There may be a waiting period during which the course has been dropped, but it still appears in Brightspace. Any changes to your enrollments can take 24-48 hours to update in the Learning Environment.
The course for which you are registered does not appear in Brightspace. There are several reasons why a course you are registered for might not be visible in the Learning Environment: You registered for the course within the last 24 hours: The registration may not yet be processed. Wait 24-48 hours after registering for a course to appear in ...
Table 1 provides counts of spring term enrollments submitted to the Clearinghouse by April 11 of each year. Enrollments represent one student at one institution. Thus a student enrolled simultaneously at two institutions would be counted twice. The unduplicated headcount provides the number of unique students with no double-counting.
Table 2 provides enrollment counts for undergraduate students entering college for the first time in the spring term. These are mid-year starters, distinct from the first-year students who started in fall.
Table 3 provides a deeper look at the enrollment counts for private nonprofit institutions, by institution size. The size of institution is based on the most recently available IPEDS fall enrollment totals. Additional notes on data and coverage are included at the end of this report.
Table 4 provides enrollment counts by program level. Beginning in the 2014-15 academic year, institutions began submitting additional data elements to the Clearinghouse to satisfy new reporting requirements for the National Student Loan Data System (NSLDS).
Table 5 provides enrollment counts by the enrollment intensity of the student. The part-time category includes enrollments reported to the Clearinghouse as three-quarter time, half-time, and less-than-half-time. Enrollment intensity is defined by the institution and based on the earliest data submitted for a student in any given term.
Table 6 provides enrollment counts by student age group. This table includes all enrollments reported to the Clearinghouse, regardless of whether or not the student is enrolled in a credential-seeking program. Student age is calculated as of the first day of the term (a date specific to the institution).
Table 7 provides counts of spring term enrollments by gender. Institutions reported student gender to the Clearinghouse for slightly less than half of all students. For all other students, gender was imputed based on first name. Less-than-two-year institutions have been aggregated with two-year institutions.
Several higher education institutions have harnessed e-learning tools to empower the application of different learning models that enrich the educational process. Nevertheless, the reliance on commercial or open-source platforms, in some cases, to deliver e-learning could impact system acceptability, usability, and capability.
In this presentation, we will show how to specify a course or course section learning model (i.e., Face to Face, Online, or Blended) in MyGJU. Besides, we will illustrate the steps to define the learning types (i.e., synchronous or asynchronous) for each course section lecture from the course portfolio flow in MyGJU.