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K12 Learning Solutions Helps Schools Start the Year Online and Plan for a Hybrid Future – Business Wire

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HERNDON, Va.--(BUSINESS WIRE)--More than 150 new schools and districts have joined hundreds nationwide that already look to K12 Learning Solutions for a customized online and blended learning option for their students. To start the year strong despite the pandemic, students in districts large and small including Buckeye Union School District (CA), David Douglas School District (OR), Muncie Community Schools (IN), and Quillayute Valley School District (WA) have begun classes online, introducing more than 24,000 new students to K12-powered classrooms from the safety of home.

A suite of services and resources from K12 Inc. (NYSE: LRN) the nations leading provider of online and blended education K12 Learning Solutions delivers robust online and blended learning options for seamless education delivery and long-term academic success.

The schools and districts were working with are meeting unprecedented challenges caused by the COVID-19 pandemic, said Nate Davis, CEO and Chairman of the Board of Directors at K12. But beyond the immediate need, we are confident these schools will emerge from this crisis better equipped to serve their students for the long term. As we all move forward into a new era for education, K12 stands ready to support schools as they assess their online and hybrid learning needs now and into the future.

With customizable solutions to meet the needs of schools and districts, K12 Learning Solutions provides access to an online education delivery platform; engaging curriculum covering core subjects, career readiness education, and hundreds of electives; and administrator, teacher, and parent training to ensure staff and students succeed in the online environment.

As schools debated how and when to safely reopen this fall, families wanted to know their districts would be prepared: a survey conducted by Morning Consult showed that 85% of parents of school-aged children in the U.S. agree that schools should be prepared and equipped to shift to an online learning environment in the event of future scenarios that lead to school closures.

Another survey conducted by Morning Consult shows that 71% of U.S. parents agree that online education should be an ongoing option after the COVID-19 pandemic. Parents also show confidence in online learning as a viable academic option for their students: a national survey commissioned by K12 and conducted through Qualtrics showed that 64% of parents agree that the quality of education their children would receive from an online school is equal to what they would receive in a traditional setting.

K12 has more than 20 years of experience delivering online education solutions at scale, supporting students, schools, and districts across all 50 states to develop local solutions that meet personalized learning goals.

Quillayute Valley School District is committed to bringing our students the educational experience they deserve, said Superintendent Diana Reaume. We were looking for a way to move fluidly between our hybrid, remote, and in-person models, and it made sense to utilize K12s proven product. As we strive to meet the needs of our students and families for the new school year and beyond whether that meant in the buildings or in homes across the district K12 has enabled us to continue to provide the high-quality education that our community has come to expect.

For more information about K12 Learning Solutions, visit

About K12

K12 Inc. (NYSE: LRN) helps students reach their full potential through inspired teaching and personalized learning. The company provides innovative, high-quality online and blended education solutions, curriculum, and programs to students, schools, and enterprises in primary, secondary, and post-secondary settings. K12 is a premier provider of career readiness education services and a leader in skills training, technology staffing, and talent development. The company provides programs which combine traditional high school academics with career technical education through its Destinations Career Academies. Adult learning is delivered through K12s subsidiary, Galvanize, a leader in developing capabilities for individuals and corporations in technical fields such as software engineering and data science. K12 has delivered millions of courses over the past two decades and serves students in all 50 states and more than 100 countries. The company is a proud sponsor of the Future of School, a nonprofit organization dedicated to closing the gap between the pace of technology in daily life and the pace of change in education. More information can be found at,,, and

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K12 Learning Solutions Helps Schools Start the Year Online and Plan for a Hybrid Future - Business Wire

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October 21st, 2020 at 2:58 am

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K 12 Online Education Market is Expected to Grow Big during Forecast Period 2020-2027 – The Think Curiouser

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Global K 12 Online Education Market Research report 2020 provides a detailed analysis of industry status and outlook of major regions based on key players, countries, product types, and end industries. This research report offers the overall analysis of the segments such as market opportunities, import/export details, market dynamics, key manufacturers, growth rate, and key regions.

We have also focused on SWOT, PESTLE, BCG matrix, SCOT analysis, and Porters Five Forces analyses of the global K 12 Online Education market. Leading players of the global K 12 Online Education Market are analyzed taking into account their market share, recent developments, new product launches, partnerships, mergers or acquisitions, and markets served.

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The Major Players covered in this K 12 Online Education Market reports are-Ambow Education, CDEL, New Oriental Education and Technology, TAL, Vedantu, iTutorGroup, EF Education First, Chegg, Knewton, Tokyo Academics.

