online college students · 2017-10-11 · page | 4 introduction online college students 2017:...

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ONLINECOLLEGESTUDENTSComprehensive Data on Demands and Preferences

ONLINE COLLEGE STUDENTS 2017 Comprehensive Data on Demands and Preferences

A joint project of The Learning House, Inc. and Aslanian Market Research

Dr. David L. ClinefelterCarol B. Aslanian

A number of individuals contributed to the project.

Carol B. Aslanian led the Aslanian Market Research team, which included Scott Jeffe and Steven

Fischer. Dr. David Clinefelter led the Learning House team, which included Kelly Dean-Bailey, Katie

Savinon, Emily Wheeler, and Christy Swanberg.

A special thank you to Andrew J. Magda, who significantly contributed to the research and

development of this report.

Suggested Citation: Clinefelter, D. L., & Aslanian, C. B. (2017). Online college students 2017:

Comprehensive data on demands and preferences. Louisville, KY: The Learning House, Inc.

June 2017

Copyright ©2017 by The Learning House, Inc. and EducationDynamicsAll rights reserved.

page | 2 Online College Students 2017: Comprehensive Data on Demands and Preferences

Table of Contents

INTRODUCTION 4

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Key Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

SECTION 1: RECRUITING THE ONLINE COLLEGE STUDENT 8

What Comes First? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Factors in Choosing a School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Factors in Choosing an Online Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Marketing Channels for Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Information Gathering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

The Role of Mobile in the Selection Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

The Number of Schools Considered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

SECTION 2: ENROLLING THE ONLINE COLLEGE STUDENT 17

Speed of Decision-Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Financial Aid and Transfer Credit

Decision Timelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Doing It Over Again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

SECTION 3: FINANCING EDUCATION FOR THE ONLINE STUDENT 22

Paying for Online Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

The Influence of Scholarships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

page | 3 Online College Students 2017: Comprehensive Data on Demands and Preferences

SECTION 4: TEACHING THE ONLINE COLLEGE STUDENT 25

Synchronous Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Online, Hybrid, or Classroom-Based . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Class Interactions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Competency-Based Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

The Role of Mobile in Online Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Career Services in Online Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Term Length and Study Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

SECTION 5: UNDERSTANDING THE ONLINE COLLEGE STUDENT 33

Go Local . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Satisfaction With Online Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Credits From Prior Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Fields of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Education Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Institution Type . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

SECTION 6: DEMOGRAPHICS 41

METHODOLOGY 46

Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Technical Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

REFERENCES 48

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

page | 4IntroductIon Online College Students 2017: Comprehensive Data on Demands and Preferences

INTRODUCTION

INTRODUCTION

Since 2012, The Learning House, Inc. and Aslanian Market Research have conducted annual

surveys of 1,500 past, present, and prospective fully online college students. Our goal is to

assist higher education leaders to better understand not just “who” online college students

are, but also the “what” and “why” of their preferences for online learning.

For an unprecedented 10 consecutive college terms, overall enrollments in higher education

have declined (National Student Clearinghouse Research Center, 2016). Although much of

the decline can be attributed to the decrease in enrollments in the for-profit sector of higher

education, enrollments at both public and private colleges and universities have also not

grown noticeably, if at all.

However, a bright spot exists: Online enrollments grew an estimated 4% in 2016 to 3.75

million wholly or majority online learners (Eduventures, 2016). Even in this sector, however,

growth has begun to slow. Eduventures estimates the market will plateau at 4 million

students in 2019 and 2020. An improving economy and declining numbers of high school

graduates are factors affecting the momentum of online programs.

Simultaneously, the number of online programs available continues to increase. According

to the National Center for Education Statistics (2017), the number of online degree and

certificate programs grew more than 25% between 2013 and 2015 to more than 25,000

programs offered among for-profit and nonprofit providers.


This report can help institutions identify how to best serve an online audience and stand

out in an increasingly crowded marketplace. No longer can online education be seen only

as “flexible” and “convenient.” The conversation needs to become more nuanced, and

institutions need to more clearly share the positive outcomes that come with completing

degree and certificate programs online, such as career advancement, new employment

opportunities, and a sense of personal satisfaction.

The survey that underpins this report has evolved over time. Certain questions are asked

nearly every year, while others that have more consistent responses are rotated in and

out to try and identify any significant shifts in attitudes. We urge colleges and universities

interested in serving this unique student population to also review the past five Online

College Students reports on our websites. Please visit www learninghouse com/

resources/research and www educationdynamics com/e-books to access those reports.

We hope online leaders will find the following information useful in expanding access and

improving the quality of their programs. Recommendations for online programs based on

survey findings and our collective experiences are presented in BOLD, italicized text at

the end of selected sections.

http://www.learninghouse.com/resources/research

http://www.learninghouse.com/resources/research

http://www.educationdynamics.com/e-books


KEY FINDINGS

Below is a summary of key findings regarding online college students.

1. They Want to Be Part of a Community

More than half of respondents say interaction with classmates and instructors is important

to them, and about a quarter say online courses could be improved by more contact

with their instructors and more engagement with classmates. Fifty-nine percent travel to

campus between one and five times per year, for reasons such as meeting their instructor

or meeting with a study group.

2. They Experience Buyer’s Remorse

While online students tend to make their decisions quickly, 60% would change some part

of their search for an online program if they had to do it over again. Twenty-three percent

of current and past online college students wished they had contacted more schools

during the selection process, whereas others wished they learned more about the tuition

and fees (17%) or their financial aid package (16%).

3. Price Is a Factor, But Not the Only One

While price is the primary factor in selecting a school and program, students are willing to

pay more for perceived quality or a program that meets their unique needs. One-quarter

of students chose their school because the programs best matched their interests, more

than the 15 percent who chose the least expensive school.

4. They Are Heavy Users of Mobile Devices

Eighty percent of online students use a mobile device during their search for an online

program and school, and 40% go on to use their device to access their online coursework.

5. Students Expand Their Search to More Schools

While the majority of students continue to stay close to home, the number of schools

students consider has expanded. More students contacted or requested information

from three or more schools (52%), an increase from 2016 (29%). The number of students

considering only one institution fell from 30% to 18%.


