Online learning – Online College Offers http://onlinecollegeoffers.net/ Thu, 19 May 2022 10:45:19 +0000 en-US hourly 1 https://wordpress.org/?v=5.9.3 https://onlinecollegeoffers.net/wp-content/uploads/2021/10/icon-15.png Online learning – Online College Offers http://onlinecollegeoffers.net/ 32 32 PaydayNow: Applying for a student loan is simple, but you won’t receive your money straight immediately. https://onlinecollegeoffers.net/paydaynow-applying-for-a-student-loan-is-simple-but-you-wont-receive-your-money-straight-immediately/ Thu, 19 May 2022 10:45:14 +0000 https://onlinecollegeoffers.net/?p=2053 You may apply for a federal loan via the Free Application for Federal Student Aid (FAFSA) and a private loan through the lender’s website. Compared to private applications, the FAFSA might take up to an hour to complete. Both a private loan and a Direct PLUS Loan from the federal government need a credit check. […]]]>
  • You may apply for a federal loan via the Free Application for Federal Student Aid (FAFSA) and a private loan through the lender’s website.
  • Compared to private applications, the FAFSA might take up to an hour to complete.
  • Both a private loan and a Direct PLUS Loan from the federal government need a credit check.

You might need a student loan to help you pay for college if you didn’t obtain enough funding from scholarships or work-study programs.

The procedure of applying for a student loan is relatively simple. To get a student loan, you must apply for one with a government or private lender and then wait for the money to be sent to your college.

How to acquire a student loan from the government

For the record:

  • It takes around one hour to complete the Free Application for Federal Student Aid (FAFSA).
  • For the 2021-22 academic year, the interest rate for subsidized and unsubsidized loans will be 3.73 percent.
  • Government funding is typically disbursed ten days before courses begin.

The FAFSA, or Free Application for Federal Student Aid, is required to establish your eligibility for federal student loans. Be aware of the current federal, state, and college aid deadlines to ensure that you are eligible for financial assistance.

You’ll need the following information to complete this online form, which might take up to an hour.

  • This is your Social Security number.
  • Including W-2s, federal income tax returns, and other documentation of your earnings.
  • Statements of accounts and records of investments (if applicable)
  • Forms of income that have not been taxed
  • ID number issued by the federal government for students requesting financial aid
  • If you’re not a US citizen, your alien registration number

Within one to three weeks of submitting your FAFSA, you should get a financial assistance package, which may include grants, scholarships, work-study programs, and loans. Even if you don’t believe you’ll be eligible for financial assistance, it’s good to fill out the application since you never know what you could be suitable for until you apply.

A subsidized loan is preferable to an unsubsidized loan if you have the opportunity. As long as you’re in school, the government will pay the interest on your student loans. Unsubsidized loans don’t consider financial need, and interest starts accruing immediately. For the 2021-22 academic year, subsidized and unsubsidized loans have the same interest rate of 3.73 percent.

Direct PLUS Loans, which are available to graduate and professional students and parents of undergraduates, do not need a credit check. This loan has a higher interest rate than subsidized or unsubsidized loans since it is not based on financial necessity.

Loan applicants must sign the Master Promissory Note if they want to borrow money. An MPN is a legally binding agreement to repay your debt, including interest and fees, if you fail to do so. You’ll also choose the loan amount and payback period that work best for you. For the government to release your loan funds, you must first sign this agreement.

Before courses begin, your school should receive your federal money about ten days before classes start. If you’re a first-year student and a first-time borrower, expect a 30-day hold on your funds.

A Car Title Loans Online noted, that other parents use car title loans to help pay for their children’s school expenses, which is another alternative.

How to apply for private student loans?

For the record:

  • A private lender could be able to approve you for a loan in as little as three minutes.
  • A private loan will need you to pass a credit check, and you may be required to have a cosigner.
  • After you agree on the conditions of your loan, your college is likely to receive cash from a private lender within two to ten weeks.

If your federal student loan alternatives don’t cover the cost of your education, you may need to take out private student loans to pay for your education.

Lenders’ websites include a variety of private student loan application forms. You’ll most likely be asked to provide the same financial information and proof of identity as you did on the FAFSA, although the specifics will differ from loan to lender.

As with Direct PLUS Loans, private lenders will conduct a credit check to see whether you are eligible for a loan. Consult with your specific lender for further information.

Compared to federal student loans, applying for a private student loan may be accomplished significantly more swiftly than the latter. Even if you don’t receive an answer in 15 minutes from most organizations, you can obtain your rates and discover if you’ve been accepted within a few minutes from certain businesses.

You can generally find out the status of your loan disbursement by checking the lender’s web portal or contacting customer care. As with an MPN, you’ll need to sign a legally binding agreement.

Within two to ten weeks after you accept the loan, your institution will receive money from a private lender. While your school’s financial aid office receives the money when you take out a school-certified loan, you’ll get the money directly into your bank account when you take out a direct-to-consumer loan.

After you accept your loan, you may have to wait a short time before the money is sent to your bank account.