Industrial Impact of Covid-19 on K 12 Online Education Industry:

The outbreak of the pandemicCOVID-19changed the market scenario on the global platform. Many of the regions are facing the biggest economic crisis owing to the lockdowns that were implemented due to the outspread of the coronavirus infection. As the only solution that has been found to contracting this disease is social distancing many countries have implemented strong regulations in regards to people gatherings. Owing to this many of the businesses are working with only 30% of its employees thus not able to bring the maximum production.

Thiscan affect the global economy in 3 main ways: by directly affecting production and demand, by creating supply chain and market disturbance, and by its financial impact on firms and financial markets.

K 12 Online Education Market Report is Segmented as Following-

Market Attributes


Market size value in 2020

USDXX Million

Revenue forecast in 2027

USDXX Million

Growth Rate

CAGR of XX % from 2020 to 2027

Report coverage

Revenue Forecast, Company Ranking, Competitive Landscape, Growth Factors, And Trends

Country scope

U.S., Canada, Mexico, U.K., Germany, France, Italy, China, India, Japan, Brazil, Argentina, Saudi Arabia, South Africa

Ambow Education, CDEL, New Oriental Education and Technology, TAL, Vedantu, iTutorGroup, EF Education First, Chegg, Knewton, Tokyo Academics

In conclusion, the K 12 Online Education Market report is your trusted source for accessing research data that is expected to exponentially accelerate your business. This report provides information such as economic scenarios, benefits, limitations, trends, market growth rates, and figures. The SWOT analysis is also incorporated into the report along with the guess attainability survey and venture revenue survey.

Do you have any Query or any customization with this report, please get in touch with our business experts at:

Contact Us:Mr. Shah Stratagem Market Insights Tel: US +1 415 871 0703 / JAPAN +81-50-5539-1737 Email:[emailprotected]

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October 21st, 2020 at 2:58 am

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New MIT Work of the Future Research Explores How Work-Based Learning and Online Education Are Key Elements of Adult Training – Business Wire

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CAMBRIDGE, Mass.--(BUSINESS WIRE)--The MIT Task Force on the Work of the Future, a multi-disciplinary initiative examining how emerging technologies are changing the nature of work, has released three briefs that highlight the critical role skills, learning and workforce training can play in creating shared prosperity for workers. With millions unemployed due to Covid-19very likely facing the restructuring of industries ranging from retail to travel to hospitality and entertainment workers will need to not only obtain new skills but also find new work.

This research from members of the Task Force explores the highly fragmented U.S. workforce training system for low- to moderate-skilled workers, comparable programs in Europe in which the private sector is significantly engaged in both the classroom and the workplace, and lessons from learning science and new technologies that could make online education, including workforce training, more effective.

Skill Training in Adults Author: Paul Osterman, Professor of Human Resources and Management at the MIT Sloan School of Management

Professor Osterman shares findings from a new original survey describing how working adults obtain their job skills and he identifies significant inequalities and disparities in the job market that an effective training policy can address. The brief goes on to explain that skill training is important because many low-wage workers lack the skills needed to move into better jobs and middle-aged workers who are displaced will need assistance finding new work using new skills. Professor Osterman then describes creative skill-training initiatives and community college programs that are successful, and he takes up the difficult question of how to diffuse these successes at scale.

Growing Apart: Efficiency and Equality in the German and Danish VET Systems Authors: Christian Lyhne Ibsen, Michigan State University and Kathleen Thelen, Ford Professor of Political Science at MIT

The brief explores examples of Europes vocational education and training (VET) systems and compares recent developments in Germany and Denmark, two of the most successful systems of firm-sponsored VET. Often cited as being successful in providing firms with a steady supply of skilled workers, while at the same time performing critical social inclusion functions, they have faced recent challenges. Germany has pursued a firm-led strategy in which adjustments to VET reflect the needs of the countrys largest and most sophisticated firms, emphasizing the economic objectives of training, but at the partial expense of its social inclusion functions. By contrast, Denmark has pursued a more state-led strategy; legislative reforms in the 1990s played an important role in shoring up the VET systems social inclusion functions, but these interventions may have also contributed to a deterioration in the public image of VET. The brief compares their approach and offers a reflection on the policy lessons for the United States.

Applying New Education Technologies to Meet Workforce Education Needs Authors: Sanjay Sarma, Professor of Mechanical Engineering and Vice President for Open Learning at MIT and William B. Bonvillian, Senior Director, Special Projects at Open Learning and Lecturer in Science, Technology and Society at MIT.