6. Career Services Are Important

While career services have traditionally been seen as the purview of the traditional

student, a surprising 77% of online college students report taking advantage of career

services offered at their school. We would attribute this unexpectedly high percentage to

their reasons for going back to school, with nearly 80% of online college students citing a

career-focused reason as their primary motivation for enrolling in their program. In future

reports, we would like to explore this phenomenon further.

7. Institutional Responsiveness Is Important

Two-thirds of students decide where to apply in four weeks or less. They also expect

schools to respond quickly. Students want information about how much financial aid

they will receive and how many transfer credits will be accepted before they complete a

formal application.

8. Online Students Spend Less Time in Class Than Guidelines Recommend

A significant percentage of online students report spending less time on course activities

and work than the Department of Education guidelines mandate for the amount of credit

earned. While it’s possible the government might eventually rethink its standards around

time in seat as a criterion for credit hours, schools should focus on the structure of their

courses to ensure they are meeting current standards.

9. There’s More Variety in Their Preferred Programs

While business and healthcare remain the stalwarts of online education, for graduate

students, computer science and IT continue to outstrip education in popularity. Arts

and humanities are also making gains with undergraduates, likely due to the amount of

vocational-type programs (such as graphic design and communications) that fall within

this category.

10. They Have High Interest in Competency-Based Education

Online students are increasingly aware of competency-based programs. The percentage

of respondents who say they have not heard of competency-based education has

decreased, with 27% reporting no awareness of CBE in 2017, down from 35% in 2013.

We will continue to refine our questions around competency-based education to better

understand what that concept means to students.

page | 8SectIon 1: recruItIng the onlIne college Student Online College Students 2017: Comprehensive Data on Demands and Preferences

WHAT COMES FIRST?

On the whole, online college students approach an institution knowing what they plan to

study. The majority, 58%, know the specific program they want to study, such as a bachelor’s

degree in accounting, while an additional 37% know the general area of study but not the

specific program (e.g., business or healthcare) in which they want to enroll.

When you began looking for your most recent online program, to what extent

did you know the specific program in which you wanted to enroll?

(Percent of All Students)

RECRUITING THE ONLINE COLLEGE STUDENT

SECTION 1:

R E C O M M E N DAT I O N : A diverse program lineup that is clearly conveyed is key, as program availability is the

primary driver in choosing an institution. If a desired program is not offered, the student will choose a different school rather than choose a different program.

58%

37%

5%

I knew the general field I wanted to study, but hadn't decided on a specific program

I didn't really know what I wanted to study

I knew the specific academic program I wanted


#1 factor

Top 3 factor31%

61%

13%

41%

12%

36%

12%

33%

8%

34%

7%

29%

6%

22%

5%

19%

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22%

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FACTORS IN CHOOSING A SCHOOL

Tuition and fees are top of mind for most online college students when deciding which school

to attend. This factor is one of the top three factors weighed by 61% of online college students

and is the number one factor for nearly one-third. The reputation of the program and the

school are also important factors considered by online college students when making the

decision, but these factors are not considered as often as the cost of the program.

Given that students already know what they want to study, it is not surprising that the focus of

their search and overall most important reason for choosing their school is because it is the

best match to their interests (25% of current and past online college students). Although tuition

and school reputation are the top factors for many online college students, fewer students

end up basing their decision mainly on the price of the program (15%) or on the institution’s

reputation (14%). This lack of consensus and growing diversity among online college students

present challenges for institutions, which cannot simply focus only on one appealing attribute

to attract potential students. Instead, they need to present a complete picture of the benefits

of studying at their institution. Furthermore, only 19% of students consider just one school

during their search, so institutions need to work harder to stand out from the competition.

What are the most important factors in your decision about which school in

which to enroll? (select 3) (Percent of All Students)


Which of the following was the single most important reason you selected your top choice school, relative to the others you considered?

Percent of Current and

Past Students

The programs best matched my interests/needs 25%

I only considered one school 19%

It was least expensive 15%

It was the best value (combination of cost, reputation, and convenience) 15%

It has the best reputation 14%

It was the school I knew best 4%

It was the closest school to where I live or work 4%

It was the school that was recommended to me by someone I respect 3%

Other 1%

FACTORS IN CHOOSING AN ONLINE PROGRAM

“Speed to degree” is very important to online college students, with the various programmatic

features that address fast completion being important factors when selecting a specific

online program. Year-round courses (33%), faster completion compared to classroom (29%),

accelerated courses (23%), and frequent start dates (20%) are all important factors to many

online students, and all address degree completion time. Available scholarships (30%) are

also important, and we know that a small annual scholarship can influence a large segment

of online college students.


Which of the following specific features of some online programs were most important in your selection of a specific online program in which to enroll? (select 3)

Percent of All Students

Courses offered year-round (across all 12 months) 33%

Available scholarships, grants, and/or assistantships 30%

Ability to complete studies in less time than a classroom program

29%

Availability of fast-track accelerated courses 23%

Frequent program start dates throughout the year 20%

Graduates are well-respected by employers in my field 20%

Ability to enroll in classroom courses also (if desired) 19%

Generous policies regarding acceptance of previously earned credit 16%

Some online classes have sessions with set time to facilitate contact between students and instructors

16%

Many faculty are also practitioners in their field 15%

Many faculty teach full time, hold a doctorate 10%

Something else 1%

R E C O M M E N DAT I O N :Eight-week courses, multiple start dates per year, and scholarships or tuition discounts are no longer novelties but rather necessities for online programs to succeed. Policies

regarding these topics need to be updated and institutionalized to reflect student expectations and then properly communicated to prospective students.


MARKETING CHANNELS FOR AWARENESS

Students are engaged in a variety of marketing communication channels, with no single

channel being the most influential as it relates to information recall. Listings on search

engines (30%), email (29%), and ads on websites (25%) are among the top channels cited

by students. Commercials on TV (29%) are also near the top of the memorable marketing

channels list. More traditional marketing channels, such as college fairs (22%) and direct mail

(18%), are not too far behind, with one in five online college students remembering receiving

information from these marketing channels. The execution of an integrated marketing plan

utilizing numerous communication channels and vehicles is critical to building awareness and

driving inquiries.