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The “struggle” of online learning in a pandemic | The new times https://onlinecollegeoffers.net/the-struggle-of-online-learning-in-a-pandemic-the-new-times/ Tue, 17 May 2022 18:39:36 +0000 https://onlinecollegeoffers.net/the-struggle-of-online-learning-in-a-pandemic-the-new-times/ Wow! The past two years have been a lot for me! In short, the last two years have been “online”. The pandemic came as a surprise, not to mention the fact that it would cohabit mockingly and comfortably with us for two years, robbing us of so much pleasure that social contact brings. The worst […]]]>

Wow! The past two years have been a lot for me! In short, the last two years have been “online”.

The pandemic came as a surprise, not to mention the fact that it would cohabit mockingly and comfortably with us for two years, robbing us of so much pleasure that social contact brings.

The worst thing about the pandemic is that it has thrown a veil over everything, dominating our conversations and our favorite shows, ripping away our dreams as we sit around trying to stay alive. For those of us, it has put our jobs, our schools, and our lifestyles on hold.

When I graduated from high school in 2019, I knew college would be my next big step. I wasted no time in starting my application (to African Leadership University) and was accepted in 2020.

I was thrilled to finally be an adult (at least that’s the impression everyone gave me), to leave home and embark on the adventure that was college life.

College was like a little paradise in my fantasies. A place where I would meet strangers who would become allies for life, a place where I would have fun and learn new things.

I just couldn’t hold back my excitement, but COVID-19 happened. When I first heard that we would not be going to school in September 2020, I was devastated.

I wanted someone to blame but who? I was angry because this was not how I had imagined my life. I had no intention of taking a gap year before continuing my studies. No, I hadn’t planned on being locked inside, sanitized every minute, and unable to walk around. The government of Rwanda, which simply serves to protect its people, was like an overly strict parent to me.

My university, on the other hand, did not let me down. Honestly, I have no understanding of the system, protocols, or resources, but all I know is that my studies were not hindered, even online.

As life went on, laden with the anxiety and uncertainty that came with the pandemic, it was the most delightful yet useful distraction I’ve ever undertaken.

Sitting behind my computer, I still made friends with strangers. I still learned and explored the concept of being a mission-driven leader, even in the midst of a pandemic.

I was offered a reason to continue, rather than sitting idle in my room waiting for the next meal. I opened my heart to the new reality, the “virtual” way of life that we should all embrace at some point or be left behind.

I studied the first year and a half of my long-awaited college life, online, although I still believed it wouldn’t last. Me too, I was fed up with the weather.

I embraced distractions, procrastination, and multitasking with open arms, and sleep gradually conquered my eyes, especially during afternoon classes.

Who was I kidding, though? Wasn’t that the long-awaited responsibility I was now giving up? Wasn’t it true that I was giving up when no one else had, at least not my university, my country, my parents?

My old high school classmates hadn’t gone on to college, and here I was wasting my opportunity.

I had to pull myself together quickly, lest my grades suffer and I go back to the village (home hehe) without keeping my promise! I would choose to stay in my comfort zone and rest my mission.

Nope! It was “difficult” but I couldn’t afford to stop. Now that I’ve finished my second year, I wonder…

Why me? It’s a question we usually ask when we’re on the brink of disaster, wondering why the events in our lives aren’t as joyous as we think they deserve, or are we mistaking the comparison!

Often, we take comfort in knowing that the experiences of others have been much worse than our own. But this time, we might ask ourselves, “Why us? as a way to be thankful for surviving the pandemic so far and being alive in this age of technology.

We could think about how to take advantage of the opportunities offered by e-learning. So why us? It’s not by chance, that’s for sure.

It might have been easier to put life as we know it on hold as we juggle the pandemic, but being “online” comes with a responsibility. With all the investments made, the infrastructure in place, and all the details that I will probably never list or understand. One thing is certain, even a pandemic would not stop us!

editor@newtimesrwanda.com

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Could online learning be permanent in public education? https://onlinecollegeoffers.net/could-online-learning-be-permanent-in-public-education/ Sat, 14 May 2022 13:00:00 +0000 https://onlinecollegeoffers.net/could-online-learning-be-permanent-in-public-education/ Six-year-old Peyton Denette works on his speech and language skills from his home in Mississauga, Ont., March 30, 2020.The Canadian Press Over the past two years, an increase in COVID-19 infections has forced Ontario’s two million public school students into an online learning environment few had experienced before – and will continue to experience even […]]]>

Six-year-old Peyton Denette works on his speech and language skills from his home in Mississauga, Ont., March 30, 2020.The Canadian Press

Over the past two years, an increase in COVID-19 infections has forced Ontario’s two million public school students into an online learning environment few had experienced before – and will continue to experience even when the province emerges from the pandemic.

Some children have blossomed, freed from anxiety and bullying in their classrooms. Many other families have complained about technological glitches, little ones bursting into tears in front of the screen and, most importantly, learning difficulties.

Ontario students spent more time learning remotely than their peers in other parts of the country. Now, observers fear the outcome of next month’s provincial election could further bolster online learning in the province’s public education system.

“It does a disservice to an already underfunded system,” said Beyhan Farhadi, postdoctoral researcher in equity and online learning at York University.

NDP’s Andrea Horwath takes aim at auto insurance rates during Ontario election campaign

Green Party of Ontario platform focuses on climate crisis with $65 billion investment

The Progressive Conservative Party of Ontario introduced a requirement in early 2020 that high school students, beginning with the cohort that entered Grade 9 in the last school year, must complete two learning credits online towards their degree, unless they officially withdraw through their school. boards.

