Online Learning

Thirteen years of reports examining the changing role of online learning among U.S. degree-granting institutions. The studies reveal the challenges for institutions in realizing the long-term strategic value of online learning while addressing concerns such as retention rates and acceptance by faculty.

Open Educational Resources

These reports, funded by a grant from The William and Flora Hewlett Foundation, examine the attitudes, opinions, and use of Open Educational Resources (OER) among academic administrators and teaching faculty in U.S. higher education.

K-12 Research

Studies of the growing role of online and blended education for U.S. public school districts and high schools. The reports examine both the wide range of applications of online and blended instruction and the barriers that districts and schools face in implementing such programs.

Contracted Reports

In addition to conducting and releasing our own reports, the Babson Survey Research Group also provides survey design and implementation services to other organizations.

Who We Are

Survey design and research

Babson Survey Research Group logo

The Babson Survey Research Group (BSRG) is a survey design, implementation, and analysis organization. BSRG was founded in 2005 within the Arthur M. Blank Center for Entrepreneurship at Babson College. BSRG has worked on a number of large surveys including the annual survey of global entrepreneurship (GEM) involving more than 70 countries and 160,000 respondents worldwide and the annual survey of online education that includes all colleges and universities in the US.

What We Do

Our Services

  • Research and Survey Design
  • Sample Selection
  • Survey Administration
  • Response Rate and Bias Analysis
  • Data Cleaning
  • Database Design
  • Statistical Analysis

What People Are Saying

Quotes about our reports

  • "The Babson OER Survey is incredible. If you care at all about OER, you absolutely need to read it."

    David Wiley
  • "Babson's survey, based on 2,800 academic leaders, also highlights a few nuances such as how traditional colleges are starting to catch for-profit institutions in online learning."

    Larry Dignan, Between the Lines, ZDnet
  • "The research has been enormously helpful in understanding the actual numbers of students learning online in accredited institutions and how the institutions themselves—from the administration to faculty—view online learning."

    Michael Horn, Forbes