In which of the following do you remember seeing advertisements or

information on online programs at the time you started your search for an

online program? (select all) (Percent of All Students)

Listings on search engines(Google, Bing, Yahoo, etc.)

Commercials on TV

Email

Ads on websites I visit

College fairs

Ads on college search sites(eLearners.com, ClassesUSA.com, etc.)

Posts on Facebook orother social media sites

Ads on Facebook orother social media sites

Direct mail(snail mail)

Videos on YouTube

Commercials on radio

Billboards

Ads on apps that I use

Podcasts

30%

29%

29%

25%

22%

21%

19%

19%

18%

16%

15%

10%

10%

6%


INFORMATION GATHERING

Once online college students identify the schools in which they are interested, they use search

engines (37%) and the institution’s website (35%) to gather information about their program

of interest. Ninety percent of students visit the college’s website during their search, with the

majority typing the name of the school directly into the browser when navigating their way to

that site. One-quarter of students will pick up the phone and call the schools they are interested

in for more information, with only 9% taking advantage of live chat functions on websites.

After identifying schools of interest, what were your primary sources of detailed information about your program? (select 3)


Internet search engines (Google, Bing, etc.) 37%

Program and other pages on the websites of the schools of interest 35%

Phone calls to the schools 24%

Printed school guides and other materials 21%

Conversations with friends, family 20%

Attending an open house/other event 17%

College search sites like eLearners.com, ClassesUSA.com, eLearnPortal.com 16%

Social media sites (Facebook, LinkedIn, Google+, etc.) 15%

Attending a virtual open house 13%

Conversations with my employer or colleagues 13%

Live chat on the school website 9%

Other 1%

R E C O M M E N DAT I O N :Search engines are the primary tool students use when looking for programs, so schools must become experts in search engine marketing (SEM) and search engine optimization (SEO). Understanding the techniques of these marketing options, such as defining and ranking for relevant search terms, will help increase an institution’s visibility in the very

places where students are looking.


R E C O M M E N DAT I O N :A school's website should be its number one marketing effort. The site needs to be up-to-date and provide complete information on polices, procedures, and programs. It is the most popular source of information for prospective students and can help prevent

calls and emails requesting the same data if it is designed in a user-friendly manner that requires few clicks to get to the most pertinent enrollment and admissions information.

THE ROLE OF MOBILE IN THE SELECTION PROCESS

More than 80% of online college students conducted at least some of their research about

which school to attend on a mobile device. One-quarter conducted almost all of their research

on their mobile device, and an additional 12% conducted all of their research on a mobile

device. This is up slightly, but not significantly, from 2016. Sixty-seven percent were satisfied

or very satisfied with how the content was presented on their mobile device while conducting

their search, leaving one-third of students that were not satisfied with the mobile experience

of institution's websites.

To what extent did you conduct any of your research about schools to attend

on a mobile device (smartphone, tablet, etc )? (Percent of All Students)

44%

19%

25%

12%

1%

Not at all

Some

Almost all

All

I don't own a mobile device


How satisfied were you with the presentation of the content you accessed on a

mobile device?

R E C O M M E N DAT I O N :A school’s website needs to be optimized for mobile usage, with information being easily

accessible and consumable on a mobile device.

THE NUMBER OF SCHOOLS CONSIDERED

Prospective students are considering more options in their search. While 72% requested

information from just one or two schools in 2016, that number dropped to less than 50% in 2017.

Similarly, students who contacted just one school dropped from 33% in 2015 to 18% in 2017.

How many schools did you contact or request information from?

30%37%26%5%

2%

54321

Very satisfiedNot at all satisfied

Percent of Students Who Did Use a Mobile Device

18%30%

30%42%

30%

18%9%

6%

13%

5%One Two Three Four Five or more

Average

2.13

2.7Percent of All Students, 2017

Percent of All Students, 2016


Thirty-six percent applied to only one school, and 29% applied to two schools. When asked if

they ultimately enrolled in the school that got back to them first with the information requested,

61% said yes, which is significantly greater than in 2016 (43%).

How many schools did you apply to? (Percent of All Students)

29%

36%

21%

6%9%

One

Two

Three

Four

Five or more

Average

2.24

27%

61%

13%

Yes

No

I only inquired at one school

2017Percent of

Current andPast Students

43%

34%

23%

2016

Did you enroll in the school that got back to you first with the

information you requested?

R E C O M M E N DAT I O N :While students are considering more schools, on average, they still only consider between two and three schools. Because students frequently enroll at the institution that responds

to them first, rapid responsiveness may make a significant difference in enrollments.

page | 17SectIon 2: enrollIng the onlIne college Student Online College Students 2017: Comprehensive Data on Demands and Preferences

SPEED OF DECISION-MAKING

Sixty percent of online college students are submitting an application to a school four weeks

or less after starting their search for an online program. In 2016, 71% submitted an application

in four weeks or less, and in 2015, that number was 40%. Online college students are still

quick in making a decision on where they would like to attend.

How long did it take you from the time you first started your search for an

online program to completing your application?

ENROLLING THE ONLINE COLLEGE STUDENT

SECTION 2:

28%

38%

32%

33%

20%

18%

9%

7%

11%

8%

Less than 2 weeks

2-4 weeks

5-8 weeks

9-12 weeks

3 months or longer

2017 Current and Past Students

2016 Current and Past Students


FINANCIAL AID AND TRANSFER CREDIT DECISION TIMELINES

As quickly as online students like to submit their application to a school, they expect the school

in turn to quickly answer two key questions for them: the amount of aid they will receive and the

number of transfer credits institutions will accept. The majority of students want to know how

much financial aid they will receive (47%) and the number of transfer credits that will be accepted

(59%) even before they submit their application to an institution. An additional one-third would

like to receive this information within one to two weeks of submitting their application.

When would you prefer to find out how much financial aid you would get?


47%

16%

18%

8%

3%

8%

Less than 1 week aftersubmitting my application

1-2 weeks aftersubmitting my application


5 or more weeksafter submitting my application

I was not eligible for ordid not apply for financial aid

Before I submittedmy application

R E C O M M E N DAT I O N :Typically, online students have enrolled in higher education previously. They know

their field of study when they begin their search and often only consider two or three local schools. Consequently, they are able to make a decision very quickly. Schools

need to anticipate this and expect leads to turn cold if they are not able to respond to prospective students quickly.