This was part of the contractual agreement with the secondary teachers’ union, but at the time educators were already worried about how the quality of learning would suffer, given the greater number of pupils. in online classes. Critics have also expressed concerns about how online learning would exacerbate inequalities between students, especially when some do not have internet access.

The NDP and Liberal parties promised that if elected, they would remove this requirement.

Ms Farhadi fears that as online learning becomes more integrated into the public system, it will come with cuts that affect those who are already struggling in school. As part of her pre-pandemic thesis, Farhadi mapped nearly a decade of data on high school enrollment in online courses. She found that those who were more socio-economically and academically advantaged were more likely to enroll in online courses.

School boards are required to offer the remote learning option again in the next school year “as the pandemic continues to evolve”, said Grace Lee, spokesperson for Stephen Lecce, Minister of Education. Government Education by Doug Ford. Mr. Lecce is running again in the riding of King-Vaughan.

Ms Lee did not respond directly to a question about whether a PC government would introduce legislation to make online learning a permanent option in public education. Last year, the Department for Education shared a document with various education groups that outlined plans to introduce legislation that would give families the option of enrolling their children in full-time synchronous distance learning. In synchronous learning, a teacher is present, just like in a physical classroom.

The document, which was obtained by The Globe and Mail, also said high school students would have the option of enrolling in a teacher-supported online course or an independent learning course offered through a center operated by TVO for English language students. and TFO for French-speaking students. The document also said that these organizations could market the courses elsewhere. We don’t know what happened with the paper.

Online credits have been offered to high school students for about two decades, but these classes are typically asynchronous, meaning lessons are recorded and assignments are posted online.

In its platform, the NDP said it would scrap the two mandatory online learning credits high school students must earn to graduate and end the privatization of online learning. Mr Ford’s government struck a deal with the secondary teachers’ union in early 2020 that included the two mandatory online courses that would be taught asynchronously.

The government originally planned for students to take four online courses to graduate. Even with two courts, Ontario is unique among jurisdictions in the world. Other regions, including several US states, require students to take no more than one online course.

Sue Winton, an associate professor at York University who studies the privatization of public education, believes online learning is “here to stay,” but worries about what it might look like and how quality of education that students would receive. Professor Winton is the undergraduate director of York’s teacher education program and there are discussions about training teacher candidates in online pedagogy.

“I worry about school choice more generally,” Prof Winton said. “We know [that] …creating choice in public education is not good for traditionally marginalized and underserved populations.

The past two years have shown families and educators that the in-person learning environment helps children academically, mentally and socially, said Cathy Abraham, president of the Ontario Public School Boards’ Association.

She said school boards would “understand” if the next government ordered them to continue to offer an online option to all students in the future. But she added: “We’re not interested in it getting any bigger. We don’t want more and more of our learning to be done online.

The issue of online learning will likely come up in upcoming negotiations in the fall, when contracts for teachers and other education workers expire.

“There’s no way we’re looking for a cheaper way to provide education…that’s not suitable for children,” Ms Abraham said.

Lynn Thomas is a secondary level English teacher at the Grand Erie District School Board in Brantford, who is leading both a face-to-face and an e-learning course this term. Her in-person class has 20 students, while her e-learning class has nearly 30. Students enroll in e-learning classes because the subject may not be available in their small secondary school, for example. Others prefer the learning style.

“It has a lot of potential if done right,” Ms. Thomas said.

However, she worries about forcing students to take classes online: “I fear it will erode the public education system, primarily because for online learning to be effective for students and for them to be more successful, it must be implemented with the student at the center in mind, as opposed to a money-saving strategy.

Families have had mixed experiences with online learning. Victoria Garardo’s eldest son hasn’t set foot in a physical classroom. He started kindergarten last year and the family, who live in Windsor, opted for online school due to concerns over COVID-19 infections. They chose virtual learning again this school year.

Mrs. Garardo’s son is self-sufficient online. He walks away from time to time and she brings him back to her office. But, she says, her teachers are committed.

Her youngest son will start school in the fall, and although she wants both of them in the school building, she will wait to make up her mind.

“I like having the option. It’s something we’re going to reassess closer to the school year,” she said.

Toronto mom Angie Law has taken a different approach to online learning. Her daughter will not take the two e-learning courses. Her youngest child enters high school in the fall.

Ms Law’s daughter is shy and did well when schools were closed to in-person learning and pupils moved online. But she also wants her daughter to engage with her classmates.

“Digital learning assumes everyone learns the same way. And no one does,” she said.

She added, “It’s a political agenda behind offering different things to people…It’s a slippery slope.”

Our Morning Update and Evening Update newsletters are compiled by Globe editors, giving you a concise summary of the day’s most important headlines. register today.

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Jakarta mulls e-learning to anticipate spread of acute hepatitis https://onlinecollegeoffers.net/jakarta-mulls-e-learning-to-anticipate-spread-of-acute-hepatitis/ Thu, 12 May 2022 01:10:11 +0000 https://onlinecollegeoffers.net/jakarta-mulls-e-learning-to-anticipate-spread-of-acute-hepatitis/ We are still investigating whether we should return to online learning. Let’s see. Jakarta (ANTARA) – The provincial government of Jakarta is considering an e-learning policy to anticipate the spread of acute hepatitis among children. “We are still considering whether we should go back to online learning. Let’s see,” Jakarta Deputy Governor Ahmad Riza Patria […]]]>

We are still investigating whether we should return to online learning. Let’s see.

