demands. The creation of the UOC in 1995 acts as a complement to the Catalanuniversity system by making university studies available to all of those citizens who have not beenable to obtain a university education due to time or space limitations.

UOC feels that without distances, without boundaries, at any time and from anywhere in Catalonia,anyone can get a university degree at the UOC.

The UOC Virtual University has been founded on the following principles:• To be a new concept of a university designed to offer distance-learning education of the

highest quality through the application of innovative educational systems and by usingmultimedia and interactive technologies.

• To have a legal form adapted to the special nature of distance learning.• To be rooted in the cultural, social and linguistic reality of Catalonia.• To have an innovative, effective and efficient instructional model.• To take advantage of the possibilities afforded by the new information and

communications technologies.• To be organized in a wide-reaching regional network.• To be open to all the characteristics of a highly diverse society in terms of age, work, place

of residence and personal situation.

Total enrollment:Three out of four UOC students are between 25 and 40; nine out of ten work; and four out of tenhave children.

Most students come from the Barcelona metropolitan area (53%); one-fourth are from the centralregions (24%); 9% from the Camp de Tarragona/Terres de l'Ebre; 9% from the regions of Girona;and 5% are from the regions of Ponent. The remaining 0.5% are from outside Catalonia.

Cost of program per credit hour or equivalent:N/A Length of program(s):Varies by course


Average number of students per class:Not available

Degrees/ Classes offered:Academic degreesBusiness StudiesEducational PsychologyLawHumanitiesInformation Systems Technical EngineeringManagement Systems Technical EngineeringCatalan Language and LiteratureBusiness Administration and ManagementStatisticsEnglish Language and LiteratureComputer Engineering

Additional Information:Pilot groupsThe first year of each UOC major is made up of a pilot group of approximately 100 people. From allof those who apply for admission, the UOC selects a sample group, who will be closely followedduring their studies in order to make sure that the educational materials and the attention receivedis suitable for future groups.

The selection of students that are to make up the pilot groups is made by taking into considerationthe percentage of applications from each of the five zones in which Catalonia is divided: themetropolitan area, the central regions, the regions of Girona, the regions of Ponent, and theregions of Camp de Tarragona-Terres de l'Ebre. The students are then distributed according totheir age group and previous education and classified according to their academic records or thefinal score of the PAAU (University Entrance Examination).

For the selection of students who are not participating in a pilot group, the UOC limits the numberof student places to 50% in the Barcelona metropolitan area in order to benefit students from theother zones.

History of UOC:As in many other areas, the Spanish Civil War stopped up Catalonia's own particular pedagogicaltradition, deeply rooted in the country, while at the same time entirely coinciding with the mostmodern tendencies of European education. This was also the case for distance education.In 1915, at the head office of the Education Council of Catalonia's Mancomunitat a project forhigher education correspondence courses began to be developed. After 1918 a departmentcalled Technical Education Outreach was in full operation. Its denomination remained true to thefact that it wanted to become a real extension to what was being taught at the Industrial University.During the dictatorship of Primo de Rivera, and with the Catalan language being forbidden, mostof the teaching staff became part of the Polytechnicum, a private institution from which theOutreach continued its function under the name of Polytechnicum Postal. After 1932, and withthe initiative of the Republican Generalitat, the Outreach recovered its original name and carriedout a considerable amount of work in the distance education of Catalan teachers following thetechnical education it had been teaching up to that point. All together, this initiative resulted in themost important collection of scientific and technical books in the Catalan language up to 1936.

Given the fact that the Law of University Reform (LRU) had never taken into consideration thepossibility of creating a new distance university, it became necessary to create a new managementformula that would be suitable to the objectives and activities of the Universitat Oberta de


Catalunya, a formula that would be fluid, professional and flexible. The Generalitat opted for thelegal form of a private nature with the handing-over of control of the new university to afoundation. On October 6, 1994, upon requests by the Generalitat de Catalunya, the Foundationfor the Universitat Oberta de Catalunya (FUOC) was founded.

The Foundation watches over the correct and efficient direction and management of theUniversity and carries out inspection, assessment and control work necessary to ensure aneducational process of the highest quality. The Foundation, through the University, gives specialattention to research in the area of methodologies and techniques to be applied to distanceeducation.


University of PhoenixOnline Campus

4605 East Elwood StreetPhoenix, Arizona 85072-2031

800-366-9699www.uophx.edu

Descriptive information: The University of Phoenix Online, a part of the Apollo Learning Group, is a private, for-profit highereducation institution whose mission is to provide high quality education to working adult students.Inside Technology Training, a magazine that discusses education outside of the traditionalclassroom, listed on-line programs at the University of Phoenix (UoP) first in terms of size. Manycredit the University of Phoenix Online (UoPOL) as being the first to develop a successful onlineeducation model.

