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UNIVERSITY GRANTS COMMISSION (UGC)

D istance e ducation b ureau.

Open & Distance Learning

• UGC (ODL Programmes & OL Programmes) Regulations, 2020 and Amendments
• UGC(ODL) Regulations, 2017 and Amendments
• Recognition Accorded for ODL Programmes-Year Wise
• 2023-24 2022-23 2021-22 2020-21 2019-20 2018-19 2016-17 2015-16
• Category-I HEIs entitled to offer ODL programmes
• Previous Recognitions
• Recognition of Open and Distance Learning (ODL) Institutions - Handbook 2009

Based on the decision of 550th Commission Meeting held on 18th February, 2021, it is informed that UGC (DEB) Bureau has discontinued the practice to upload Category-I HEIs names which are entitled to offer Open and Distance Learning (ODL) programmes; as per UGC (Categorisation of Universities (only) for Grant of Graded Autonomy] Regulations, 2018; on UGC website. Further, the information regarding Category-I HEIs offering ODL programmes may be sought from concerned bureau of the UGC.

Online Learning

• UGC (Online Courses or Programmes) Regulations, 2018
• Recognised HEIs for Online Programs
• 2023-24 2022-23 2021-22 2019-20
• Entitled HEIs for Online programs
• 2023-24 2022-23 2021-22

Student Corner

• Know your University/HEIs
• Open & Distance Learning --> Online Learning
• Year Wise Recognition Status

Institutions at a Glance(ODL)

Institutions at a glance(online), latest @open & distance learning.

• List of Category-I HEIs entitled to offer Open and Distance Learning (ODL) programmes for academic year 2023-24, academic session beginning February, 2024.  
• Extension of last date of admission for academic session July-August, 2023 for Open and Distance Learning (ODL) and Online programmes being offered by recognized/entitled Higher Educational Institutions (HEIs)  
• Invitation of applications from ELIGIBLE Higher Educational Institutions (HEIs) for recognition to offer programmes under Open and Distance Learning (ODL) mode and/or Online mode for academic year 2023-24, academic session beginning February, 2024 and onwards.  
• Precautions to be taken by the students before enrolling in Programmes offered under Open & Distance Learning (ODL) and/or Online Learning mode.  
• List of Category-I HEIs entitled to offer Open and Distance Learning (ODL) programmes for academic year 2023-24, academic session beginning July-August, 2023.  
• List of HEIs recognized to offer Open and Distance Learning (ODL) Programmes for academic year 2023-24 (academic session beginning from July-August, 2023 and January-February, 2024) onwards.  
• List of Category-I HEIs entitled to offer Open and Distance Learning (ODL) programmes for academic year 2023-24, academic session beginning July‐August,2023.  
• Withholding/Debarring Narsee Monjee Institute of Management Studies (NMIMS), Maharashtra from offering Open and Distance Learning (ODL) & Online programmes for January-February 2023, July-August 2023 and January-February 2024 academic sessions.  
• List of HEIs recognized to offer Open and Distance Learning (ODL) Programmes for 2022-23, academic session beginning from January-February, 2023 & onwards.  
• List of Category-I HEIs entitled to offer Open and Distance Learning (ODL) programmes for academic year 20223-23 beginning from January-February, 2023 & onwards.  
• Invitation of applications from ELIGIBLE Higher Educational Institutions (HEIs) for recognition to offer programmes under Open and Distance Learning (ODL) mode and/or Online mode from academic year 2023-24, academic session beginning from July−August, 2023 and onwards.  
• Compliance of Commission decision regarding offering of Open and Distance Learning (ODL) programme by Category-I Higher Educational Institutions (HEIs) notified by UGC from academic session beginning January-February 2023 and onwards.  
• Equivalence of degree obtained through ODL and Online mode with degree obtained through conventional mode.  
• List of Higher Educational Institutions (HEIs) with recognized programmes under Open and Distance mode for the academic session beginning September 2022 (revised from July-August, 2022) and onwards.  
• Precautions to be taken by the students before enrolling for Programmes offered under Open & Distance Learning (ODL) and/or Online Learning Mode.  
• University Grants Commission (Open and Distance Learning Programmes and Online Programmes) Second Amendment Regulations, 2022.  
• Violations by Periyar University, Tamil Nadu in running distance education programmes as per UGC (Open and Distance Learning Programmes and Online Programmes) Regulations, 2O2O  
• Public notice inviting application from Eligible HEIs for recognition to offer programmes under ODL and Online mode for Academic Session beginning September 2022 (revised from July-August 2022)  
• Violations by Annamalai University, Tamil Nadu in running distance education programmes without approval of UGC  
• Public Notice DEB reg : Invitation for applications from ELIGIBLE Higher Educational Institutions (HEIs) for recognition of Open and Distance Learning (ODL) Programmes and Online (OL) Programmes from 2O2l-22, academic session beginning July, 2O21(revlsed as Novemberr 2O21)* and onwards  
• Public Notice reg: Invitation of applications from Higher Educational Institutions(HEIs) entitled to offer Online Programmes without prior approval of UGC as pr Regulation 3(B)(a) of UGC (Open and Distance Learning Programmes and Online Programmes) Regulations, 2020 and its Amendments  
• Public Notice DEB reg : Notification of fee structure for submission of application by HEIs for Recognition/ Entitlement of ODL and/or Online programmes and assessment of CIQA report.  
• Notice reg : List of recognition status of HEIs to offer ODL program for academic session beginning in January 2021 to 2024-25.  
• UGC Public Notice regarding: Extension of last date of admission for September-October academic session for year 2020-21 for Open and Distance Learning Programmes and Online Programmes  
• Invitation of proposals from HEIs for recognition of Open and Distance Learning (ODL) Programmes and Online (OL) Programmes from 2020-21  
• University Grants Commission (Open and Distance Learning Programmes and Online Programmes) Regulations, 2020  
• Updated list of Higher Educational Institutions (HEIs) Under Category-I as per UGC (Categorization of Universities (Only) for grant of Graded Autonomy) Regulations, 2018 entitled to offer programmes through Open and Distance Learning (ODL) Mode.  
• Public Notice Reg.: Invitation of proposals from Higher Education Institutions(HEIs) for recognition of Open and Distance Learning (ODL)  
• Updated List of recognition status of HEIs to offer ODL program for academic session January, 2020  
• DEB List of recognized HEIs-2019-2020  
• Extension of the last date of admission for Academic Session 2019-20, beginning July, 2019 for already UGC recognised Higher Educational Institutions (HEIs) for offering ODL programmes  
• UGC Public Notice reg.: Distance Education and DEB Recognition for 2019-20 and onward as on 31.07.2019  
• University Grants Commission (Open and Distance Learning) Fourth Amendment Regulations, 2019  
• Public Notice reg.: Clarification on requirement of academic staff in Open and Distance Learning (ODL) programmes  
• Updated List of HEIs under Category-I entitled to offer programmes through Open and Distance Learning (ODL) Mode and important information for Stakeholders  
• Public Notice reg.: Programmes prohibited in Open and Distance Learning (ODL) mode  
• UGC Public Notice reg.: Complaints of Distance Education  
• Public Notice & Updated list of recognition Status of HEIs to offer ODL Programmes for 2018-19 (Session beginning July, 2018 onwards and January, 2019 onwards)  
• UGC Public Notice reg.: Important information on Distance Education Programme for the benefit of stakeholders  
• UGC Letter reg.: Entitlement of Higher Educational Institutions (HEIs) under Category -I as per UGC (Categorisation of Universities (Only) for grant of Graded Autonomy) Regulation, 2018 to offer programmes through Open and Distance Learning (ODL) Mode  
• DEB List of recognised HEIs  
• Public Notice on Distance Education Bureau–Important Decision for the HEIs  