Jakarta (ANTARA) – The provincial government of Jakarta is considering an e-learning policy to anticipate the spread of acute hepatitis among children.

“We are still considering whether we should go back to online learning. Let’s see,” Jakarta Deputy Governor Ahmad Riza Patria said on Wednesday.

The Jakarta provincial government is also awaiting central government’s policy on continuing face-to-face learning following the emergence of acute hepatitis in children, he said.

The World Health Organization (WHO) has declared the cases of acute hepatitis as an extraordinary event since they have been detected in several countries, including Indonesia, he said.

Related News: 163 traffic accidents recorded in, around Jakarta during Eid holiday

Over 10,429 schools or educational units in Jakarta are currently implementing limited face-to-face learning amid the COVD-19 pandemic.

Schools or educational units will resume face-to-face learning on Thursday after the Eid al-Fitr holiday.

Patria said 21 suspected cases of acute hepatitis have been detected in the capital, with records showing three children have succumbed to the disease so far.

“It is still under epidemiological investigation,” he added.

Related News: Baswedan visit to Europe aims to explore cooperation on MRT development

Acute hepatitis can likely affect adults and the elderly, according to the Sulianti Saroso Infectious Diseases Hospital (RSPI SS) in Jakarta.

“Most cases worldwide are reported in children aged one month to 16 years, but (acute hepatitis) can actually affect people of all age groups after having (direct) contact with patients with acute hepatitis,” the infection official said. prevention and control committee of the hospital, Titi Sundari, said here on Wednesday.

However, Sundari noted that so far cases of acute hepatitis have only been found in the age range of one month to 16 years.

Related News: Jakarta Invites Public to Nominate Indonesian Name for JIS

Related news: Employers who don’t pay Eid allowance will be punished: Patria

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US ‘risks missing out’ on long-term benefits of online learning https://onlinecollegeoffers.net/us-risks-missing-out-on-long-term-benefits-of-online-learning/ Wed, 11 May 2022 13:43:00 +0000 https://onlinecollegeoffers.net/us-risks-missing-out-on-long-term-benefits-of-online-learning/ American universities appear to be wasting an irreplaceable moment in making critically important shifts to online learning by reluctant to seize the opening created by the Covid pandemic, some pioneers in the field warn. As the United States seeks normalcy after what is hopefully the worst of the pandemic, many universities and their faculties are […]]]>

American universities appear to be wasting an irreplaceable moment in making critically important shifts to online learning by reluctant to seize the opening created by the Covid pandemic, some pioneers in the field warn.

As the United States seeks normalcy after what is hopefully the worst of the pandemic, many universities and their faculties are instinctively embracing the revival and primacy of traditional in-person methods, said Anant Agarwal, professor of electrical and computer engineering at the Massachusetts Institute of Technology and founder of the edX platform.

But that’s a mistake given the clear benefits of virtual formats for generating transformational teaching approaches, Prof Agarwal said. Times Higher Education‘s Digital Universities Week US conference in Cambridge, Massachusetts.

“If you wait too long,” said Professor Agarwal, now director of open education at online education provider 2U, which bought edX last year, “I think this moment in history will never come back.”

Professor Agarwal was among a series of industry leaders at the conference wielding data suggesting that online education options must be much more than an emergency measure, or even just an occasional option for young people. busy professionals or shy undergraduates in class.

Others included Sanjay Sarma, professor of mechanical engineering and vice president for open learning at MIT, who gave examples of how online tools could pave the way for widespread use of techniques that, according to the research, align with how people’s brains process and retain information.

These examples, Prof Sarma said, include repeating information at specifically calibrated intervals that maximize the formation of dendrites that create long-term memories in the brain. Commercial language-learning software routinely leverages this understanding as a core design element, but university instructors typically don’t, he told the conference hosted by THE and MIT.

This same basic idea helps explain the urgency of convincing university leaders to make a major effort now to create sustainable online options, before professors forget about it, Professor Agarwal said. The pandemic immediately pushed all instructors to online modes. “Teachers who said ‘not on my corpse’ did so regularly,” he said. But “if you don’t get them to rehearse, they rust,” he continued, and they won’t come back.

Others joined the event, including Christopher Rush, senior adviser for innovation and educational technology at the US Department of Education, who pledged the Biden administration recognizes the value of online innovation. in education, but admitted that the pace of its advocacy and implementation could be greatly affected by the as-yet-unknown willingness of Congress to fund major initiatives.

Rush also acknowledged, in response to questions, the risks of rushing too quickly into the online education arena, given high-profile concerns about the behaviors of tech companies as a whole, in areas such as as the exploitation of personal data and the use of computer algorithms. that can perpetuate and amplify human biases.

Yet, he said, “Every useful tool that has ever emerged is a double-edged sword.”