The brief focuses on the question: What are the lessons from learning science and new technologies that could make online education, including workforce training, more effective? Our current workforce education system faces many gaps, from underinvestment to a deep disconnect between the still-separate worlds of work and learning. There is now a major need to make workforce education a policy priority, to upgrade skills for those being left behind, and to help others shift job sectors to areas where there will be work. Online will be a critical technology in enabling a new scale of workforce education to meet growing needs. However, the brief argues that it will not scale unless it provides quality training; to do this effectively, online trainings must incorporate lessons from learning science.

About the MIT Task Force on the Work of the Future

Launched in 2018, the MIT Task Force on the Work of the Future is a multidisciplinary initiative drawing from across MITs five schools to bring a holistic perspective to the relationship between technology, work, and society. The Task Force aims to identify a constructive path forwardgrounded in scientific evidence of what is happening today, deploying deep expertise in technology and the social sciences, and applying reasonable assumptions and extrapolations to anticipate what might happen tomorrow. The Task Forces ongoing research seeks to develop policy-relevant ideas and insights that can help frame the public discourse and shape the range of options that leaders from the public, private, and non-profit sectors have before them to augment human potential. Read more at and register for the AI and the Work of the Future Congress on November 18, 2020.

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New MIT Work of the Future Research Explores How Work-Based Learning and Online Education Are Key Elements of Adult Training - Business Wire

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October 21st, 2020 at 2:58 am

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Online Program Management in Higher Education Market 2020 Showcases Capable Growth After Covid-19 Pandemic with Top Manufacturers: IDesign, Online…

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The study report offers a comprehensive analysis of Online Program Management in Higher Education market size across the globe as regional and country level market size analysis, CAGR estimation of industry growth during the forecast period, revenue, key drivers, competitive background and sales analysis of the payers. Along with that, the report explains the major challenges and risks to face in the forecast period.

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Top Manufacturers: IDesign Online Education Services Blackboard Pearson Wiley 2U Six Red Marbles

The research report on the global Online Program Management in Higher Education market helps clients to understand the structure of the market by identifying its various segments such as product type, end user, competitive landscape and key regions. Further, the report helps users to analyze trends in each sub segment of the global Online Program Management in Higher Education industry. Moreover, research reports help the users to take the industry in long term with the help of these key segments.

The research report of the global Online Program Management in Higher Education market offers broad analysis about the industry on the basis of different key segments. In addition, the report focuses on the competitive landscape and sales analysis of different vendors participating in the global Online Program Management in Higher Education market. Thus the global Online Program Management in Higher Education research report provides thorough display marketing by including market overview, characteristics, and competition landscape and industry chain. Moreover, the research report presents a comprehensive analysis about the opportunities, new products, and technological innovations in the market for the players.

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Types: Cloud-Based On-Premises

Applications: Colleges and Universities Educational Services Other

Thus the study report offers a comprehensive analysis of market size across the globe as regional and country level market size analysis, estimation of market growth during the forecast period. The research report on global Online Program Management in Higher Education market provides an in depth analysis about market status, market size, revenue share, industry development trends, products advantages and disadvantages of the enterprise, enterprise competition pattern, industrial policy and regional industrial layout characteristics.

Furthermore, the report on the global Online Program Management in Higher Education market offers an in depth analysis about the market size on the basis of regional and country level analysis worldwide. Geographical regional analysis is another largely important part of the analysis study and research of the global Online Program Management in Higher Education market.

The global Online Program Management in Higher Education market report covers recent developments, strategic market growth analysis, area marketplace expanding, product launches, technological innovations and many more. Research report also offers an in-depth analysis about the Agreements, collaboration and partnership among different vendors across the globe. Therefore the report is beneficial for all kinds of clients.