Elements of Program

Primary Method of Course DeliveryThe University of Phoenix uses Microsoft® Outlook Express as an asynchronous communicationtool to conduct online classes.

(Microsoft® Windows 95/98)• Pentium 75 or better with 32MB RAM or more• 1GB HD or better• CD-ROM• SVGA monitor• 28.8 Baud or faster modem,• Internet access

Students can access research material from the University's Electronic Library

Other Software:• Windows-based word processing and spreadsheet applications are required for Online

programs• The MBA/TM program requires project management software in addition to word

processing and spreadsheet applications Program Structure Classes are offered one at a time, in sequence. There are no semesters, so students can begin acourse of study any month of the year. A student can concentrate on one subject at a time, andwhen a class is completed he or she can move on to the next one until all degree requirementsare met. Each online class lasts five or eight weeks. A student can sign on any hour of the day or night,taking part at times that best fit his or her schedule. While this flexibility is unprecedented, itrequires greater than average discipline and does not allow a student to "coast." Students devotean average of fifteen to twenty hours a week on class readings, discussion, assignments, andprojects. Most instructors require students to dial in and participate five out of seven days perweek. In the Online program communication is many-to-many rather than one-to-one. Each class sharesits own group mailbox, which serves as an "electronic classroom." While communication between


individuals is common, each class uses a group forum where students put their work and ideasbefore classmates for comment. This upgrades the quality of most work before its more formal,academic review by the instructor. Typically, on the first day of the week the instructor sends introductory information on the week'stopic and confirms the assignments, such as reading from the textbook, completing a case study,or preparing a paper on the topic you're studying. The instructor also posts a short lecture or elaborates on the material, and provides discussionquestions related to the topic. Throughout the week, students work on readings andassignments on their own. The computer conferencing system is used to participate in the classdiscussion and ask questions/receive feedback. When assignments are due, students sendthem to the instructor online, s/he grades them and sends them back to with comments. Interactive Learning Computer conferencing exchanges are very much student-centered and involve dynamic andextensive sharing of ideas, opinions and information. As a result, knowledge is acquired asstudents examine each other's written arguments, positions and ideas memorialized in computer files. The social process of education is preserved through this interactive electronic media. In theFace-to-face classroom environment, the instructor often produces of the verbal exchanges.Research indicates that in the Online learning environment, the instructor produces only 10-15%of the interactions. Thus, the adult learners are much more actively involved in their education,something that the University of Phoenix has found to be essential to adult learning programs. Online research also indicates that communication among students becomesprogressively more interactive as they refer back and build upon earlier interactions. Time and Place Independent All communications in the University of Phoenix Online computer conferencing system areasynchronous rather than real-time communication. While this naturally imposes some limitations,it has been found that asynchronicity increases access for students since they can control thetime and place of their participation. They enjoy far greater flexibility since activities need not besimultaneous. Asynchronous communication also enables both students and faculty to postmaterial at their own pace and to provide well-thought-out responses free of the pressure ofinstantaneous feedback. The University's Online classrooms are "open" 24 hours per day, 7 daysper week. This enables working adult learners to choose the time when they believe they are bestprepared to engage in a particular learning activity, spend as long as they wish working on it, andreturn to it as often as they wish. The result is that the adult learner has increased control and hasmore options than in the face-to-face environment. Computer Text-Based Communications All online communications are computer text-based, with the students and faculty being able tomaintain a common transcript of every communication. This archived transcript greatly enhancesopportunities for reflective interaction. At any time, students can review and reflect on thetranscripts stored in their computers. These archives invite students to organize and reorganizethe body of ideas being developed in their class. Dr. Harasim has found in her research that thisfeature enables "purposeful, creative cognitive interaction with the content." Distance Learning Philosophy: The University's educational philosophy and operational structure embody participative,collaborative, and applied problem solving strategies that are facilitated by a faculty whoseadvanced academic preparation and professional experience help integrate academic theory withcurrent practical application. The University assesses both the effectiveness of its academicofferings and the academic achievement of its students, and utilizes the results of theseassessments to improve academic and institutional quality.


The cornerstone of UopOL’s educational philosophy is the recognition of the distinction betweenthe younger student still deciding on a career and the adult student who has established personaland professional goals. UopOL feels that education for working adults must harmonize with full personal and professional lives, and they have developed programs that allow mature students tobenefit from the integration of work and school. The UoPOL faculty is comprised of workingpractitioners, experts in their field.