“The truth is, it’s going to be a bit like a stock – it’s going to go up and down – and we can’t just be scared every time it goes down, as long as it’s definitely heading in the right direction,” Mr. Rush. “And that’s part of the innovation process.”

paul.basken@timeshighereducation.com

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E-learning platform: the 2022 market is booming worldwide https://onlinecollegeoffers.net/e-learning-platform-the-2022-market-is-booming-worldwide-2/ Wed, 11 May 2022 07:00:00 +0000 https://onlinecollegeoffers.net/e-learning-platform-the-2022-market-is-booming-worldwide-2/ Online Learning Platform Market 2022 This research report offers Impact of recent market disruptions such as the Russian-Ukrainian war and the COVID-19 outbreak study accumulated to offer the latest information about acute features of the e-Learning Platform market. This intelligence report includes investigations based on Current scenarios, historical records and future predictions. The report contains […]]]>

Online Learning Platform Market 2022 This research report offers Impact of recent market disruptions such as the Russian-Ukrainian war and the COVID-19 outbreak study accumulated to offer the latest information about acute features of the e-Learning Platform market. This intelligence report includes investigations based on Current scenarios, historical records and future predictions. The report contains different market forecasts related to the market size, revenue, production, CAGR, consumption, gross margin, charts, graphs, pie charts, price, and other important factors. While emphasizing the major driving and restraining forces of this market, the report also offers a comprehensive study of the future market trends and developments. It also examines the role of major market players involved in the industry including their company overview, financial summary and SWOT analysis. He presents the 360 degrees overview of the industries competitive landscape. The e-learning platform market is stable growth and CAGR is expected to improve over the forecast period.
Key Players included in the E-learning Platform research report include-

Udemy
DegreeBit
LearnWorlds
Teachable
Khan Academy
WizIQ
Plural view
Edx
LearnDash
Coursera
Skills sharing
Reflexive
Podia
codecademy
Kajabi
DataCamp

The sample pages are a PDF document covering the detailed table of contents as well as the outline of charts, graphs, figures and tables to give you an idea of ​​the final report. Please note that sample pages may not contain actual numbers.

In view of the ongoing pandemic, our analysts have carefully reviewed and presented the metrics below under the detailed analysis of the impact of Covid – 19 in the research report of the e-learning platform:

Analysis of the overall impact of Covid – 19 on the world which will include quantitative data in which we will include the estimated deviation in market size (negative or positive) due to the pandemic.

  • End-user trend, preferences and budget impact

Qualitative data on end-user segment trends due to imposed policies and security guidelines are analyzed in the e-learning platform research report. Additionally, a detailed understanding of end-of-consumption preferences as to what type/technology the end-user adopts is also explored in the report. The additional funding provided by the legal authorities also included providing information on a particular vertical industry to boost economic development.

  • Regulatory Framework/Government Policies

Detailed qualitative analyzes on government policies and security guidelines followed by each country are studied to understand the views and opinions of the different authorities used to regulate the impact caused by Covid-19.

  • Strategy of key actors to fight against negative impacts

The overall business strategies adopted by key companies in Covid – 19 situations are analyzed and documented in our research studies. The information is presented in a qualitative or quantitative format in the research report of the e-learning platform.

The opportunities that Covid – 19 presents to e-learning platform players and industry professionals are mentioned to give a detailed understanding of the next best possible cost-effective solutions.

The years studied to estimate the market size of Online Learning Platform are as follows:

Historical year: 2015-2019
Reference year: 2020
Estimated year: 2021
Forecast year: 2022-2026

The e-learning platform research report also encompasses conditions that are impacting the industry. It also includes the growth drivers and challenges faced by the e-learning platform industry. The research report includes detailed segmentation analysis along with several sub-segments.

E-Learning Platform Segmentation –

On the basis of types, the e-learning platform market from 2015 to 2025 is majorly split into:
Cloud
On the site

on the basis of application, the e-learning platform market from 2015 to 2025 covers:
Institutions of higher education
K-12 Schools
Others

E-Learning Platform Regional Market Analysis:

It could be divided into two different sections: one for regional production analysis and the other for regional consumption analysis. Here, analysts share gross margin, price, revenue, production, CAGR, and other factors that indicate growth for all regional markets studied in the report. covering

Region Countries
North America United States and Canada
Europe UK, Germany, France, Italy, Spain, Hungary, BENELUX, NORDIC, Rest of Europe
Asia Pacific China, India, Japan, South Korea

Australia, New Zealand, Rest of Asia-Pacific

Latin America Brazil, Mexico, Argentina, Rest of Latin America
Middle East and Africa Israel, GCC, South Africa, Rest of Middle East and Africa
  • Increase in per capita disposable income
  • Youth friendly Demographics
  • Technological advancement

20% free personalization – If you would like us to cover the analysis of a particular geography or segmentation that is not part of the scope, please let us know here so that we can customize the report for you.

Main points covered in the table of contents:

  • Insight: Along with a broad overview of the global Online Learning Platforms market, this section provides an overview of the report to give an idea of ​​the nature and content of the research study.
  • Analysis of the strategies of the main players: Market players can use this analysis to gain a competitive advantage over their rivals in the e-learning platform market.
  • Study on the main market trends: This section of the report offers a deeper analysis of recent and future market trends.
  • Market Forecast: Buyers of the report will have access to accurate and validated estimates of the total market size in terms of value and volume. The report also provides consumption, production, sales and other forecasts for the e-learning platform market.
  • Regional Growth Analysis: All major regions and countries have been covered in the Online Learning Platform Market report. The regional analysis will help market players to tap into unexplored regional markets, prepare specific strategies for target regions, and compare the growth of all regional markets.
  • Sector analysis: The report provides accurate and reliable forecasts of the market share of important segments of the e-learning platform market. Market players can use this analysis to make strategic investments in the key growth pockets of the Online Learning Platform Market.