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Table of Content:

1 Scope of the Report 1.1 Market Introduction 1.2 Research Objectives 1.3 Years Considered 1.4 Market Research Methodology 1.5 Economic Indicators 1.6 Currency Considered

2 Executive Summary 2.1 World Market Overview 2.1.1 Global Online Program Management in Higher Education Market Size 2014-2024 2.1.2 Online Program Management in Higher Education Market Size CAGR by Region 2.2 Online Program Management in Higher Education Segment by Type 2.2.1 Credentials Verification 2.2.2 Expanding MOOCs 2.2.3 Digital Rights Protection 2.2.4 Open Source Universities 2.2.5 School Assets Tracking Management 2.2.6 Other 2.3 Online Program Management in Higher Education Market Size by Type 2.3.1 Global Online Program Management in Higher Education Market Size Market Share by Type (2014-2019) 2.3.2 Global Online Program Management in Higher Education Market Size Growth Rate by Type (2014-2019) 2.4 Online Program Management in Higher Education Segment by Application 2.4.1 University 2.4.2 Perosonnel Recruitments 2.4.3 Digital Rights Management 2.4.4 Other 2.5 Online Program Management in Higher Education Market Size by Application 2.5.1 Global Online Program Management in Higher Education Market Size Market Share by Application (2014-2019) 2.5.2 Global Online Program Management in Higher Education Market Size Growth Rate by Application (2014-2019)

3 Global Online Program Management in Higher Education by Players 3.1 Global Online Program Management in Higher Education Market Size Market Share by Players 3.1.1 Global Online Program Management in Higher Education Market Size by Players (2017-2019) 3.1.2 Global Online Program Management in Higher Education Market Size Market Share by Players (2017-2019) 3.2 Global Online Program Management in Higher Education Key Players Head office and Products Offered 3.3 Market Concentration Rate Analysis 3.3.1 Competition Landscape Analysis 3.3.2 Concentration Ratio (CR3, CR5 and CR10) (2017-2019) 3.4 New Products and Potential Entrants 3.5 Mergers Acquisitions, Expansion

4 Online Program Management in Higher Education by Regions 4.1 Online Program Management in Higher Education Market Size by Regions 4.2 Americas Online Program Management in Higher Education Market Size Growth 4.3 APAC Online Program Management in Higher Education Market Size Growth 4.4 Europe Online Program Management in Higher Education Market Size Growth 4.5 Middle East Africa Online Program Management in Higher Education Market Size Growth Continued

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Online Program Management in Higher Education Market 2020 Showcases Capable Growth After Covid-19 Pandemic with Top Manufacturers: IDesign, Online...

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October 21st, 2020 at 2:58 am

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The pandemic is speeding up automation, and 85 million jobs are on the line – WICZ

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by Hanna Ziady, CNN Business

Bank tellers are out and robotics engineers are in, according to a new report that says the coronavirus recession is accelerating technological changes that could displace 85 million jobs within the next five years.

"Automation, in tandem with the Covid-19 recession, is creating a 'double disruption' scenario for workers," said the report published Wednesday by the World Economic Forum, which warns that inequality is likely to increase unless displaced workers can be retrained to enter new professions.

More than two-fifths of large companies surveyed by the WEF plan to reduce their workforces due to the integration of technology.

"For the first time in recent years, job creation is starting to lag behind job destruction and this factor is poised to affect disadvantaged workers with particular ferocity," the WEF said in its report.

The coronavirus pandemic has caused a sharp spike in unemployment around the world. Several major economies in Europe and elsewhere have extended support for wages in order to offset the alarming rise in joblessness. Unemployment in the United States, meanwhile, continues to march higher while lawmakers quarrel over new stimulus measures.

"As unemployment figures rise, it is of increasing urgency to expand social protection including support for retraining to displaced and at-risk workers as they navigate the paths... towards the 'jobs of tomorrow," the WEF report said.

The pandemic risks deepening existing inequalities because industries that have been hardest hit, including travel and tourism, hospitality and retail, tend to have younger, and lower-wage workers who are disproportionately female.

The World Bank has warned that the pandemic could increase income inequality and push up to 115 million people into extreme poverty this year.

The pandemic has accelerated technology adoption by businesses and consumers, turbocharging demand for cloud computing and e-commerce services, while squeezing companies that can't serve their customers online.

Workers unable to work from home, either because their jobs require face-to-face interaction or because they have limited internet access, have also been severely disadvantaged.

"Efforts to support those affected by the current crisis lag behind the speed of disruption," WEF founder Klaus Schwab and board member Saadia Zahidi said in the preface to the report. "We find ourselves at a defining moment: the decisions and choices we make today will determine the course of entire generations' lives and livelihoods," they added.

According to the WEF report, a shift in the division of labor between humans and machines could displace an estimated 85 million jobs by 2025, while giving rise to 97 million new roles.

Jobs set to be increasingly redundant include administrative assistants, bookkeepers and payroll clerks, while positions in growing demand include those in the green economy, roles at the forefront of data and artificial intelligence, as well as new jobs in engineering, cloud computing and product development.