R E C O M M E N DAT I O N :As the majority of online college students are making their decision about where to

attend in four weeks or less, are concerned about finishing their program quickly, and are increasingly price sensitive, it is not surprising that they would put pressure on

schools to provide specific estimates of financial aid amounts and transfer credits even before they submit their application to a school. Being able to provide an unofficial transfer credit evaluation before an application is submitted might give a school an

advantage in the local marketplace.

When would you prefer to find out how much of your previously earned credit

would “transfer” into your online program? (Percent of All Students)

59%

18%

17%

5%

2%

Less than 1 week aftersubmitting my application



5 or more weeks aftersubmitting my application

Before I submittedmy application


DOING IT OVER AGAIN

With online students making quick decisions and researching relatively few institutions, they

may end up making a premature decision. Post-enrollment, 59% of current and past online

students admit that there are now factors that are more important to them than they previously

thought. Forty percent of this group placed an increased level of importance on tuition and

fees. The reputation of the school (37%), quality of the faculty (35%), and reputation of the

program (33%) are also becoming more important.

Having to do it over again, 23% of current and past online college students wished they had

contacted more schools during the selection process, whereas others wished they learned

more about the tuition and fees (17%) or their financial aid package (16%). Forty percent would

not change any part of their selection process if they did it over again.

What factor(s) would be most important in a "redo"? (select all)Percent of

Current and Past Students

Tuition and fees 40%

Reputation of the college or university 37%

Quality of faculty 35%

Reputation of my program 33%

Location of the school near my home 19%

The school offers multiple study formats 17%

Positive interactions with staff 17%

The school reflects my values 14%

Recommendation of someone I know 11%

Something else 1%


If you had the opportunity to change any part of your search or enrollment process, what would you do differently? (select all)


Past Students

Contact/research more schools 23%

Learn more about the tuition/fees 17%

Learn more about my financial aid package 16%

Talk more with an enrollment counselor 15%

Talk to a friend/family member about the decision 14%

Learn more about the school's transfer credit policies 10%

Learn more about the program requirements 10%

Learn more about the school's values and reputation 7%

Choose a different subject area 6%

Choose a different school 6%

Choose a program with more on-campus coursework 3%

I would not change anything 40%

Something else 1%

R E C O M M E N DAT I O N :Students’ propensity for quick decision-making can lead to regrets down the road. The

more information that is available upfront, the better, especially regarding financial aid. Cost should be presented on the school’s website in multiple formats: price per

credit, price per course, and price per program. It would also be very helpful to show the average financial aid package or scholarships and average transfer credits.

page | 22SectIon 3: FInAncIng educAtIon For the onlIne Student Online College Students 2017: Comprehensive Data on Demands and Preferences

PAYING FOR ONLINE PROGRAMS

Although price is an important factor for online college students when making their decision,

three-quarters of online college students did not choose the program with the lowest tuition

when they made their final decision. Additional factors, such as reputation, location, and

programmatic content, also played a role in their decision-making process. Those who did not

choose the least expensive program were nearly equally split among the additional factors.

Tuition discounts and/or scholarships are the most attractive options to online college

students when choosing between schools. Incentives, such as a free course, free textbooks,

a free iPad, and so on, are not as attractive.

FINANCING EDUCATION FOR THE ONLINE STUDENT

SECTION 3:


26%

28%

23%

22%

Tuition for my preferred program is the lowest among the programs I evaluated

The school and the program I chose/will choose has the best reputation

Tuition for my preferred program is higher than some others but the program's convenience and its format, schedule, and location are ideal for me

Tuition for my preferred program is higher than some, but the content is what I want

Which would be the most attractive way a school could influence you to select

it over another school? (Percent of All Students)

Which of the following statements about tuition is closest to how you made

your enrollment decision? (Percent of All Students)

25%

26%

21%

16%

7%

5%

Tuition discount

Scholarships

Tuition payment plan

Free course

Free textbooks

Free technology equipment (computer, iPad, tablet, etc.)

R E C O M M E N DAT I O N : Students are willing to pay a little more if they feel they are choosing the program

that best fits them or is providing them with something other programs don’t provide. Differentiating a school and program is vital if a school is charging more than others in

the local market.


THE INFLUENCE OF SCHOLARSHIPS

The majority of online college students can be swayed to enroll in one school over another

for a relatively small annual scholarship. For at least $1,000 annually, 63% of all online students

would've chosen a different institution. Forty-two percent would be swayed by only a $500

scholarship. Only 19% of all online students would not be swayed by a $2,500 annual scholarship.

To what extent would an annual scholarship have swayed you to enroll in one

school over another? (Percent of All Students)

At least $500 At least $1,000 At least $2,500 More than $2,500

19%19%21%42%

R E C O M M E N DAT I O N :While price is not the only factor students consider, in the absence of other

differentiators, students will default to the program with the lowest tuition. Students also can be swayed in their choice by a relatively low-cost scholarship. It doesn't

take a significant amount of money to influence students, so clearly articulating your differentiators, as well as offering nominal incentives, can have a big impact.

Methodology Note: Students were asked about how an annual scholarship would sway them to choose one

institution over another. If they said "definitely" or "very much" to an amount, they moved on in the survey, but if

they did not, they were asked about a larger amount.

page | 25SectIon 4: teAchIng the onlIne college Student Online College Students 2017: Comprehensive Data on Demands and Preferences

SYNCHRONOUS SESSIONS

Although online students value the convenience of not having to travel to campus for set

class times, that does not mean these students are looking for a completely independent

learning experience. Eighty-six percent of online college students would be willing to log in

at a set time to join a discussion at least once per course. The number of meetings students

would be willing to join over the length of a course varies.