Key questions answered by the report –

  • Who are the global E-learning Platform industry players and what is their market share, net worth, sales, competitive landscape, SWOT analysis and post Covid-19 strategies?
  • What are the main drivers, growth/decline factors and challenges of the e-learning platform?
  • How is the e-learning platform industry expected to emerge during the pandemic and during the predicted period of 2022 to 2026?
  • What are the sourcing patterns in the different regions mentioned in the e-learning platform research report?
  • Has there been any change in the regulatory policy framework after the Covid-19 situations?
  • What are the major application areas and product types that are going to expect an increase in demand during the forecast period 2022 – 2026?

(*If you have special requirements, please let us know and we will offer you the report you want.)

Note – In order to provide more accurate market forecasts, all our reports will be updated prior to delivery considering the impact of COVID-19.

Contact us:
Web: www.qurateresearch.com
Email: sales@qurateresearch.com
Phone: USA – +13393375221, IN – +919881074592

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Investment analysis of the e-learning market https://onlinecollegeoffers.net/investment-analysis-of-the-e-learning-market/ Mon, 09 May 2022 12:49:18 +0000 https://onlinecollegeoffers.net/investment-analysis-of-the-e-learning-market/ JCMR The recently announced Global Online Learning Market Report 2022 is an objective and in-depth study of the current status aimed at key drivers, market strategies and growth of key players. The study on E-Learning also involves the significant market achievements, research and development, new product launch, product responses, and regional growth of major competitors […]]]>

JCMR The recently announced Global Online Learning Market Report 2022 is an objective and in-depth study of the current status aimed at key drivers, market strategies and growth of key players. The study on E-Learning also involves the significant market achievements, research and development, new product launch, product responses, and regional growth of major competitors operating in the market globally and local. The structured analysis contains a graphical and schematic representation of the global Online Learning market with its specific geographical regions including the following key players K12 Inc, Pearson, White Hat Managemen, Georg von Holtzbrinck GmbH & Co. K, Bettermarks, Scoyo, Languagenut, Beness Holding Inc, New Oriental Education & Technology, XUEDA, AMBO, XRS, CDEL, Ifdoo, YINGDING, YY Inc.

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DOWNLOAD AN INSTANT e-LEARNING REPORT SAMPLE @ jcmarketresearch.com/report-details/1378175/sample

Overview of the e-learning report:

the Global e-learning market The report includes a brief introduction of the competitive landscape and geographical segmentation, innovation, future developments, and a list of tables and figures. Competitive landscape analysis provides details by vendors, including company overview, company total revenue (financials), market potential, global presence and revenue, market share, price, production sites and facilities, SWOT analysis, product launch. The following section focuses on industry trends where market drivers and key market trends are shed light on. The report offers production and capacity analysis where marketing price trends, capacity, production, and production value of E-Learning industry. This report studies the market based on its market fragments, major geologies, and current market patterns.

Geographical analysis of the global e-learning market:

• North American e-learning industry: United States, Canada and Mexico.

• South and Central America e-learning industry: Argentina, Chile and Brazil.

• E-learning industry in the Middle East and Africa: Saudi Arabia, United Arab Emirates, Turkey, Egypt and South Africa.

• E-learning industry in Europe: UK, France, Italy, Germany, Spain and Russia.

• Asia-Pacific e-learning industry: India, China, Japan, South Korea, Indonesia, Singapore and Australia.

E-Learning Market Analysis by Types and Applications as follows:

Market segment by Type, the product can be split into
Additional primary and secondary education
Preparing for the test
Online requalification and certifications
Higher Education
Language and occasional learning

Market segment by Application, split into
K-12 students
Students
Jobseekers
Working professionals

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The E-Learning industry report sheds light on the global E-Learning market factors such as drivers, opportunities, and restraints. The Online Learning industry report identifies high growth areas along with growth factors helping to drive the segments. The E-Learning study covers upstream and downstream value chain analysis, technical trends, and Porter’s Five Forces analysis. The E-Learning report also provides company ranking with respect to revenue, profit comparison, cost competitiveness, market capitalization, company growth and market value chain .

Key areas that have been focused on in the e-learning report:

  • Key trends observed in the global e-learning market
  • E-learning market and pricing issues
  • The extent of commerciality in the e-learning market
  • Geographical limitations of online learning
  • Distribution, planning, performance and vendor requirements related to the e-learning industry
  • Growth opportunities that may emerge in the online learning industry in the coming years
  • Growth strategies considered by online training players

The report offers a superior view of various factors which are driving or restraining the development of the global e-learning market. Moreover, it offers an overview of each market segment such as e-learning end user, e-learning product type, e-learning application, and e-learning region. line. Online Learning company profile includes product portfolio analysis, revenue, SWOT analysis, porter analysis and latest developments of the Online Learning related company. The E-Learning report pays attention to the production, revenue, price and gross margin in markets of different regions.