An expected increase in jobs in marketing, sales and content production, as well as roles requiring an aptitude for working with people from different backgrounds "showcase the continuing importance of human interaction in the new economy," the report added.

Some workers whose jobs are vulnerable may be able to move into new careers, according to the report, which found that 94% of businesses surveyed expect employees to pick up new skills on the job, a sharp increase from 65% in 2018.

An analysis by LinkedIn's data science team conducted for the WEF showed that many professionals who have moved into "emerging roles" in the new economy over the past five years came from entirely different occupations, which in some cases did not share similar skills.

For example, half of those who transitioned into data science and artificial intelligence (AI) professions were from unrelated industries. That figure climbs to 67% in engineering roles, 72% in content roles and 75% in sales.

Transitions into data and AI allow for the largest variation in skills profiles, the LinkedIn study shows, finding that half of those who moved into these roles had skills with low similarity.

Critical thinking, analysis and problem solving remain among the top skills that the world's largest companies see as rising in importance over the next five years.

New skills the companies highlighted that speak to how the pandemic has disrupted daily life include stress tolerance, resilience and flexibility.

Companies are increasingly investing in retraining existing employees. The report projects that half of workers who remain in their roles will need to learn new skills to perform their jobs effectively in an increasingly automated world.

The WEF report cites a study by online education provider Coursera, which found that between April and June there was a five-fold increase in employer provision of online learning opportunities and a four-fold increase in individuals seeking out opportunities for learning online through their own initiative.

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October 21st, 2020 at 2:57 am

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Wendler: Innovation should permeate every aspect of university’s culture –

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WALTER WENDLER | Amarillo Globe-News

(Editors note: Fourth in a series of how universities can help build character.)

University innovation is often, and appropriately, viewed as the work of faculty and students fueling discovery through individual scholarship, research, and creative activity. Universities must innovate corporately, too. Resource challenges for education have increased while needs for social and human services, public safety, and other high priorities press heavily on taxpayers and legislative leaders. When George W. Bush was governor, an impassioned plea by university presidents was made for increased funding. He reportedly replied to the chorus of concern, Health care institutions, departments of public safety, and social services dont have marching bands or football programs. Go find the resources.

Indeed, universities utilize philanthropy to offset declining availability of state funds. However, innovation in the delivery and management of educational programs through experimentation could drive costs down and simultaneously sustain and increase quality. Too many procrastinate rather than innovate. Colleges hum a mantra of self-fulfilling doomsday prophecies choking off new ideas. Innovation and experimentation should abound in universities. They are idea places. Instead, too frequently a hidebound mentality governs action. The pandemic exacerbates the need for innovation. Online learning began walking in the 90s and reached a trot in the second decade of this century. But COVID-19 jockeyed online demand resulting in a full gallop, shifting delivery modes faster than the Internet.

Innovation is essential for survival. Survival is a commanding motivator.

Some institutions, Georgia Institute of Technology for example, brought their best academic offerings online at a lower cost than residential instruction. It was innovative. The New York Times recognized it: The combination of a prestigious department, traditional degree and drastically lower price was something new in American higher education. Yet many institutions and disciplines of study within those institutions fight online offerings as a pandemic-like disease that infects true learning. I hear this daily. I dont believe it. Likewise, drinking the Kool-Aid that asserts digital delivery of instruction will solve every problem is more Pollyanna than problem-solving.

Forbes draws clarity between wishful thinking, dreaming, and innovation. Through pragmatism, innovative dreamers transform wishful thinking into solved problems. Marina Kim and Angie Fuessel in the Stanford Social Innovation Review report that change making can be embedded in corporate culture and freeing human capital to address challenges. Innovation should be a core value for forward-looking educational enterprises.

WT tracks national averages, and innovation is needed to address changing demographics. New America reveals misconceptions regarding universities in a study of 1,600 Americans. The average age of students has increased. Yet, 63% of Americans surveyed believe the average college student is 20 years old. The reality is the average college student is 26.4 years old. Of those surveyed, 57% believe most people attend public two-year schools compared to four-year institutions. The reality is 40% attend public four-year institutions and 38% attend public two-year institutions. Innovative approaches are required to distinguish the value proposition for two- and four-year institutions and simultaneously create seamless transfer between the two. These are just two examples. Effective universities will innovate in response to students and their aspirations. An American Enterprise Institute interview with Ben Nelson, CEO of Minerva, confirms this perspective. Innovation is essential.