Total enrollment:9,500 online students located in every corner of the world

Cost of program per credit hour or equivalent: Tuition for the Online program:• Application Fee $58• Student Service Fee $75• Undergraduate $390/credit hour• Graduate $485/credit hour• Late Payment Fee $30• Graduation Audit Fee $50 ( When an application for graduation is submitted

Online Directed Study (MAED and Nursing Only)• Application Fee $58• Student Service Fee $75• Undergraduate $330/credit hour• Graduate $375/credit hour• Late Payment Fee $30• Graduation Audit Fee $50 (When an application for graduation is submitted)

Students do not ask pay for a full semester at a time; instead, they are charged for each courseindividually as it is taken. The University of Phoenix also guarantees that tuition will not beincreased for as long as the student remains active in the program.

Books and materials vary by course.

When enrolled and actively participating in a class, students generally use approximately 1-2hours of online connect time per month.Financial assistance is available for qualified individuals who are unable to take advantage of, orwish to supplement, the many tuition reimbursement programs provided by employers.

Length of program(s):Five to eight weeks.Students take one course each five to eight week period because research shows that learn bestin an atmosphere of concentrated immersion.

Average number of students per class:6 to 15 studentsThe average age of Online students is 38.Twenty percent of the students are executives or owners of their own businesses, 30% aremiddle managers in business and industry, and 44% are technical or licensed professionals.About 60% of online students graduate and receive degrees. Degrees/ Classes offered:

• Associate of Arts in General Studies• Bachelor of Science in Business/Accounting


• Bachelor of Science in Business/Administration• Bachelor of Science in Business/Management• Bachelor of Science in Business/Project Management• Bachelor of Science in Business/Management• Bachelor of Science in Business/ Marketing• Bachelor of Science in Business/ Information Systems• Bachelor of Science in Information Technology/ Database Management• Bachelor of Science in Information Technology/ Networks and Communication• Bachelor of Science in Information Technology/ Programming and Operating Systems• Bachelor of Science in Information Technology/ Systems Analysis• Bachelor of Science in Information Technology/ Web Management• Bachelor of Science in Nursing

Graduate• Master of Arts in Education/ Curriculum and Technology• Master of Arts in Organizational Management• Master of Arts in Business Administration• Master of Arts in Business Administration / Accounting• Master of Arts in Business Administration / Technology Management• Master of Arts in Business Administration / Global Management• Master of Science in Computer Information Systems• Master of Science in Nursing

Doctorate• Doctorate of Management in Organizational Leadership

Professional ProgramsUniversity PoliciesTeaching/Learning ModelFinancial AidAlumni Network

Additional Information:In 1987, the University initiated a project to measure the learning outcomes of its students. Thisproject was one of the most comprehensive assessments of adult learning of any college oruniversity in the United States.

Every student who enters a University of Phoenix program takes a Comprehensive CognitiveAssessment to measure their subject-matter knowledge, judgment, and problem-solving skills,and then they take it again at graduation so we can measure whether they have reached thelearning outcomes specified in our curriculum. UoP also administered an Affective Assessmentinstrument which measures the impact our program has had on students' professional values. Forexample, attitudes concerning lifelong learning, teamwork and cooperation, effective writtencommunication skills, self-confidence, critical thinking and evaluation skills are measured. Thisassessment is also taken upon enrollment and at graduation.

Other assessment measures include registration, end-of-course, alumni and employee surveys,and research project assessment. Information generated from outcomes assessment projectprovides individual and aggregate measurements of student successes in achieving the learningobjectives of their program of study. It also provides information for improving institutionaleffectiveness and for keeping our academic programs current.

Generalized results from outcomes assessment program indicate that UoPOL students haveperformed as well or better in subject-matter achievement, when compared to their peers in UoP


classroom programs. Online students' employers indicated they were very satisfied with thequality of graduates. The faculty who teach in both University of Phoenix classroom programs andOnline, have reported that they are very satisfied with the quality of both the Online class, and thestudents enrolled.

Admission RequirementsUndergraduate ProgramsTo enroll in the undergraduate programs at the University of Phoenix Online, candidates must bea working adult, have a high school diploma or equivalent, be at least 23 years of age, and have atleast two years of post-high school work experience with exposure to organizational systems andmanagement processes.

Admission Requirements Graduate ProgramsTo enroll in the graduate programs at the University of Phoenix Online, candidates must be atleast 23 years of age, and have earned a Bachelor's Degree from a regionally accreditedinstitution. At least three years of post-high school work experience with exposure toorganizational systems and management processes are required for graduate programs.

Accreditation The University of Phoenix is accredited by the Commission on Institutions of Higher Education ofthe North Central Association of Colleges and Schools (30 N. LaSalle St., Ste. 2400, Chicago IL 60602-2504; 312 263-0456). The Bachelor of Science in Nursing Program is accredited by theNational League for Nursing. The Master of Counseling Program is accredited by the Council forAccreditation of Counseling and Related Educational Programs.

models of delivery of distance education prepared for palomar …tecweb.org/pdf/palomar.pdf ·...

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