How often would you be willing to log in at a specific time to join a required

discussion or virtual lecture with your instructor and classmates (for each class in which you are enrolled)? (Percent of All Students)

TEACHING THE ONLINE COLLEGE STUDENT

SECTION 4:

Never -I don't want to ever have to log in at a

set time

Once per course

Two or three times per course

Four or five times

per course

More than five times

per course

36%

14%14%19% 17%


ONLINE, HYBRID, OR CLASSROOM-BASED

Not surprisingly, online is the preferred way these students are looking to learn, but it is not

the only format they would consider. Nearly one-quarter of online college students say they

would enroll in a classroom-based program if their online program was not available. Only 8%

definitely would not enroll.

If the program you wanted was not available in an online format, how likely is it

that you would have enrolled in a classroom program? (Percent of All Students)

CLASS INTERACTIONS

Fifty-seven percent of students cite the importance of being able to regularly engage with

classmates and instructors during online classes. About one-quarter desire “more facilitated

engagement among students in the class” and “more contact between me and the instructor.”

Optional virtual office hours held by instructors, which enable students to engage with

instructors outside of class time, are attractive to 76% of respondents.

R E C O M M E N DAT I O N : Online education does not have to be 100% asynchronous or fully online. With students

primarily coming from a local market, well-placed and targeted use of synchronous sessions and in-person experiences can make for a more engaging student experience. Calibrating

the frequency of in-person contact is key for not alienating a large portion of learners.

16%

8%

20%33%

23% Definitely not

Probably not

Not sure

Probably would

Definitely would


How attractive would you find it if online instructors held optional “virtual office

hours” – specific times each week that they were available? (Percent of All Students)

Demonstrating their diversity, online students express almost equal preferences for “instructors

with more real-world experience” and “instructors with better academic credentials.”

How could the quality of instruction in online courses be improved? (select as many as 3)


Past Students

Be taught by instructors with more real-world experience 34%

Be taught by instructors with better academic credentials 30%

Be taught by the same instructors as those who teach in the classroom 29%

More contact between me and the instructor 27%

Less busy work 23%

More facilitated engagement among students in the class 22%

More challenging course curriculum 11%

More rigorous assignments 9%

Something else 2%

44%32%19%

4%

2%54321

Very attractiveNot very attractive

R E C O M M E N DAT I O N :Set expectations and provide training for faculty members who teach online courses to encourage and lead class discussions, as well as engage with students outside of class

time, whether via office hours, email, or other means.


COMPETENCY-BASED EDUCATION

The number of schools offering competency-based education (CBE) programs is increasing,

and students have become more aware of these programs. Eighteen percent of students

say they have enrolled in a CBE program, and an additional 31% say they are very familiar

with the concept of CBE. Just over half would consider a CBE program in the future. In 2016,

14% of students indicated they had enrolled in a CBE program, and 22% said they were very

familiar with the concept. In 2014, 34% of online college students said they had never heard

of competency-based learning. Clearly, this modality is showing strong upward momentum.

The related concept of “stackable certificates,” where students could parse out a longer

degree into smaller milestone certificates, is met with great interest as well.

How familiar are you with “competency-based” learning?Percent of All

Students

I enrolled in or completed a competency-based learning program 18%

I am very familiar with competency-based learning 31%

I am somewhat familiar with competency-based learning 32%

I have not heard of competency-based learning 18%

Would you consider a “competency-based” program in the future?


53%43%

4%

Yes, I would definitely consider a “competency based” program

Maybe, I would research more about a “competency based” program

No, I would not consider a “competency based” program


R E C O M M E N DAT I O N : As online students are interested in completing their degree quickly, schools should

begin to consider all avenues of getting students through a program. Options like CBE and stackable certificates break a program down into small parts that enable students

to advance professionally as quickly as possible.

THE ROLE OF MOBILE IN ONLINE LEARNING

Mobile devices have made their way into higher education in a big way — and not only in

the search for an online program or school. Forty percent of current or past online college

students report using a mobile device to do most or all of their course-related activities. An

additional 12% report not using their mobile device but wished they could. Two-thirds of those

who used their mobile device to access course-related activities report being satisfied or very

satisfied with how the materials were presented. Students who used a mobile device mainly

used it to complete readings (47%), complete assignments (41%), and access the learning

management system (LMS) (40%).

Did you complete any of your actual online course-related activities using your

mobile device (phone/tablet)? (Percent of All Students)

18%

22%

26%

12%

23%Yes, most of my course-related activities

Yes, all of my course-related activities

Yes, some of my course-related activities

No, but I would have liked to

No, and I would not want to


For what course-related activities did you use a mobile device? (select all)

Percent of Current and Past Students Who Used Mobile

Reading required materials 47%

Completing assignments 41%

Accessing my college's LMS (such as Blackboard, Canvas, Moodle) 40%

Communication with professors 38%

Research for reports 35%

Required lectures 34%

Communication with other students 30%

R E C O M M E N DAT I O N :As with a school’s website, the online classroom and all related materials need to be

mobile-friendly. A significant and growing proportion of students use a mobile device to access and complete assignments.

CAREER SERVICES IN ONLINE LEARNING

Online college students value career services. Three-quarters of students report having

access to career services, and 77% of these students report using these services while at

their school. Of those who do not have career services at their school, two-thirds would be

interested in their school offering them.


#1 - Does your school offer career services to assist you in reaching your

career goals? (Percent of All Students)

#2 - Did you use the career services?

(Percent of Students From Schools That Offer Career Services)

#3 - Did you wish your school offered career services to assist you in

reaching your career goals? (Percent of Students Whose Schools Did Not Offer Career Services)

77%

23%

Yes

No

Unsure

Yes

No75%

#3

Yes

No

#2

#1

12%

13%

66%

34%

R E C O M M E N DAT I O N :The primary reason online students go to school is career advancement. Most already know their field of study and desired credential; thus, career exploration is not needed as much as assistance with their job search. Career planning services should include resume writing, interviewing skills, internships, externships, networking opportunities,

alumni connections, and job search strategies.


TERM LENGTH AND STUDY TIME

Online students prefer shorter term lengths, and schools have been responsive to this. Half

(51%) of online students report being enrolled in courses that are eight weeks or less in length.

Thirty-one percent are in courses that are 12 or more weeks in length. The amount of time

students spend engaged in online class preparation and activities varies considerably, with

7% reporting more than 20 hours per week and 10% spending less than five hours per week.