Latest @Online Learning

• The list of Higher Educational Institutions (HEIs) entitled to start full-fledged Online Programmes without prior approval of the UGC, as per provisions stipulated under Regulation 3(B)(a) of the University Grants Commission (Open and Distance Learning Programmes and Online Programmes) Regulations, 2020 and its amendments from academic year 2023-24, academic session beginning February, 2024 and onwards.  
• Additional List of Entitled HEIs- for offering full-fledged online programmes (Academic year 2023-24, academic session beginning July-August, 2023 and onwards)  
• List of Higher Educational Institutions (HEIs) recognized to offer online programme for academic year 2023-24, academic session beginning July-August, 2023 and onwards.  
• The List of Higher Educational Institutions (HEIs) entitled to start full-fledged Online Programme without prior approval of the UGC, as per provisions stipulated under Regulation 3(B)(a) of the University Grants Commission (Open and Distance Learning Programmes and Online Programmes) Regulation, 2020 and its amendments from academic year 2023-24, academic session beginning July-August, 2023 and onwards.  
• List of Entitled HEIs for offering Online programmes for academic year 2023-24, academic session beginning July-August-2023  
• Additional List of Entitled HEIs - for offering full-fledged online programmes (Academic session beginning January- February 2023)  
• Additional List of Entitled HEIs - for offering full-fledged online programmes (Academic year 2022-23, session beginning July, 2O22 and onwards)  
• Additional List of Entitled HEIs - for offering full-fledged online programmes (Academic year 2021-22, session beginning January, 2022 and onwards)  
• List of Higher Educational Institutions(HEIs) recognized to offer Online Programmes for 2021-22, academic session begining November 2021(revised from July, 2021) and onwords.  
• DEB additional list of HEIs entitled to start full-fledged Online programmes without prior approval of the UGC, as per provisions stipulated under regulation3(B)(a) of the University Grants Commission (Open and Distance Learning Programmes and Online Programmes)Regulations, 2020  
• DEB Additional list of HEIs entitled to start full-fledged Online programmes without prior approval of the UGC, as per provisions stipulated under regulation3(B)(a) of the University Grants Commission (Open and Distance Learning Programmes and Online Programmes)Regulations, 2020.  
• Updated list of Higher Education Institutions entitled to start full-fledged Online programmes without prior approval of the UGC, as per provisions stipulated under regulation 3(B)(a) of the University Grants Commission (Open and Distance Learning Programmes and Online Programmes) Regulations, 2020.  
• Updated list of Hlgher Educational lnstitutions entitled to start full-fledged Online Programmes without prior approval of the UGC, as per provisions stipulated under regulation 3(B)(a) of the University Grants Commission (Open and Distance Learning Programmes and Onllne Programmes) Regulations, 2020 in Supersession lo this otflce letter of even number dated 10.03,2021.  
• List of HEIs entitled to start full-fledged Online programmes without prior approval of the UGC, as per provisions stipulated under regulation 3(B)(a) of the University Grants Commission (Open and Distance Learning Programmes and Online Programmes) Regulations, 2020.  
• UGC Public Notice regarding Invitation of applications from Higher Educational Institutions (HEIs) entitled to offer Online Programmes without prior approval of UGC as per University Grants Commission (Open and Distance Learning Programmes and Online Programmes) Regulations, 2020.  
• University Grants Commission (Online Courses or Programmes) Amendment Regulations, 2020  
• University Grants Commission (Online Courses or Programmes) Regulations, 2018.  
• Public Notice reg: Invitation of proposal from HEIs for Recognition of Courses/Programmes to be offered in Online mode from the academic session 2019-20 & onwards.  
• UGC Public Notice reg.: Extension of last date for “Invitation of proposal from HEIs for Recognition of Courses/Programmes” to be offered in Online mode from the academic session 2019-20& onwards  

List of Prohibited Programs

• List of Prohibited Programs Reg.2020
• Reg.Authorities

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Important decisions of the commission.