Forbes Brandon Busteed provides a number of innovative ideas sharply focused by the pandemic. Some are not new: Work readiness is essential, particularly as costs increase. WTs internship and experiential learning opportunities are growing markedly to meet demand. Admissions decisions should be provided within 48 hours. WT created a web application delivering an answer in less than a day, occasionally, in minutes. Online education is core to the strategy of any four-year residential institution that has ambitions to remain relevant, diversify revenue and grow. WT provides increasingly high-quality online instruction and has for 23 years. Condensed and less expensive bachelors degrees, the support of students as lifelong learners, shared services to increase efficiency and reduce costs and non-degree education are all worthwhile considerations.

Some of this thinking is fresh; some is common practice. However, this is cleartradition must be overcome in any institution that seeks to innovate for the benefit of those served.

Innovation is a core value of West Texas A&M University and, thankfully, those called West Texans.

Walter V. Wendler is President of West Texas A&M University. His weekly columns are available at

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October 21st, 2020 at 2:57 am

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Stone River: Access thousands of hours of online education on the cheap! – AndroidGuys

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Some of the deals that pass through the ranks here at AndroidGuys focus primarily on improving your life through various courses. Among others, these could be business-related stuff for mastering Excel, IT & Security, or marketing. Sometimes we run promotions on topics that are just generally helpful, regardless of your field.Today is just that: Lifetime access to training on a wide variety of topics.

The Stone River Academy is a set of 800+ courses with over 2,000 hours of online learning content. Within these courses you will be able to learn everything and anything you want about web/mobile programming, web design, and more. What makes this lifetime membership to Stone River Academy stand apart from the rest is how often new courses are being added.

Every month, two to five courses are added to the already expansive library of courses designed to teach you what you want, when you want, and at your own pace. You wont need to try and keep up with the class, whether for better or worse, and can move at your own speed when your schedule allows it.

Valued in the the thousands, you can head over to the AndroidGuys Deals page and grab this deal for 99 percent off at only $89. Thats a crazy amount of savings for the sheer volume of courses that are included with the Lifetime membership to the Stone River library.

For every $25 you spend in the AG Deals Store you get $1 credit added to your account. And, if you refer the deal via social media or an email thatresults in a purchase, youll earn$10 credit in your account.

If this is your first time buying,you are also eligible for 10% discount! Justbe sure to subscribe for email updates.

Not looking to spend any money today? No worries. You can still visit the AndroidGuys section for freebies and pick something anyhow.

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Stone River: Access thousands of hours of online education on the cheap! - AndroidGuys

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October 21st, 2020 at 2:57 am

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The unfortunate reality of an online college education The Knight News – The Knight News

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Whether it be from dining room tables turned work desks or the comfort of ones own bed, students in Anthropology 238 made sure to log into their twice-a-week Zoom session at 1:40 PM. It was another hour and 15 minutes spent trying to avoid the temptation other avenues of the internet bring, all whilst zeroing in on the voice emanating from one of the 20-something virtual boxes.

The professor, who left Queens, NY for Pennsylvania during the pandemic, was in the middle of his lecture until he no longer was. He couldnt be, not after a bear wandering into his backyard caught his attention.

The professor let out a genuine Oh f*ck, leading his students to tune out of the lecture and look at him with intrigue. The professor turned his camera and, sure enough, a bear could be made out through the low-resolution lens strolling across his back lawn.

Thats something thats only gonna happen on Zoom, one of the attendees claimed after class.

Queens College students are no strangers to online learning during the fall semester. They made the transition into Zoom meetings and Blackboard Collaborate Ultra sessions once COVID-19 reached the United States last spring.

Back in March, April and May, the coronavirus was viewed as no more than an unexpected challenge QC would do anything to put in the rearview mirror. The goal for most, if not all classes, became to successfully end with as little duress as possible.

Now, the effects of a global pandemic on QC have settled into an unsettling permanence. Technical difficulties cut into lecture time and bears interrupt the class. The college experience has become a mindless cycle of near-identical assignments to submit on a weekly basis, many of which include hoards of readings teachers assign in an attempt to close the comprehension gap online learning can create.

Asynchronous classes have been an invaluable workaround to the varying schedules of QC students, but those lectures also require time and energy students have become responsible to find on their own. Rather than having a set schedule anchoring their day-to-day actions, students must keep pace or fall behind while maintaining habits that ensure they never get buried too deep under their respective workloads.

The readings are already homework, an anonymous student said. But I have to watch powerpoints and do readings. I have to watch lecture videos and do the readings. Theres a lot more work.