The Department of Education guidelines for determining course credit are 127.5 hours of

class and preparation time for a three-semester-credit course. (Fifty minutes of class time

+ two hours of preparation time x 15 weeks = one semester credit.) Assuming that most of

the online courses are three-semester-credit courses, there appears to be a substantial

percentage of online students who don’t spend the amount of time doing the classwork

required for the credit earned. Fifty-one percent of the courses are eight weeks or less, so

the expected amount of study time is 16 or more hours per week, but only 20% of students

report spending this much time.

OCS 2017 Survey: Over how

many weeks did this course meet?

(Current and Past Students)

DOE guidelines for study time

in a three-semester-credit course

OCS 2017 Survey: Thinking about a typical online

course you have completed, how much total time did you spend per week on all your

activities and work associated with the course?

(Current and Past Students)

6 weeks or less 20% 21+ hr/wk More than 20 hr/wk 7%

7-8 weeks 28% 16+ hr/wk 16-20 hr/wk 13%

9-11 weeks 21% 12+ hr/wk 11-15 hr/wk 31%

12 weeks or more 30% 8.5 hr/wk* 5-10 hr/wk 40%

<5 hr/wk 10%

*For this cell, the hours for a traditional 15-week semester were used

R E C O M M E N DAT I O N :Review course design standards and survey students for amount of time invested in

course activities to ensure that online courses are creditworthy.

page | 33SectIon 5: underStAndIng the onlIne college Student Online College Students 2017: Comprehensive Data on Demands and Preferences

GO LOCAL

The online college student is local. Over the past six years of publishing this report, a consistent

finding is that the majority of online students are seeking a local option for their studies.

Nearly three-quarters of online college students enroll at an institution within 100 miles of

their home. This is likely due to a number of reasons, such as familiarity with local schools, but

also due to the frequency they believe they have to — and actually do — travel to campus.

Three-quarters of online college students travel to campus at least once a year. Fifty-nine

percent travel to campus between one and five times per year. Approximately 25% report

never visiting the campus, which corresponds to the percentage who live more than 100

miles away. Therefore, it is reasonable to conclude that most of the students who live within

the region visit the campus at least once per year. When asked why they are visiting campus,

more than a quarter of students are meeting their instructor (39%), making a payment (33%),

meeting a study group (32%), using the library or lab (28%), or attending an orientation (25%).

How far do you live from the closest campus/service center of the college/

university in which you enrolled? (Percent of All Students)

UNDERSTANDING THE ONLINE COLLEGE STUDENT

SECTION 5:

54%

18%

7%

13%

8%

50 to 100 miles away

101 to 250 miles away

More than 250 miles away

Not sure

Less than 50 miles


In the course of a year that you were enrolled in fully online study, how often

did you visit the school’s campus/service center? (Percent of All Students)

Why did you visit the campus/service center? (select all)

Percent of Current and Past Students

Who Visited Campus

To see an instructor 39%

To make a payment or other administrative issue 33%

To meet a study group 32%

To use a library, lab, computer, etc. 28%

To attend an orientation/information session 25%

To attend a classroom session (for an online course) 20%

To participate in a student activity/sport/use the gym 15%

I enrolled in a fully/partially classroom course (as an option in my online program) 9%

Other 3%

25%

9%

32%

27%

7% Never

1 to 2 times

3 to 5 times

5 to 10 times

More than 10 times

R E C O M M E N DAT I O N :Services should be brought online so students are not required to come to campus for

administrative tasks, such as paying bills, buying books, and registering for courses. To improve the connection of online students with the school, leaders should encourage

campus visits to meet with faculty members, student groups, use the library, and attend social and orientation events. Consider easy access to parking, ID cards, and tickets.


SATISFACTION WITH ONLINE LEARNING

Online college students are very satisfied with their online learning experience. Eighty-three

percent report that their experience was the same or better when compared to their past

college-level, classroom-based learning experiences. Nearly three-quarters of online college

students feel that their online program was very much or extremely worth their time and

money, with 76% saying that their online program has helped them achieve the goal that

motivated them to enroll.

How would you compare the instruction of your college-level online learning

experiences with your college-level classroom experiences? (Percent of All Students)

To what extent do you think that your online program was worth

your time and money? (Percent of All Students)

37%

46%

1%

13%

3%

About the same

Not as good

I have not yet enrolled inany college-level online study

I have not enrolled in anycollege-level study other than

my online program

Better

38%34%21%5%

2%54321

Extremely worth my time and moneyNot very worth my time and money

Average: 4.02


Did your online program help you achieve the goal that

motivated you to enroll? (Percent of All Students)

76%

10%

14%

Yes

No

Not yet

CREDITS FROM PRIOR STUDY

Online college students are often not first-time students. More than 80% of undergraduate

students bring some amount of past college credit with them when they transfer into their

latest program. Twenty-four percent are looking to bring more than 60 credits — the equivalent

of an associate degree.

Online education is not a novelty to the majority of these undergraduate students. Nearly half

have completed an online course previously, and an additional one-quarter have completed

an online program prior to their most recent online study.

R E C O M M E N DAT I O N :Institutions should promote the outcomes specifically from their online learning

programs to show the validity of the modality and also to help their successful programs stand out as being more than just a “flexible and convenient” way to learn.


How many undergraduate credits do you hold? (Percent of All Students)

Prior to your recent online study, had you ever enrolled in any other fully online

courses or programs? (Percent of All Students)

R E C O M M E N DAT I O N :Online students have prior experience and very specific questions about transfer credit and other enrollment needs. Enrollment staff should be highly trained on how to answer

these questions or find answers to these questions quickly. The amount of transfer credits accepted should be clear on the website, and the transfer credit process should be

straightforward. Institutions should look to accept credit from as many creditable sources as possible, including portfolios, prior learning assessments (PLA), and experiential learning.