Decisions of the Commission

Equivalence of Degree

Equivalence of education degree acquired through ODL and conventional mode

Admission Taken

Admission taken in the approved Open and Distance Learning (ODL) program during the recognition period stands recognized till the completion of course even if the University does not have recognition for further years provided the programme is offered as per the UGC norms of territorial jurisdiction and in conformity with the extant guidelines and/or UGC (ODL) Regulations, 2017 and regulations of respective regulatory bodies.

Important provisions of Regulation

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Recognised HEIs Under ODL

Recognised ODL Programmes

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OL entitled HEI Programmes

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Modern distance learning

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• CORE - Distance Education and the Evolution of Online Learning in the United StatesUnited States
• Pressbooks - Effective Online Learning
• Academia - Defining distance learning and distance education
• StateUniversity.com - Distance Learning in Higher Education
• Table Of Contents

By the beginning of the 21st century, more than half of all two-year and four-year degree-granting institutions of higher education in the United States offered distance education courses, primarily through the Internet . With more than 100,000 different online courses to choose from, about one-quarter of American students took at least one such course each term. Common target populations for distance learning include professionals seeking recertification, workers updating employment skills, individuals with disabilities, and active military personnel.

Although the theoretical trend beginning in the 1990s seemed to be toward a stronger reliance on video, audio, and other multimedia, in practice most successful programs have predominately utilized electronic texts and simple text-based communications. The reasons for this are partly practical—individual instructors often bear the burden of producing their own multimedia—but also reflect an evolving understanding of the central benefits of distance learning. It is now seen as a way of facilitating communication between teachers and students, as well as between students, by removing the time constraints associated with sharing information in traditional classrooms or during instructors’ office hours. Similarly, self-paced software educational systems, though still used for certain narrow types of training, have limited flexibility in responding and adapting to individual students, who typically demand some interaction with other humans in formal educational settings.

Modern distance learning courses employ Web-based course-management systems that incorporate digital reading materials, podcasts (recorded sessions for electronic listening or viewing at the student’s leisure), e-mail , threaded (linked) discussion forums, chat rooms, and test-taking functionality in virtual (computer-simulated) classrooms. Both proprietary and open-source systems are common. Although most systems are generally asynchronous, allowing students access to most features whenever they wish, synchronous technologies, involving live video, audio, and shared access to electronic documents at scheduled times, are also used. Shared social spaces in the form of blogs , wikis (Web sites that can be modified by all classroom participants), and collaboratively edited documents are also used in educational settings but to a lesser degree than similar spaces available on the Internet for socializing.

Alongside the growth in modern institutional distance learning has come Web-based or facilitated personal educational services, including e-tutoring, e-mentoring, and research assistance. In addition, there are many educational assistance companies that help parents choose and contact local tutors for their children while the companies handle the contracts. The use of distance learning programs and tutoring services has increased particularly among parents who homeschool their children. Many universities have some online tutoring services for remedial help with reading, writing, and basic mathematics, and some even have online mentoring programs to help doctoral candidates through the dissertation process. Finally, many Web-based personal-assistant companies offer a range of services for adults seeking continuing education or professional development.

One of the most prominent types of educational institutions that makes use of distance learning is the open university , which is open in the sense that it admits nearly any adult. Since the mid-20th century the open university movement has gained momentum around the world, reflecting a desire for greater access to higher education by various constituencies , including nontraditional students, such as the disabled, military personnel, and prison inmates.

The origin of the movement can be traced to the University of London , which began offering degrees to external students in 1836. This paved the way for the growth of private correspondence colleges that prepared students for the University of London’s examinations and enabled them to study independently for a degree without formally enrolling in the university. In 1946 the University of South Africa , headquartered in Pretoria, began offering correspondence courses, and in 1951 it was reconstituted to provide degree courses for external students only. A proposal in Britain for a “University of the Air” gained support in the early 1960s, which led to the founding of the Open University in 1971 in the so-called new town of Milton Keynes . By the end of the 1970s the university had 25,000 students, and it has since grown to annual enrollments in the hundreds of thousands. Open universities have spread across the world and are characterized as “mega-universities” because their enrollments may exceed hundreds of thousands, or even millions, of students in countries such as India, China, and Israel.

As one of the most successful nontraditional institutions with a research component, the Open University is a major contributor to both the administrative and the pedagogical literature in the field of open universities. The university relies heavily on prepared materials and a tutor system. The printed text was originally the principal teaching medium in most Open University courses, but this changed somewhat with the advent of the Internet and computers, which enabled written assignments and materials to be distributed via the Web. For each course, the student is assigned a local tutor, who normally makes contact by telephone , mail, or e-mail to help with queries related to the academic materials. Students may also attend local face-to-face classes run by their tutor, and they may choose to form self-help groups with other students. Tutor-graded assignments and discussion sessions are the core aspects of this educational model. The tutors and interactions between individual students are meant to compensate for the lack of face-to-face lectures in the Open University. To emphasize the tutorial and individualized-learning aspects of its method, the Open University prefers to describe it as “supported open learning” rather than distance learning.

