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The Online Student Connectedness Survey (OSCS) was introduced to the academic community in 2012 as an instrument designed to measure feelings of connectedness between students participating in online degree and certification programs. The purpose of this study was to examine data from the instrument for initial evidence of validity and reliability and to establish a nomological network between the OSCS and similar instruments utilized in the field. The study utilized sequential exploratory factor analysis- confirmatory factor analysis (EFA-CFA) and correlational analysis to assess results of the data. Students enrolled in online courses at higher education institutions located in the United States served as the sample for this study. Three instruments were used during the study. The OSCS was administered first so that the factor structure could be examined for factor validity. Once confirmed, the Classroom Community Scale (CCS) and the Community of Inquiry Scale (COI) served as the instruments to examine nomological validity through correlational analysis of data.This study provided evidence of factor validity and reliability for data from the OSCS. After the initial EFA-CFA, the four-factor structure held, and 16 of the 25 original items remained for nomological testing. Statistically significant correlations were demonstrated between factors contained in the OSCS, CCS, and COI, providing further evidence of construct validity. These results indicate that for the sample used in this study, the OSCS provides data that are valid and reliable for assessing feelings of connection between participants in online courses at institutions of higher learning.

An evaluation of American higher education distance education programs was conducted to explore how they approach intellectual property, copyright and information sharing/antitrust policy concerns for Internet-based programs. An evaluation of the current status of distance education and Internet-based training in higher education was conducted through a pilot study that included a random sample of 223 accredited institutions. Seventy-seven institutions responded to a survey, of which there were 14 Research I&II, 17 Doctorate I&II, and 46 Master's I&II institutions included in this study. A review of institutional policy approaches for these 77 institutions was conducted via Internet Web site and bulletin review. A multiple-case study was also conducted which included 10 of the top 30 accredited distance education institutions in America. Policy approaches were examined for all institutions and differences were discussed for public and private institutions as well as the following Carnegie Class institutions- Research I&II, Doctorate I&II and Master's I&II. Ten percent of all institutions that responded to the pilot study developed a written policy addressing antitrust/information-sharing concerns. Additionally, the data indicated that 22% of institutions in these Carnegie Class ranges published copyright and intellectual property policy on their institutions' Internet Web site. Ninety percent of the institutions in the case study advised of central control for the distance education program, as well as central control for copyright and intellectual property policy.

This study examined the way in which the top 100 "most wired" colleges and universities provide online student services. Named by a national publication in May 1998, these colleges and universities were chosen because of their technological infrastructure, courses offered online, public computers on campus, and online student services, among other aspects.