6%

46%

17%

30%

Yes, I completed another fully online program

Yes, I completed individual online courses

Yes, both online courses and programs

No

20%

22%

18%

12%

12%

7% 10% None

1 to 15

16-30

31-59

60-90

More than 90 credits

I don't recall


FIELDS OF STUDY

The popularity of fields of study in higher education rarely shows drastic movement. In online

higher education, practical fields of study have always been the most popular, with business

always having the largest share of the market by far. In 2017, although business is still the

largest field of study online at both the undergraduate and graduate levels, its popularity

has begun to wane. We see growth in fields like health and medicine, as well as arts and

humanities. At the graduate level for the second year in a row, education is ceding market

share to programs in computers and IT.

Field of Study (Percent of All Students)

2017 2014

Business

Health & Medicine

Social Sciences,Criminal Justice, Law

Science,Technology,

Engineering,or Mathematics

Education & Teaching

Counseling,Human Services

Undergraduate Graduate

23%

20%

11%

7%

7%

6%

24%

12%

9%

10%

17%

4%

28%

17%

11%

6%

8%

6%

28%

11%

Computers & IT13% 19%

14% 9%

Arts & Humanities14% 6%

9% 7%

10%

6%

22%

8%


EDUCATION MOTIVATION

Students studying online are doing so because they are motivated by career advancement.

Nearly 80% of online college students cite a career-focused reason as their primary motivation

for enrolling in their program, such as transitioning to a new career (25%), increasing their

salary (20%), updating their skills (11%), or seeking a promotion (11%). Nearly one in six online

college students are motivated by the satisfaction of completing their education, which is not

surprising given how many online college students enter their program with large amounts

of past credit.

What was your primary motivation for enrolling in your most recent online program?


I want to transition to a new career field 25%

I want to increase my wages/salary 20%

I want to update the skills required for my job 11%

I am seeking a promotion/new position in my career field 11%

The satisfaction of completing my undergraduate education 11%

I am unemployed and need more education to get a job 10%

The satisfaction of completing my graduate education 6%

It is a requirement by my employer/profession 2%

I am working part time and want to move to full-time work 2%

I have finished high school/GED 2%

Other personal reasons not related to career 2%

R E C O M M E N DAT I O N :Business and health sciences have long been seen as the pillars of online education, but

as the popularity of online learning grows, program differentiation is more important. Schools should look to offer a well-rounded portfolio of programs, as there is no one “right” program in online education. Understanding the local job market is key; an

institution can address the relevant skills gaps in its backyard by amending its curriculum and adding new programs and specializations to its portfolio.


INSTITUTION TYPE

Online college students again default to location as well as perceived price when considering

an institution to attend. Local public institutions within driving distance, large public universities

within their home state, and local private schools within driving distance are the top three

types of institutions online college students considered during the selection process. Public

institutions are typically lower-priced when compared to private nonprofit and for-profit

institutions and often have strong local or regional brands, so it is not surprising they would

top such a list. Graduate students are more likely to consider private institutions, both locally

and out of state.

What types of schools did you consider? (select all)

Loca

l public

/sta

te sch

ools

with

in d

rivin

g dist

ance

of

where

I liv

e/work

Larg

e public

/sta

te sch

ools

in m

y hom

e sta

te

Loca

l priv

ate s

chools

with

in d

rivin

g dist

ance

of where

I liv

e/work

Nat

ional

for-p

rofit

sch

ools

(Univ

ersity

of P

hoenix,

Kapla

n U, e

tc.)

Larg

e public

/sta

te sch

ools

outsid

e my

home s

tate

Public/s

tate

sch

ools

outsid

e my

home re

gion

(U o

f Ariz

ona, O

hio S

tate

, etc

.)

Privat

e sch

ools

outsid

e my

home re

gion

(St.

John'

s U, S

tanfo

rd, e

tc.) O

ther

60%

35%

28%23%

17% 15%13%

2%


Percent of Undergraduate Students

Percent of Graduate Students

63

%

33

%

24

%

21%

14%

11%

10%

3%

54

%

39

%

34

%

28

%

20

%

20

%

19%

1%

page | 41SectIon 6: demogrAphIcS Online College Students 2017: Comprehensive Data on Demands and Preferences

Are you enrolled full time or part time?Percent

UndergraduatePercent

Graduate

Full time 64% 61%

Part time 32% 35%

Not sure 5% 4%

What is your gender?Percent


Graduate

Male 25% 36%

Female 75% 64%

Prefer not to say 0% 0%

What is your marital status?Percent


Graduate

Married/partnered 42% 60%

Single 57% 39%


DEMOGRAPHICS

SECTION 6:


How many children under the age of 18 do you have?

Percent Undergraduate

Percent Graduate

None 55% 45%

One 20% 22%

Two 16% 23%

Three or more 8% 9%


AgePercent


Graduate

18 to 24 16% 8%

25 to 29 21% 20%

30 to 34 18% 27%

35 to 39 20% 18%

40 to 44 2% 6%

45 to 49 7% 8%

50 to 54 7% 3%

55 and older 9% 9%


IncomePercent


Graduate

Under $25,000 24% 9%

$25,000-$39,999 23% 11%

$40,000-$54,999 14% 13%

$55,000-$69,999 12% 15%

$70,000-$84,999 9% 12%

$85,000-$99,999 6% 11%

$100,000-$114,999 4% 7%

$115,000-$129,999 1% 5%

$130,000-$149,999 1% 4%

$150,000 or more 3% 10%


What is your employment status?Percent


Graduate

Employed full time 49% 71%

Employed part time 26% 16%

Not employed 23% 11%

Retired 1% 1%


Does your employer offer tuition reimbursement?Percent


Graduate

Yes 38% 49%

No 55% 48%

I don’t know 8% 4%


In what industry are you employed?Percent


Graduate

Office and Administrative Support 16% 8%

Healthcare Support 12% 10%

Management 10% 16%

Personal Care and Service 9% 7%

Education, Training, and Library 7% 19%

Food Preparation and Serving-related 6% 2%

Computer and Mathematical 6% 8%

Business and Financial Operations 6% 7%

Retail 5% 2%

Consulting and Other Professional Services 4% 4%

Arts, Design, Entertainment, Sports, and Media 4% 3%

Hospitality, Tourism Management 3% 2%

Construction and Extraction 3% 3%

Architecture and Engineering 3% 3%

Life, Physical, and Social Sciences 2% 2%

Legal 2% 3%

Building and Grounds, Cleaning and Maintenance 2% 1%

Installation, Repair, and Maintenance 0% 1%

Other 2% 1%


What is your race or ethnicity?Percent


Graduate

White 63% 67%

African American 15% 11%

Hispanic 10% 8%

Asian or Pacific Islander 8% 10%

Native American 2% 1%

From another background 2% 2%


page | 46methodology Online College Students 2017: Comprehensive Data on Demands and Preferences

METHODOLOGY

METHODOLOGY

In spring 2017, Aslanian Market Research and Learning House conducted surveys of 1,500

individuals nationwide. Respondents were at least 18 years of age, had a minimum of a high

school degree or equivalent, and were recently enrolled, currently enrolled, or planning to

enroll in the next 12 months in a fully online undergraduate or graduate degree, certificate,

or licensure program. After data cleaning and analysis, this report presents the responses of

1,454 online learners.