2024 Online Learning Statistics

Expert Reviewed

Updated: Aug 23, 2024, 10:31am

Key Takeaways

• In 2022, about 10 million college students took at least one online class. 1
• Approximately 54% of college students took distance education courses in fall 2022, down from 75% during the height of the Covid-19 pandemic in fall 2020. 1 , 2
• Primarily online colleges enroll around 1.1 million students. 3
• Black students make up 23.3% of students at primarily online colleges, versus just 12.5% of all college students. 3
• Out-of-state tuition rates are significantly cheaper at fully online public colleges than other public colleges. 4
• The e-learning market is projected to grow by 20.5% from 2022–30. 5

The past decade has transformed online learning. In 2012, 75% of college students took all their classes in person, with 13.1% taking some online classes and 12.4% taking all of their classes online.6 Those numbers flipped dramatically during the Covid-19 pandemic, with just 26.6% of college students in 2020 reporting that they took no online classes.

What do remote learning statistics look like in the wake of the pandemic shutdowns? Instead of reverting to the pre-pandemic status quo, college students increasingly choose to take classes online. In 2022, more than half of college students enrolled in at least one online class. That adds up to around 10 million college students taking classes online.

Online learners are a diverse group made up of undergraduate and grad students; men and women; and learners of all races. The best online colleges meet high academic standards and hold institutional accreditation . And learning online can help degree seekers save money. Whether you’re considering an online degree or you’re curious about online higher education, these are the key statistics to understand online learning.

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Online Learning by the Numbers

A growing number of college students take distance education courses. Digging into the data on online learning reveals a changing picture of higher education.

10 million: Approximate Number of College Students Enrolled in Distance Education Courses, Fall 2022 1

More than 10 million college students took at least one distance education class in the fall of 2022. Slightly less than half of those students took all of their courses online. Most of these online learners are undergraduates (8.4 million) attending four-year, public institutions (7.4 million).

75%: Approximate Percentage of College Students Enrolled in Distance Education Courses, Fall 2020 2

A significant majority of college students took classes online in fall 2020 due to the impact of the Covid-19 pandemic. While only 36.3% of college students took online classes in the fall of 2019, that percentage more than doubled the following year.

54%: Approximate Share of College Students Taking Distance Education Courses, Fall 2022 1

The percentage of students taking online courses dropped between fall 2020 and fall 2022 as Covid-19 campus closures ended and in-person learning resumed. However, substantially more students chose online courses in 2022 compared to pre-pandemic levels in 2019. The shifts in distance learning enrollment indicate that while many students initially enrolled in online courses because of the pandemic, distance learning numbers remained high long after lockdowns ended.

26%: Approximate Percentage of College Students Enrolled Exclusively in Distance Education Courses, Fall 2022 1

More than 1 in 4 college students chose a fully online format for their courses in Fall 2022. Around 63% of those fully online learners attended in-state colleges, while 33% attended schools located in other states. In-state college students at public universities often benefit from subsidized tuition rates.

54.4% vs. 53.5%: Respective Shares of Undergraduate vs. Graduate Students Taking Distance Education Courses, Fall 2022 1

Undergraduate and graduate students enroll in online courses at similar rates––54.4% and 53.5%, respectively.

Undergrads are more likely to choose a hybrid option, however. While 23.9% take exclusively online courses, 30.5% take both online and on-campus courses. At the graduate level, 38.7% enroll fully online, while 14.8% take classes in a hybrid format.

For-Profit Private Schools More Likely To Enroll Exclusively Online Than Nonprofit Private Schools, Fall 2022 1

• Private, for-profit colleges: 64.8% of all students enrolled exclusively online
• Private, nonprofit colleges: 26.5% of all students enrolled exclusively online
• Public colleges: 23.6% of all students enrolled exclusively online

Students at private, for-profit colleges are much more likely to take their classes in a fully online format than students attending private, nonprofit colleges and public colleges. While public colleges enroll the largest share of online learners, with 3.1 million of the 4.9 million fully online students, they enroll the smallest percentage of exclusively online students.

States With Highest Online College Enrollment Rates: New Hampshire, Arizona, West Virginia, Utah, Alaska 6

Some surprising states top the list of the states with the highest online college enrollment rates. States such as Alaska and West Virginia likely appear because of the challenges of accessing higher education in more remote areas. Alaska, for example, is home to only eight degree-granting postsecondary institutions. 7

The appearance of Utah, New Hampshire and Arizona point to another factor: The three largest online colleges by enrollment are located in those states, and most students at these colleges are enrolled exclusively online. 8

• Western Governors University in Utah enrolls more than 150,000 students, all of whom are distance learners.
• Southern New Hampshire University enrolls around 145,500 learners, of whom 138,700 take exclusively distance courses.
• Arizona’s Grand Canyon University educates approximately 103,100 students, and 79,900 are distance learners.

Online Schools vs. Traditional College

Only a small fraction of colleges primarily enroll distance learners. Part-time students are more likely than their full-time peers to choose primarily online colleges.

3.7%: Share of Higher Education Institutions Considered Primarily Online Colleges, Fall 2022 3

Very few colleges meet the definition of a “primarily online college,” according to the NCES. The term only applies to colleges where 90% or more of students enroll online. Instead, many traditional colleges offer both online and on-campus courses.

