United States - Revision history

Pbacsich: /* References */ added Recent Report Bacsich, P. (2017), Credit Transfer for Open/Online Graduate Programs: Annex 2 United States, Report for Thompson Rivers University, September 2017, Media:PLAR Masters benchmark Annex 2 United States.pdf

2023-11-16T21:07:33Z

References: added Recent Report Bacsich, P. (2017), Credit Transfer for Open/Online Graduate Programs: Annex 2 United States, Report for Thompson Rivers University, September 2017, Media:PLAR Masters benchmark Annex 2 United States.pdf

← Older revision		Revision as of 21:07, 16 November 2023
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	* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf		* van der Wende, M. (2002) The Role of US Higher Education in the Global e-Learning Market, Center for Higher Education Policy Studies, University of Twente, http://cshe.berkeley.edu/publications/docs/ROP.WendePaper1.02.pdf
	* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/		* "White House makes grants to boost online learning". eSchoolNews, September 26 2011, http://www.ecampusnews.com/technologies/white-house-makes-grants-to-boost-online-learning/

			=== Recent reports (last 8 years) ===

			Bacsich, P. (2017), Credit Transfer for Open/Online Graduate Programs: Annex 2 United States, Report for [[Thompson Rivers University]], September 2017, [[Media:PLAR Masters benchmark Annex 2 United States.pdf]]

	----		----

Pbacsich: CSV import high-income countries, all but Andorra which was done manually earlier

2023-05-10T20:29:02Z

CSV import high-income countries, all but Andorra which was done manually earlier

← Older revision		Revision as of 20:29, 10 May 2023
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	{{United Nations}}		{{United Nations}}
	{{NATO}}		{{NATO}}
			{{high-income}}

Pbacsich: CSV import all NATO countries, except Albania which was done manually

2023-05-10T16:04:26Z

CSV import all NATO countries, except Albania which was done manually

← Older revision		Revision as of 16:04, 10 May 2023
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	{{Countries-footer}}		{{Countries-footer}}
	{{United Nations}}		{{United Nations}}
			{{NATO}}

Pbacsich: CSV import United Nations members - Albania was done manually

2023-05-10T14:37:12Z

CSV import United Nations members - Albania was done manually

← Older revision		Revision as of 14:37, 10 May 2023
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	{{#set:In OECD=1}}		{{#set:In OECD=1}}
	{{Countries-footer}}		{{Countries-footer}}
			{{United Nations}}

Pbacsich: CSV import countries B-Z

2023-05-10T11:45:34Z

CSV import countries B-Z

← Older revision		Revision as of 11:45, 10 May 2023
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	[[Category:VISCED]]		[[Category:VISCED]]
	{{#set:In OECD=1}}		{{#set:In OECD=1}}
			{{Countries-footer}}

Pbacsich: CSV import of remainder

2023-05-04T11:56:18Z

CSV import of remainder

← Older revision		Revision as of 11:56, 4 May 2023
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	[[Category:VISCED]]		[[Category:VISCED]]
			{{#set:In OECD=1}}

Pbacsich: added Tier 1 etc

2013-01-03T14:05:01Z

added Tier 1 etc

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 [[Category:Country reports]]
 [[Category:Countries with Programmes]]
 [[Category:VISCED]]

Barry Phillips: /* Virtual initiatives in schools */

2011-12-19T14:15:34Z

Virtual initiatives in schools

← Older revision		Revision as of 14:15, 19 December 2011
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	As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.		As of 2010, supplemental or full-time online learning opportunities were available to students in 48 of the 50 US states. 38 states had state virtual schools or state-led online initiatives (with a 39th set to open in 2011); 27 states plus Washington, DC had full-time online schools serving students statewide; and 20 states were providing both supplemental and full-time online learning options statewide (but not as part of a state virtual school). This can be compared to 2001, during which approximately 10 states had state virtual schools and even fewer offered other online education options.
	The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.		The three main types of US virtual school are summarised in brief below, as outlined in [http://www.ecs.org/html/Document.asp?chouseid=9014 Keeping Pace With Online Learning: An Annual Review of Policy and Practice], Evergreen Education Group (2010). Note that not all schools fit neatly into one of the slots below, but without this kind of rough categorisation it would be exceedingly difficult to approach the vast array of US virtual schools.

			An excellent pictorial summary of the current position in each US state is provided annually by the iNACOL 'Keeping Pace With K-12 Online Learning' Reports mentioned above.


	Click here for the VISCED [[typology of US virtual schools]].		Click here for the VISCED [[typology of US virtual schools]].

SaraFrankBristow: /* The Bologna Process */

2011-12-19T03:35:28Z

The Bologna Process

← Older revision		Revision as of 03:35, 19 December 2011
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	===== The Bologna Process =====		===== The Bologna Process =====
	''(This section was included as relevant to Re.ViCa and has not been updated since first posting.)''		''This section was included as relevant to Re.ViCa and has not been updated since first posting.''

	The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:		The average American academic remains unaware of the Bologna Process and its significance. Yet [http://www.ihep.org/assets/files/EYESFINAL.pdf a recent report] by the US-based Lumina Foundation chides:

SaraFrankBristow: /* Virtual initiatives in post-secondary education */

2011-12-19T03:31:44Z

Virtual initiatives in post-secondary education

← Older revision		Revision as of 03:31, 19 December 2011
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	* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes		* Three-quarters of institutions report that the economic downturn has increased demand for online courses and programmes

	There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and ~~this section may later be updated~~.		There are no university-focused relevant federal initiatives of note. However, in July 2009 president Barrack Obama pledged to devote $12 billion over 10 years to improve programmes, courses, and facilities at US Community Colleges, with "$500 million devoted to freely available online courses". This pledge has evolved over time and is covered in more detail above under "Education Reform".

	Despite the lack of national ~~(federal)~~ motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.		Despite the lack of national motivation, the simple scope and diversity of virtual university activity in the US cannot be underestimated. Most US universities offer at least one hybrid or fully online programme. Many institutions offer a wide range of programmes, at both the undergraduate and postgraduate levels.

	Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities ~~are~~ examined as well. Some major institutions/initiatives include:		Many of the "notables" are operated by for-profit, private companies, although a variety of initiatives originating in "traditional" universities were examined under Re.ViCa as well. Some major institutions/initiatives include:

	* [[Capella University]]		* [[Capella University]]