Document Type

Article

Publication Date

8-2026

Abstract

This study analyzes national data from the 2023 Integrated Postsecondary Education Data System (IPEDS) to examine trends in fully online undergraduate enrollment across U.S. higher education institutions. The purpose is to understand how institutions utilize different learning modalities fully online, partially online, and face-to-face and to identify patterns in distance education adoption. Using descriptive statistics and visual representations, the study explores institutional-level variations across different types of institutions, focusing on enrollment patterns and demographic characteristics of fully online students. Key findings reveal that while in-person instruction remains predominant, many institutions, especially those serving adult, part-time, and geographically dispersed students, have significantly increased their emphasis on online education. The paper offers recommendations for institutional leaders, instructional designers, and policymakers. These include investing in robust learning management systems, faculty development for online teaching, and integrating student support services. At the policy level, the study advocates for improved data collection and the implementation of digital equity programs to establish standardized frameworks for evaluating online education quality. Overall, this research provides a national perspective on the evolving landscape of distance education, supporting strategic planning and equitable access.

Publication

TEM Journal

Publisher

UIKTEN

Volume

15

Issue

3

Pages

2464-2474

Department

College of Business and Management

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.

Peer Reviewed

1

Publication History

Received: 08 September 2025 | Revised: 06 October 2025 | Accepted: 11 December 2025 | Published: 27 August 2026.

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