6%: Approximate Percentage of College Students Attending Primarily Online Schools, Fall 2022 3

While more than half of college students now take online classes, only a small fraction attend primarily online colleges. As of Fall 2022, just 6% of all students attended one of these schools.

1.1 Million: Approximate Number of Students Enrolled at Primarily Online Colleges, Fall 2022 3

Over 1 million students attend primarily online colleges. Part-time students are more likely to enroll at one of these institutions than full-time students.

At the undergraduate level, 7% of part-time students attend primarily online schools, compared with 4.4% of full-time students. Similarly, 10.7% of part-time graduate students attend primarily online colleges, compared with 8.1% of full-time graduate students.

8.5 Million: Approximate Number of Students Not Enrolled in Any Distance Education Courses, Fall 2022 1

While more than 10 million students take at least some distance education courses, 8.5 million do not take any online courses.

Online learning data indicates that private, nonprofit institutions enroll the highest percentage of fully in-person students, with 56.2% of learners not taking any online courses. By contrast, 45% of public school students and 33.3% of private, for-profit learners do not participate in online learning. 6

Online Learning Through the Years

While the Covid-19 pandemic had a major impact on remote learning, the last decade has brought many other significant changes as well.

In 2012, 74.5% of college students took no online courses. That number declined to 63.7% in 2019. At the same time, the percentage of students exclusively enrolled in online courses grew. In 2012, 12.4% of college students enrolled fully online, while 13.1% took at least one online class. By 2019, the share of fully and partially online learners grew to 17.2% and 19.1%, respectively.

The pandemic upended remote learning, with the share of students not taking online classes plummeting to 26.6%. While that number rebounded in the following years, reaching 41.4% in 2021 and 46.7% in 2022, most college students are still not enrolled exclusively online.

46.7%: Share of College Students Enrolled Exclusively in Online Courses, Fall 2020 2

As the Covid-19 pandemic closed schools, many switched to a remote learning model. From 2019 to 2022, the share of fully online learners more than doubled. However, when schools closed their campuses, most students did not have a choice in how they attended classes, and a significant number of degree seekers dropped out of college during this period.

28%: Share of College Students Enrolled in Some, But Not All, Online Courses in Fall 2020 2

Nearly three in 10 college students enrolled in a hybrid format in fall 2020. Combined, distance learners made up around 75% of all college students at that time, with only 25% taking exclusively in-person classes.

21.3%: Decline in Distance Learning Enrollment Between Fall 2020 and Fall 2021 2,1

The percent of students taking online classes dropped significantly between fall 2020 and fall 2021 as many campuses reopened following the early pandemic lockdowns. During the same period, total college enrollment declined 2%, with public colleges losing more students than private colleges.

9.9%: Decline in Distance Learning Enrollment Between Fall 2021 and Fall 2022 1

After the sharp decline from 2020 to 2021, distance learning enrollment dipped by nearly 10% from 2021 to 2022. During that period, total college enrollment dropped by around 0.5%.

20.5%: Projected Annual Growth of e-Learning Market From 2022–30 5

Overall, the e-learning market brought in an estimated $214.26 billion in 2021. By 2030, the e-learning industry will top $1 trillion in revenue. Still, higher education makes up only part of the total e-learning market.

Online Degrees

Online degrees make up a significant share of all degrees, with nearly 280,000 graduates earning their degrees at primarily online colleges in 2022. 3 This is about 6.8% of all degrees earned in the U.S that year. However, these figures undercount the total number of online degrees, because they do not account for online degrees awarded by colleges that also offer in-person degrees.

279,162: Number of Degrees Conferred by Primarily Online Colleges in the 2021–22 School Year 3

• 46,753 associate degrees
• 132,274 bachelor’s degrees
• 94,159 master’s degrees
• 5,976 doctoral degrees

A bachelor’s degree is the most common degree to earn online, representing 47.4% of all online degrees awarded by primarily online colleges in 2021–22. More than 94,000 graduate students also earned master’s degrees online, making up 33.7% of all online degrees conferred. Associate and doctoral degrees make up smaller fractions of online degrees.

6.8%: Percentage of All Degrees Conferred by Primarily Online Colleges, 2021–22 3

• 4.6% of all associate degrees
• 6.6% of all bachelor’s degrees
• 10.7% of all master’s degrees
• 2.9% of all doctoral degrees

Primarily online colleges awarded less than 7% of all degrees awarded in 2022; they confer master’s degrees at a comparatively higher rate. However, many traditional colleges also award online degrees, indicating that online degrees make up a larger share of total degrees than the 6.8% awarded by primarily online colleges.

66%: Percentage of Degrees Conferred From Primarily Online Colleges to Female-Identifying Students, 2021–22 3

Women make up the majority of all college students and an even larger share of graduates from primarily online colleges. At the bachelor’s level, women made up 58.5% of the class of 2022 and 63.6% of primarily online bachelor’s graduates that year.

20.9%: Graduation Rate Within Six Years Among Full-Time, Bachelor’s-Seeking Students at Primarily Online Colleges, 2021–22 3

At the bachelor’s level, primarily online colleges report relatively low graduation rates compared to other types of colleges. While just over 20% of undergraduate students enrolled at primarily online colleges earn their bachelor’s degrees within six years, the graduation rate for similar students at other institutions was 64.6%.

However, online students at two-year schools graduate at higher rates. Primarily online, two-year institutions saw a 45.6% graduation rate as of 2019, compared to 34.1% at all two-year institutions.

Online Learning by Race 3

Overall, around 6% of college students attend primarily online colleges. However, Pacific Islander, Black and Native American students enroll in these institutions at higher rates.

