Appendix A: Tables of Standard Errors

• Table 1a:—Standard errors of the percent of higher education institutions currently offering distance education courses, standard errors of the percent planning to offer them in the next 3years, and standard errors of the percent not currently offering or planning to offer them, by institutional characteristics: 1995
• Table 2a:—Standard errors of the total number and percentage distribution of distance education courses with different catalog numbers offered in academic year 1994-95, by institutional characteristics
• Table 3a:—Standard errors of the percent of higher education institutions currently offering distance education courses that use various types of technologies to deliver distance education courses, by institutional characteristics: 1995
• Table 4a:—Standard errors of the percent of higher education institutions currently offering distance education courses directed to different types of remote sites, by institutional characteristics: 1995
• Table 5a:—Standard errors of the total number of distance education courses directed by higher education institutions to different types of remote sites, by institutional characteristics:1995
• Table 6a:—Standard errors of the percent of higher education institutions currently offering distance education courses designed primarily for specific types of students, by institutional characteristics: 1995
• Table 7a:—Standard errors of the total number of distance education courses designed by higher education institutions primarily for specific types of students, by institutional characteristics: 1995
• Table 8a:—Standard errors of the percent of higher education institutions currently offering distance education courses targeted toward certain types of individuals, by institutional characteristics: 1995
• Table 9a:—Standard errors of the percent of higher education institutions currently offering distance education courses composed by various types of developers, by institutional characteristics: 1995
• Table 10a:—Standard errors of the total number and percentage distribution of students formally enrolled in the institution's distance education courses in academic year 1994-95, by institutional characteristics
• Table 11a:—Standard errors of the percent of higher education institutions currently offering distance education courses that offer degrees and certificates to students taking distance education courses exclusively, total number of degrees and certificates students can receive by taking distance education courses only, and total number of such degree and certificate recipients in 1994-95, by institutional characteristics
• Table 12a:—Standard errors of the percent of higher education institutions currently offering distance education courses that have various resources available for students enrolled in distance education courses: 1995
• Table 13a:—Standard errors of the percent of higher education institutions currently offering distance education courses indicating that various resources are available for some or all courses for students enrolled in distance education courses, by institutional type: 1995
• Table 14a:—Standard errors of the percent of higher education institutions currently offering distance education courses using various procedures to administer tests to students enrolled in for-credit distance education courses: 1995
• Table 15a:—Standard errors of the percent of higher education institutions currently offering distance education courses indicating whether certain training opportunities are required, available but not required, or not available to faculty teaching distance education courses: 1995
• Table 16a:—Standard errors of the percent of higher education institutions currently offering distance education courses indicating the importance of various goals to their distance education programs, and the standard errors of the extent to which the institution is meeting those goals: 1995
• Table 17a:—Standard errors of the percent of higher education institutions currently offering distance  education courses indicating that various goals are very important to their distance education programs, by institutional type: 1995
• Table 18a:—Standard errors of the percent of higher education institutions currently offering distance  education courses indicating the extent to which their distance education program has met various goals, by importance of the goal to the institution: 1995
• Table 19a:—Standard errors of the percent of higher education institutions specifying plans regarding the number of distance education courses directed to various remote sites in the next 3 years: 1995
• Table 20a:—Standard errors of the percent of higher education institutions specifying that they plan to start or increase the number of distance education courses directed to various remote sites in the next 3 years, by institutional type: 1995
• Table 21a:—Standard errors of the percent of higher education institutions indicating their plans for the next 3 years concerning the number of distance education courses using various types of technology: 1995
• Table 22a:—Standard errors of the percent of higher education institutions currently offering distance education courses that use various types of technologies to deliver distance education courses, and standard errors of the percent of higher education institutions currently offering or planning to offer distance education courses in the next 3 years that plan to start or increase their use of various types of technologies in the next 3years: 1995
• Table 23a:—Standard errors of the percent of higher education institutions indicating the extent to which various factors are keeping the institution from starting or expanding their distance education course offerings: 1995
• Table 24a:—Standard errors of the percent of higher education institutions indicating the extent to which various factors are keeping the institution from starting or expanding their distance education course offerings, by distance education program status: 1995
• Table 26.—Standard errors for the figures and for data not shown in tables: 1995

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