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Find more research reports on the e-learning industry. By JC Market Research.

About the Author:

JCMR’s global research and market intelligence consulting organization is uniquely positioned to not only identify growth opportunities, but also to empower and inspire you to create visionary growth strategies for the future, through our extraordinary depth and breadth of thought leadership, research, tools, events and experience. that help you make goals a reality. Our understanding of the interplay between industry convergence, megatrends, technologies and market trends provides our clients with new business models and opportunities for expansion. We are focused on identifying the “Accurate Forecast” in each industry we cover so that our clients can reap the benefits of being early market entrants and can achieve their “Goals and Objectives”.

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Teacher of the Year Finalist: Online Learning Works | Guam News https://onlinecollegeoffers.net/teacher-of-the-year-finalist-online-learning-works-guam-news/ Fri, 06 May 2022 14:00:00 +0000 https://onlinecollegeoffers.net/teacher-of-the-year-finalist-online-learning-works-guam-news/ Editor’s note: This is part of a series featuring the six finalists for the Guam Department of Education’s Teacher of the Year Award. Joyce Berry is an English and literature teacher at John F. Kennedy High School, and she has students at five schools in the Guam Department of Education. This is because she teaches […]]]>

Editor’s note: This is part of a series featuring the six finalists for the Guam Department of Education’s Teacher of the Year Award.

Joyce Berry is an English and literature teacher at John F. Kennedy High School, and she has students at five schools in the Guam Department of Education. This is because she teaches with the online regional program, which was launched this school year.

Her hard work in the program earned her a finalist for the Guam Department of Education’s 2022-2023 Teacher of the Year Award.

“It was the first time I was nominated and to make it to the semi-finals was shocking, to make it even more of a finalist was even more shocking, … But I’m really blessed and I’m very happy to have already accomplished so much in such a short amount of teaching time, because people would consider it a short amount of time.

Berry has been teaching middle and high school for eight years. This school year, she is teaching Grade 11.

Transitioning from in-person instruction to the online regional program was a challenge, at first, for Berry, but surprisingly there has been more engagement with her students.

“I actually talk to students more than in person, which is strange because right now I’m available anytime. Students will chat with me, they will email me; we’ll be chatting over Zoom, and so I feel more connected rather than more apart in this situation, and a lot of my students, I’ve asked them what they think of this program and they share the same feelings with me,” Berry mentioned. .

She has noticed that her online students are more comfortable engaging in class activities.

“In this model, the students are courageous. When we’re behind a screen, we tend to be a lot braver than we are in person, we tend to say things, and we tend to feel comfortable where we are. This is a good reason why many of my students strive. (It’s) because they are not afraid to talk to me and they use, for example, the direct message function during my lessons and I think that also shows a great improvement, rather than being in the classroom,” Berry said. .

While being behind the screen has its limits, assessing a student’s social and emotional growth and connecting with their students is not one of them.

“Emotionally, I see how they write to me when they do their reflections and the way they talked to me and the way they talk to each other because there are still conversations going on in the classroom. We play a lot of games in my class that engage them, I see how they interact with each other and I see the happiness and the reactions and they tell me exactly how they feel,” Berry said.

She also noted an increased involvement of her students’ parents online.

“It’s actually funny because at my last two parent-teacher conferences, I’ve had a lot more parents than me in person because the means of communicating with them is a little easier,” he said. she declared. The need to drive to school, register, and physically wait for parents to meet their students’ teachers was no longer a barrier for parents.

In the pandemic-era teaching environment, being able to adapt and adjust quickly is what matters most, Berry said.

“If I win, it would be more important for my students, more than anything, to show that this type of learning is viable and that we can all succeed in online learning and hopefully we can keep it going. option, because it works,” she said.

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How remote monitoring facilitates online learning https://onlinecollegeoffers.net/how-remote-monitoring-facilitates-online-learning/ Fri, 06 May 2022 12:30:26 +0000 https://onlinecollegeoffers.net/how-remote-monitoring-facilitates-online-learning/ The Covid-19 pandemic has forced an abrupt transition from conventional in-person learning to an online teaching format. While many traditional learning methods, including lectures, have evolved relatively quickly and efficiently, other aspects such as assessments and examinations have faced daunting challenges. Moving from an in-person exam to an online format requires having reliable and secure […]]]>

The Covid-19 pandemic has forced an abrupt transition from conventional in-person learning to an online teaching format.

While many traditional learning methods, including lectures, have evolved relatively quickly and efficiently, other aspects such as assessments and examinations have faced daunting challenges. Moving from an in-person exam to an online format requires having reliable and secure administrative methods in place for objective assessments.

Remote proctoring is one such technological breakthrough that allows institutions to assess and review candidates by proctoring exams online from any location.

Remote proctoring technology has evolved into an efficient and secure method of exam administration, preserving exam integrity, while allowing candidates to take tests from home – a major need in countries that do not have access to test centers. This technique often consists of an exam administered by experienced human proctors and/or an AI algorithm, supported by rigorous criteria and guidelines to ensure the reliability and integrity of the exam. This way, candidates from all over the world can take exams, with much-needed convenience and flexibility.