14% of All Pacific Islander College Students Attend Primarily Online Colleges

A relatively large fraction of Pacific Islanders enrolls at primarily online schools. As for students from other racial and ethnic groups:

• 11.3% of Black college students attend online colleges
• 8.8% of American Indian/Alaska Native college students attend online colleges
• 6.4% of white college students attend online colleges
• 5.8% of college students who identify as two or more races attend online colleges
• 4.3% of Hispanic college students attend online colleges
• 3.1% of Asian college students attend online colleges

College Enrollment by Race: Online Colleges vs. Traditional Colleges 3

While white students attend online and traditional colleges at approximately the same rate, Black students make up a larger share of online students. In contrast, Hispanic and Asian learners make up more of the traditional college student body.

Online Learning Costs, 2022–23 4

Tuition rates differ between online and in-person colleges. In addition, the institution type and residency status also play a major role in the cost of college. While online learning can cost less than in-person learning, that is not always the case. The following tuition rates compare fully online colleges against the median for all colleges.

$8,254 vs. $5,941: Median In-State Tuition and Fees at Public Online Colleges vs. All Public Colleges

Public online colleges charge a higher median tuition rate for in-state learners than all public colleges. That means degree seekers may save money by choosing an in-state, public college over a fully online school. Keep in mind that many public colleges offer both in-person and online learning.

$8,400 vs. $10,760: Median Out-of-State Tuition and Fees at Public Online Colleges vs. All Public Colleges

Out-of-state students attending public colleges pay significantly higher tuition rates than their in-state counterparts. However, choosing an online learning format can save out-of-state learners money. Overall, out-of-state learners pay lower tuition rates at online public colleges compared to the median out-of-state tuition cost at all public colleges.

$10,002 vs. $27,730: Median Tuition and Fees at Private, Nonprofit Online Colleges vs. All Private, Nonprofit Colleges

Online learners save the most when choosing a private, nonprofit college. While the median cost of tuition and fees at primarily online colleges in this category is around $10,000, the overall cost of tuition and fees reaches nearly $28,000, indicating that degree seekers interested in private, nonprofit institutions can cut costs with an online format.

• National Center for Education Statistics (NCES), Number and percentage of students enrolled in degree-granting postsecondary institutions, by distance education participation, location of student, level of enrollment, and control and level of institution: Fall 2021 and fall 2022
• NCES, Number and percentage of students enrolled in degree-granting postsecondary institutions, by distance education participation, location of student, level of enrollment, and control and level of institution: Fall 2020 and fall 2021
• NCES, Selected statistics for degree-granting postsecondary institutions that primarily offer online programs, by control of institution and selected characteristics: Fall 2022 and academic year 2021–22
• Integrated Postsecondary Education System (IPEDS), Statistical Tables
• Polaris Market Research
• NCES Trend Generator, Percent of students enrolled in distance education courses by distance education status of student
• NCES, Degree-granting postsecondary institutions, by control and classification of institution and state or jurisdiction: Academic year 2022-23
• NCES, Total enrollment and enrollment in exclusively distance education courses of the 120 largest degree-granting postsecondary institutions, by selected characteristics and institution: Fall 2021

Frequently Asked Questions (FAQs) About Online Learning

What is online learning.

Online learning refers to a distance education model in which learners complete course requirements in a virtual environment. Online students may attend live lectures, connect on discussion boards or watch recorded content.

What is the best online learning platform?

The most popular online learning platforms include Coursera, Canvas, Blackboard and Moodle. Colleges often use Learning Management Systems to deliver online courses.

How can I learn online?

You can learn online by enrolling in online courses offered by colleges or learning organizations. For example, many accredited colleges offer online classes and degrees.

Why is e-learning effective?

E-learning can be effective for many students because it offers a flexible, accessible environment to learn. Online learning can also be more cost-effective for students.

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Genevieve Carlton holds a Ph.D. in history from Northwestern University and earned tenure at the University of Louisville. Drawing on over 15 years of experience in higher education, Genevieve provides practical, research-based advice on college degrees, career training and other higher education topics.

With five years of experience as a writer and editor in the higher education and career development space, Ilana has a passion for creating accessible, relevant content that demystifies the higher-ed landscape for traditional and nontraditional learners alike. Prior to joining Forbes Advisor's education team, Ilana wrote and edited for websites such as BestColleges.com and AffordableCollegesOnline.org.

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Novel Writing MA (Online Distance Learning)

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Writing a novel is on most bucket lists, but very few people make their dream a reality. Our fully flexible online MA enables you to develop your novel at your own pace, at times to suit your lifestyle, from anywhere in the world

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Why study the Novel Writing Online Distance Learning MA at Middlesex University?

You’ll be supported throughout by acclaimed novelists, who are experienced creative writing lecturers with valuable industry links.

Our practical and contemporary approach to novel writing ensures you are able to hone your writing skills and develop your book while also identifying gaps in the market and how to approach agents and publishers.

Through our online campus you can access the support of our experts, while interacting with others on the course, at a time to suit you, and you complete the course in one year (full-time). From idea generation, to developing character and plot, to pitching your novel to publishers, this MA equips you to master your novel.

Course highlights

• Our teaching team are all experienced creative writing lecturers as well as being novelists – they include novelist, critic and TV director/producer Dr Adam Lively and fantasy novelist/critic Dr Adam Dalton
• You’ll be learning with state-of-the-art distance learning tools and 24-hour web support through our innovative online platform
• Creative writing at Middlesex has strong links with the publishing industry, including hosting the annual   North London Story Festival , which has included appearances by writers such as former poet laureate Carol-Anne Duffy, novelist David Nicholls and Booker Prize shortlisted author Stephen Kelman
• Get free access to the resources, learning materials and software

This course is subject to review.