Unfortunately, professors dont have a handbook to afford themselves guidance. Pages are being filled with newfound procedures by the day. Some have even actively taken it upon themselves to make the lives of their students easier with open-note tests and fewer requirements to earn a reasonable grade.

Im basically deciding everyone gets an A if they just do everything in good faith, Media Studies Professor Douglas Rushkoff said of his students. I gotta bend over backward because I dont know what peoples situation is.

Theres long been an inherent give and take to the traditional in-person college experience. Students burn themselves out trying to bump up their grade point average, but walk away with added life experience that lays a foundation for their future selves. Memories are created. Voices are shaped. Perspectives change.

Without the take, students are finding it much more difficult to invest in the give. Some students have yet to hand in any assignments or muster the sliver of enthusiasm needed to click on just one of their Zoom links. Poor grades and a lower GPA are no longer able motivators. Not when the pandemic has life tugging at them harder than ever before.

(College) is a community of humans gathered together in the pursuit of knowledge and intelligence and a society and a community of learning, Professor Rushkoff explained. You couldnt help but (have) your conversations and interactions informed by the stuff you were learning. The online thing makes it much more like college is this stuff that youre learning in order to get a degree in order to get a job. Thats not really what its about.

That might not be what college was about, but thats what its become. And just like every other issue causing stress in 2020, its on us to find ways to make it bearable until we no longer have to.





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October 21st, 2020 at 2:57 am

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As higher education expands online, what’s subject to tax? | – University Business

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Revenue from online education is creating new sales tax obligations for higher ed institutions, but the rules vary widely by state.

Many higher ed institutions have been battling budget woes in recent years due to decreased funding and dwindling enrollments, which has prompted some to diversify their revenue streams. Amid ongoing struggles, the COVID-19 pandemic has had a further negative impact on public and private institutions alike. As a result, many institutions are expanding into new digital channels to reach students based in other areas to lift enrollment numbers and increase revenues.

Still, expanding online isnt as clear cut as it may sound at first. Colleges are finding creative ways to provide virtual classes that span from continuing education to professional development, and some are even going beyond the traditional bounds of higher education. As colleges and universities expand their online footprint and wander into new non-traditional education services, its likely that they will encounter new sales tax obligations that they would otherwise not face while solely operating in-person courses.

In June 2018, the Supreme Court decision in South Dakota v. Wayfair, Inc. made it possible for states to tax the transactions created by remote sellers regardless of the sellers physical presence in the state in the form of economic nexus laws. Today, economic nexus laws exist in 43 states, the District of Columbia, and parts of Alaska (where there are local sales taxes but no statewide sales tax). What many dont fully understand is that state and local governments tax many different types of services. So, not only do economic nexus laws apply to businesses selling goods into other states, but they could also apply to the sale of online education to students in other states.

Determining whether or not online education and training sales are subject to sales tax can be inherently complex. There are two main factors that can impact taxabilitythe format education is delivered and the type of program or school.

Format. The format in which a class is provided to students can affect taxability. A nuance as simple as the class or content being provided via a live-stream or pre-recorded video can change taxability. For example, the Tennessee Department of Revenue recently issued a ruling that explains that while live, instructor-led online courses arent subject to Tennessee sales and use tax, self-paced online classes that provide no live online instruction are taxable. In this scenario, when the class isnt taught live the state considers what the student is paying for is the use of the computer instead of the instruction itself.

In some cases, the move from live, in-person education to online learning changes the definition of a service (which are often tax-exempt) to a digital good. While many states tax the sale of digital goods, its unclear whether online education came to mind when the laws were created. Still, some states, like Wisconsin, have clarified the taxability of online education sales by stating that the sale of live digital online educational services is not taxable, but the sale of pre-recorded seminars and webinars is generally taxable.

Type of school or program. The taxability of online education can also hinge on what type of institution is selling it. For many states, education is exempt if taught by a nonprofit or government, but for-profit institutions dont always have the same type of general exemption. When it comes to the program type, the rules vary widely by state. Traditional degree-focused education is often exempt while education granting certificates is not always exempt. For example, in Texas, training and education services that are instructional in nature are not taxable, including online training courses and classes that provide accreditation, certification or continuing education credit.

Online higher education providers can run into new tax complexity even if they are not required to pay a single cent to tax authorities. Economic nexus laws can in many instances require an institution to register even though they may have few sales of online education that are actually taxed. One of the often-unspoken requirements of a sales tax is the requirement to provide and collect exemption certificates. Ultimately, the need to register and file exemption certificates depends on the states definition of economic nexus and whether it includes exempt sales as part of the economic nexus threshold.