There have been significant developments in how monitoring technologies facilitate a smoother, uninterrupted testing experience, from the scope of those tests to the technologies deployed. The introduction of AI has made it possible for educators to closely monitor the actions of candidates and easily conduct examinations. Remote proctoring has improved the overall efficiency of the testing and proctoring process by removing logistical hurdles, speeding up the entire proctoring and evaluation process, and ensuring and maintaining high standards of academic integrity.

Various online courses and certifications from leading institutions are available on several online learning platforms. These courses have resulted in strong candidate engagement, allowing them to acquire knowledge and improve their skills without having to worry about travel to test centers. However, when certification tests are online, institutes can provide remote proctoring to ensure a thorough procedure that prevents students from resorting to unfair or unethical means.

To ensure this, professional invigilators are available 24 hours a day, seven days a week to facilitate invigilator exams in all time zones. Remotely proctored exams provide a safe option for everyone, from verifying candidate identities to preserving the quality and thoroughness of an in-center physical exam. For companies, remote monitoring ensures the credibility of on-the-job training certifications or other professional upgrading or retraining certificates. It provides an unbiased testing environment with maximum flexibility and security.

More and more organizations and institutions are opting for remote proctoring of online exams and certification process due to its technologically advanced, AI-enabled and robust security features. Zayed University, a public institution in Dubai, is implementing remote monitoring that allows teachers to analyze student camera video to prevent cheating in online exams, in a bid to maintain academic integrity. Similarly, New York University, Abu Dhabi, monitors the tests using artificial intelligence software on a live stream that analyzes any unknown behavior and detects the cheating attempt.

While the disruptions caused by the pandemic have had a significant impact on candidates’ development and retraining plans, the remote monitoring option has provided an excellent option that will help facilitate a candidate’s goals of becoming certified.

With its location-independent capabilities, remote proctoring helps institutions conduct exceptionally secure online exams with high integrity and flexibility, and without compromising the safety and well-being of candidates, regardless of their location. Given its success and adoption, even the staunchest proponents of traditional exam-taking methods would now find it hard to question the benefits of remote proctoring technology, which are transforming the way of teaching and learning. assess skills.

The author is a Certified Management Accountant and Senior Vice President – Certifications, Examinations and Content Integration, Institute of Management Accountants.

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Survey Reveals At-Risk and First-Generation Students See Online Learning as Foundation for Future Success https://onlinecollegeoffers.net/survey-reveals-at-risk-and-first-generation-students-see-online-learning-as-foundation-for-future-success/ Wed, 04 May 2022 13:06:53 +0000 https://onlinecollegeoffers.net/survey-reveals-at-risk-and-first-generation-students-see-online-learning-as-foundation-for-future-success/ Anthology survey reveals push-pull dilemma students face balancing work and study, highlights benefits of linking degree programs and careers Boca Raton, Florida, May 4, 2022 – Anthology, a leading provider of educational solutions supporting the entire learner lifecycle, today announced the results of its 2022 National Student Success Survey: Opportunities to increase student success and […]]]>

Anthology survey reveals push-pull dilemma students face balancing work and study, highlights benefits of linking degree programs and careers

Boca Raton, Florida, May 4, 2022 – Anthology, a leading provider of educational solutions supporting the entire learner lifecycle, today announced the results of its 2022 National Student Success Survey: Opportunities to increase student success and career readiness. Findings revealed that students, especially at-risk or first-generation students, want more online learning and administrative support offerings and value a clear link between their study program and their future career.

“Student populations are more diverse than ever, and shaping a student’s learning experience to best fit their life is critical to supporting their academic and professional goals,” said Richa Batra, Vice President of student success at Anthology. “As the global education community tries to understand what learning and career preparation will look like in the post-pandemic era, this survey highlights that providing a personalized online experience will play an important role in the future. .”

Students lean on the internet for learning and support

Nearly four out of 10 students prefer to take asynchronous online classes without a set meeting time. Only 13% of respondents want fully in-person learning. Online courses are even more important for non-traditional students, with about half of students over 25 preferring asynchronous delivery and 70% of first-generation students preferring synchronous or asynchronous online courses. Students also want the ability to meet faculty members virtually, which ranks it number one for virtual support and learning options.

Growing work obligations weigh on school completion

A total of 43% of students identified the ability to finance their studies as a challenge. And more than four in 10 reported a moderate or significant increase in the time they spend working part-time or full-time in a paid position since the start of the pandemic. This highlights the push-pull dilemma for learners who have competing obligations and how mounting financial concerns can potentially derail their learning journey. More than half of students surveyed also noted more time spent on homework and class, which potentially intensifies stress and makes it harder to find the balance needed to complete classes and meet life’s obligations.

The value of a college education and the link between skills and careers

Among students who received information about the careers their degree program prepares them for, 40% noted a positive impact on staying in school. This figure rose to almost 50% for first-generation students. First-generation students were also less likely to recognize getting a better job as a benefit of their education compared to next-generation students. This gap reinforces the need for institutions to continually educate students about the benefits of a college degree, especially first-generation students.

Anthology’s 2022 National Student Success Survey targeted students nationwide currently enrolled in four-year colleges as well as community colleges, with 1,165 students responding to the survey. For more information and to access the report, click here.

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