What will you study on the Novel Writing MA?

This course is divided into five modules taken over three terms (if studied full time) which take you through the full process of writing a novel. While exploring in depth such key techniques of fiction as plotting, narrative voice, characterisation and background research, each module is also designed to be flexible and to allow you to bring your own writing interests and projects to the assignments, extending the boundaries of your current practice through self-reflection, research, analysis, and creative exploration.

Here is a brief overview of what you will study each year

Writing as a Novelist (30 Credits)​ - Compulsory

This module explores key writing techniques such as narrative, setting and characterisation, with reference to literary examples and the different methods used by writers in the creative process. This is an opportunity for you to explore the scenes and characters of your planned novel or develop a variety of ideas and approaches if you have not decided on the content of your story.

Reading as a Novelist (30 Credits)​​ - Compulsory

Building on the 'Reading as a Writer' concept (most famously explored in Francine Prose's book), this module explores how published writers handle the technical and ethical problems which are likely to present themselves in your writing. Through a combination of weekly 'practical criticism' exercises and an online 'book group' you will develop the analytical skills to improve your own writing and the problem-solving techniques to overcome any obstacles in your approach.

Research: Writing, Markets, Audiences (30 Credits)​​ - Compulsory​

This module explores the methods fiction-writers employ to research elements of their stories, as well as investigating the reasons why research is necessary – to provide authenticity, to avoid error, to create verisimilitude, and even to get inspiration. You will also learn about researching the possible markets, audiences and publishing outlets for your creative work.

Developing and Publishing the Novel (30 Credits)​​ - Compulsory​

This module moves on from the 'portfolio' focus of earlier modules to deal with the challenges of working on a specific novel. Through a series of writing exercises you will begin to evolve characters, explore themes and refine settings for your planned novel. This is an opportunity for you to begin the sustained prose narrative that is expected in the following dissertation.

Major Project (60 Credits)​​ - Compulsory​

Your final dissertation is an opportunity for you to take all the knowledge and skills you have acquired in the preceding modules and apply them to 20,000 words of an original novel with a synopsis for sending to an agent or publisher and an accompanying critical commentary.

To find out more, please download the Novel Writing MA (Online Distance Learning) course specification (PDF) .

Sign up now to receive more information about studying at Middlesex University London.

You'll be taught by an experienced teaching team with a wide range of expertise and professional experience.

How we'll teach you

Coursework and assessments.

How is the MA Novel Writing taught?

This course is an online distance learning programme, so all teaching and learning is done online.

You will meet, work and study with your fellow course participants and tutors in a virtual space which provides you with the flexibility to learn at your own pace, in your own time. Our Virtual Learning Environment encourages you to share your writing, interact, question, and participate with others on your course, ensuring you never feel as if you are studying in isolation.

You will learn through

• Carefully structured modules that take students through key aspects of novel-writing
• Tailored writing exercises, with accompanying feedback from tutors and fellow students
• Guided reading and interactive discussion and analysis
• One-to-one online tutorials on individual projects
• Extensive online support materials – e-books, videos.

Where will I study?

This course will be taught online.

Assessment is on the basis of creative work, including a 15,000-word final submission, along with reflection on the writing process in the form of discussion posts, on-line learning journals and critical commentaries.

Our Sheppard Library provides a wide range of resources and support to help you to succeed in your studies.

Over 1,000 study spaces including rooms for group study and over 500 computers available.

We have one of London's biggest and best university campuses with everything you need in one place.

Student support.

We offer lots of support to help you while you're studying including financial advice, wellbeing, mental health, and disability support.

Additional needs

We'll support you if you have additional needs such as sensory impairment or dyslexia. And if you want to find out whether Middlesex is the right place for you before you apply, get in touch with our Disability and Dyslexia team .

Our specialist teams will support your mental health. We have free individual counselling sessions, workshops, support groups and useful guides.

Work while you study

Our Middlesex Unitemps branch will help you find work that fits around uni and your other commitments. We have hundreds of student jobs on campus that pay the London Living Wage and above. Visit the Middlesex Unitemps page.

North London campus

Our north London campus is 23 minutes away by underground train, travelling from London Kings Cross.

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Qualifications

We normally require a second class honours degree 2:2 or above, or equivalent qualification (a writer has to have something to write about!). We will also accept individuals with a minimum of three years' work experience,

Those without formal qualifications will need to demonstrate relevant writing experience and the ability to study at postgraduate level.

2,000 word submission

To be accepted to study on the Novel Writing MA, we are particularly looking for writing promise, ambition and dedication. All applicants are required to submit 2,000 words of recently written work as part of their application. This should be as a Word document. It is likely to be creative writing in prose form, e.g. an excerpt from a short story or novel, or it could be an essay or piece of creative non-fiction, for example. 

We accept the equivalent recognised overseas qualifications for a 2:2 degree or above, or equivalent qualification (a writer has to have something to write about!). We will also accept individuals with a minimum of three years' work experience. Those without formal qualifications will need to demonstrate relevant writing experience and the ability to study at postgraduate level.

To find out more about the qualifications we accept,  visit the your country support page . If you are unsure about the suitability of your qualifications or would like help with your application, please contact your nearest regional office for support.