According to the Department of Education, graduate students represented 14% of the total

college population but 27% of the online population in the fall of 2015. The sample for this

survey was weighted to include approximately 40% graduate students to ensure a large

enough sample for meaningful conclusions. The data are presented for both undergraduate

and graduate students combined unless there were noteworthy differences.

Resolution Research of Denver, Colorado, identified the sample of 1,500 respondents. The

organization drew the sample from its actively managed, 100% market-research-only panel

that represents the U.S. Census Bureau, which enables the selection of groups that prove

difficult to source. Resolution Research has collected up to 250 behavioral and demographic

data points on each consumer panelist, which allows it to target respondents for specific

research objectives.

To recruit for this study, Resolution Research invited its panel of consumers from across the

nation to participate in an online survey through custom email invitations. Invitations were sent

randomly across the U.S. to reflect the basic population distribution targeting persons 18 years

of age or older. Panelists were then allowed to participate in the study if they had participated in

or were planning to enroll in a fully online degree, certificate, or licensing program.

page | 47methodology Online College Students 2017: Comprehensive Data on Demands and Preferences

Respondents hailed from all 50 states and the District of Columbia. The states that represent

51% of the nation’s population (according to the 2012 U.S. Census) represented 57% of the

study’s respondents. These states included California, New York, Florida, Colorado, Illinois,

Texas, Georgia, New Jersey, Pennsylvania, and Ohio.

The National Center for Education Statistics (2017) Integrated Postsecondary Education Data

System (IPEDS) data show that in 2015, 2.9 million higher education students were enrolled in

courses that were exclusively delivered via distance education. Eduventures (2016) estimated

the size of the wholly or majority online program market for the fall of 2015 to be 3.6 million

students. Based upon these findings, a sample of 1,500 represents approximate sampling

error of +/-3% at a 95% confidence level.

A similarly small margin of error was achieved in the 2012, 2013, 2014, 2015, and 2016

surveys; therefore, differences among these survey results over 6 percentage points may be

significant. We only address differences between the surveys that are at least 10 percentage

points to err on the side of caution. The margin of sampling error is greater for subgroups.

TECHNICAL NOTES

All percentages in this report have been rounded; therefore, the total percent figure in a table

may not add up to exactly 100. Furthermore, if the total percentage is substantially more than

100, it is because the question allowed respondents to choose more than one option.

page | 48reFerenceS Online College Students 2017: Comprehensive Data on Demands and Preferences

REFERENCES

REFERENCES

1. National Student Clearinghouse Research Center. (2016). Current term

enrollment estimates – fall 2016. Retrieved from https://nscresearchcenter.org/

currenttermenrollmentestimate-fall2016/

2. Eduventures. (2016). Top 10 data points from 2015. Eduventures Insights: Online and

Continuing Education.

3. National Center for Education Statistics. (2017). IPEDS [Data sets]. Retrieved from https://

nces.ed.gov/IPEDS/

4. Clinefelter, D. L., & Aslanian, C. B. (2015). Online college students 2015: Comprehensive

data on demands and preferences. Louisville, KY: The Learning House, Inc.

5. Clinefelter, D. L., & Aslanian, C. B. (2016). Online college students 2016: Comprehensive

data on demands and preferences. Louisville, KY: The Learning House, Inc.


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rooted philosophy of serving our schools best by serving students first. This commitment

has been at the heart of its success since it began more than a decade ago, and it continues

today as we proudly serve more than 1,200 colleges and universities of all types and sizes.

Aslanian Market Research (the market research unit of EducationDynamics) conducts market

demand studies, institutional audits, program and marketing reviews, and professional

development seminars and workshops for colleges and universities seeking information

and data on how to expand adult and online student enrollments. Throughout the last 25

years, its staff has worked with hundreds of colleges and universities of all types — public,

private, large, small, rural, suburban, and urban — in every region of the U.S. Its seminars have

provided thousands of college administrators with practical, hands-on tactics that they can

implement at their institutions at minimal cost for maximum impact.


AUTHORS

CAROL B. ASLANIAN is founder and president of Aslanian Market Research. She is a

national authority on the characteristics and learning patterns of adult and post-traditional

undergraduate and graduate students. She has made hundreds of presentations and has

authored numerous articles and reports on the topic. For more than 20 years, she worked at

the College Board in support of adult learning services. Ms. Aslanian has led market research

projects for more than 300 colleges, universities, and educational agencies.

DR. DAVID L. CLINEFELTER’s career spans all levels of education, from K-12 to higher

education. Between 2011 and 2016, Dr. Clinefelter served as the Chief Academic Officer

at Learning House. He began his career at the postsecondary level as a professor at the

University of Nebraska Omaha and lecturer at the Ohio State University. He served as Vice

President for Academic Affairs and then President of Graceland University from 1991-2002.

He made the move to for-profit higher education in 2002 when he joined Kaplan University

as Provost, overseeing significant growth in enrollment, programs, and faculty. Dr. Clinefelter

joined Walden University in 2010 as Chief Academic Officer and stayed there until joining

Learning House.

FOR ADDITIONAL INFORMATION, CONTACT:

The Learning House, Inc Aslanian Market Research

(502) 589-9878 (201) 377-3321

[email protected] [email protected]

www.learninghouse.com www.aslanianmarketresearch.com

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