We are just beginning to understand how the tax complexity that education providers are facing and will encounter as they expand online. One thing that is certain is that business practices will continue to change, and the law will struggle to keep up. The Wayfair decision upended decades of tax policy. As more goods and services are sold online, its likely that tax laws could adapt and expand to include historically exempt sales, including education.

As education providers navigate a new world that hinges on the flexibility and convenience driven by technology, building sales tax compliance into their operations will become critical. Sales tax law is complex and nuanced. When the law, which is often very old, is applied to changing products and changing business processes, it can be very difficult for organizations to understand and manage their sales tax obligations as they grow their business online. Getting compliance right is essential for higher education providers to successfully scale their enrollments online and stay ahead of the curve.

Scott Peterson was the first executive director of the Streamlined Sales Tax Governing Board, where he was devoted to making sales tax simpler and more uniform for the benefit of business. He is also vice president for U.S. tax policy at Alavara, a provider of tax compliance software.

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As higher education expands online, what's subject to tax? | - University Business

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October 21st, 2020 at 2:57 am

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Rethinking Online Education with Virtual Event Platforms – MarketScale

Posted: September 26, 2020 at 9:54 am

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The escalation and global impact of COVID-19 catalyzed a sudden shift to the university experience as we know it. By March 2020, 14 million students pivoted to online education. College enrollment in the United States is now down 20 percent going into the fall 2020 semester, and typical activities such as sports and on-campus events have been canceled. This new reality has pushed educators across the United States to rethink how theyre delivering online education and implement new ways to engage students during this crossroads.

Related content: Faculty approaching remote learning with uncertainty

For most classrooms, standard video conferencing formats are a lackluster replacement for dynamic in-person learning. Zoom fatigue and the lack of one-on-one interaction in online classrooms has had a detrimental effect on students ability to successfully comprehend information.

In the wake of the uncertainty of the fall 2020 semester, without a scalable answer to online education, how can universities recreate the collegiate experience online?

Virtual event platforms provide a unique channel for universities to successfully bridge the gap between the current state of online education and returning to an in-person format in the future, allowing for students to regain the ability to social network and collaborate.

By going beyond traditional video conferencing, theres an opportunity for educational systems to create a virtual environment with inherent collaboration and better aptitude for learning.

The biggest gripe universities have within the new era of remote learning is an inability to collaborate within video conferencing in one survey, 65 percent of university students reported that opportunities to collaborate with other students on coursework were lacking in their online classes. Conversely, when instructors provided the ability to break into groups during a live class, student satisfaction went up 25 percent.

Traditional video conferencing platforms emerged as a simple alternative to in-classroom learning, Many factors, including pass fail grading, Zoom bombing, and a lack of connection have left instructors with a more disoriented classroom experience three-fifths of instructors reported theyve struggled to keep students engaged.

One big benefit: the classroom and events are similar in many ways, with pre-determined presentations, tight schedules and clear objectives virtual event platforms have this thinking built into their product, providing a plug-and-play option for educators shifting to an online format.

Beyond the classroom, a collegiate experience is all encompassing and provides students the ability to network and connect with their peersa massive missed opportunity for students that have shifted to remote learning environments.

With most universities now fully remote, for many students, activities such as job fairs, mentorship, and networking events have for the most part been canceled without an acceptable replacement. Some universities have turned to various video and chat-based options to replace these offerings, but they often fail to provide the same organic relationship building that an in-person event does.

As the fall 2020 semester is already off to a rocky start, universities have a unique opportunity to salvage the networking opportunities that are often offered to students by utilizing virtual event platforms.

From running resource fairs, conferences, speaking panels, to networking events, virtual event platforms offer a similar experience at a fraction of the cost, with minimal logistical conflicts, and can be made available to all students both domestic and international. Due to low overhead costs and minimal set-up, universities can create brand new virtual experiences for their students, bring in speakers from all over the world, and create more opportunities for genuine human interaction.

While the typical back-to-campus model may be in flux for this Fall, universities can source creative ways to engage their student bodies in academia and extracurriculars.

Universities have been placed in a tough spot with the drastic shift to online education, and while most have managed thus far, virtual event platforms provide an important outlet for educators who are looking to reinvigorate their students and revive the human connections that are integral to campus-life.

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Rethinking Online Education with Virtual Event Platforms - MarketScale

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September 26th, 2020 at 9:54 am

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