We are particularly looking for writing promise, ambition and dedication. All applicants are required to submit 2,000 words of recently written work as part of their application. This should be as a Word document. It is likely to be creative writing in prose form, e.g. an excerpt from a short story or novel, or it could be an essay or piece of creative non-fiction, for example. 

English language 

You must have competence in English language to study with us. IELTS must have minimum 6.5 overall with 6.5 in Reading, Listening and Speaking and a minimum 7.0 in Written component for 202410. We also normally require Grade C GCSE or an equivalent qualification.

If you don't meet our minimum English language requirements, we offer an intensive Pre-sessional English course .

Applications for postgraduate study should be made directly to the university. Please visit our postgraduate application page for further information and to apply.

The fees below are for the 2025/26 academic year.

UK 1 / International students 2

Full-time students: £8,600

As an undergraduate alumnus continuing postgraduate studies at Middlesex, you are eligible for an alumni award worth 20% off your fees.

Fees disclaimers

1. UK fees: The university reserves the right to increase postgraduate tuition fees in line with changes to legislation, regulation and any government guidance or decisions. The tuition fees for part-time UK study are subject to annual review and we reserve the right to increase the fees each academic year by no more than the level of inflation.

2. International fees: Tuition fees are subject to annual review and we reserve the right to increase the fees each academic year by no more than the level of inflation.

Any annual increase in tuition fees as provided for above will be notified to students at the earliest opportunity in advance of the academic year to which any applicable inflationary rise may apply.

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We’ll carefully manage any future changes to courses, or the support and other services available to you, if these are necessary because of things like changes to government health and safety advice, or any changes to the law.

Any decisions will be taken in line with both external advice and the University’s Regulations which include information on this.

Our priority will always be to maintain academic standards and quality so that your learning outcomes are not affected by any adjustments that we may have to make.

At all times we’ll aim to keep you well informed of how we may need to respond to changing circumstances, and about support that we’ll provide to you.

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Q and A With Ecuador Course Program Leader Laura Dammer Hess: Learning Through Experience and Relationships in Quito

Laura Dammer Hess in Quito, Ecuador

Community- and place-based education are important to Laura Dammer Hess. These hands-on methods, she says, have always been the most transformative for her.

“Learning through experiences and relationships has always been a priority for me as a teacher and as a learner,” says Dammer Hess, the director of the  Center for Health Interprofessional Programs (CHIP).

That’s part of what inspired her to join the  Center for Global Health and Social Responsibility’s global health course in Ecuador as a program leader in May. Dammer Hess liked the idea of supporting such an immersive experience for health sciences students.

Dammer Hess received a Global Engagement Grant to fund her involvement in the course.  Global Engagement Grants offer funding to UMN faculty, researchers and students that support innovative projects that blend work in research, education and capacity building. 

Ecuador: Social, Environmental and Cultural Determinants of Health   takes place over two weeks in Quito and focuses on public health and health care infrastructure in the region, including western and Indigenous health practices. The course is open to UMN graduate and professional students in addition to community learners.

The course is co-developed and managed by Fundación Cimas del Ecuador, a nonprofit organization in Quito that provides academic and research programs for students around the world.

We asked Dammer Hess about her experience as a program leader with the course and what she took away from her time in Ecuador.  

You were the program leader for the Ecuador course this year. What did that role entail? 

Dammer Hess: I think of my role as program leader as both "support and challenge" for the students. I was there for support as needed — with health needs, connections to resources, and navigating a new type of learning.  I was also there to challenge students — through reflective conversation — to identify new areas of learning that were both related to the topics of the course and the experience of visiting Ecuador.

What was your favorite part of the course?   

Dammer Hess:  Pambiliño ! It is a forest school run by an Ecuadorian family that focuses on reforestation in the cloud forest, cooking as a key to public health and community-based learning.  It was a wonderful opportunity to learn from our hosts, the land that they care for and to see the links between environmental education and health.  We cooked and ate together in the open-air kitchen — it was one of the most delicious meals of my life.

What part of the course do you think was most impactful for students? 

Dammer Hess: One aspect of the course that I think we all were deeply impacted by was the integration of Indigenous ways of knowing and health practices in some areas of the Ecuadorian health care system. For example, when we met with an Indigenous midwife guiding the birthing experiences of the community in a rural hospital, we were inspired by her expertise and commitment to the community, as well as her willingness to partner with the hospital.  The trust between practitioners with different backgrounds and professions was inspiring, as was the commitment to serve the Indigenous community and the entire community in a culturally relevant way.

Why do you think it’s important for students to study health care in a country other than their own?  

Dammer Hess: When done in a well-supported and ethical way, learning as a visitor in another country can help students see new possibilities and inspire new questions about their work at home.  Students can become aware that some of what they accept as truth at home is only one of many options for how to care for patients or meet community needs.

And how does interprofessional education play into the mix? This course had an interdisciplinary group of students. Why do you think that was beneficial?

Dammer Hess: It was so fun to observe how different parts of the course and different site visits sparked enthusiasm for the students, and that was often linked to their professional training/point of view. 

To see the pharmacy student wowed by information on medicinal plants and the student studying to be a midwife joyful when discussing free labor — that was not only a sign that each student was able to connect to the course in a different way, but it also meant that students were able to see the experience, in part, through the lenses of their peers in other professions. 

The student studying agricultural education is going to ask questions that the public health student might not think to ask, and by experiencing these visits and conversations together, they are informing what one another appreciates and remembers from the experience. 

Also, there were 11 students who built relationships with one another across professions — most of these students wouldn't have met otherwise, and now they have shared experiences and connections that will be long-lasting.