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Lessons learned from the forced experiment in online education – The Globe and Mail

Posted: September 26, 2020 at 9:54 am

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Dean Van Doleweerd, assistant head of learning, and a student during orientation week at Lakefield College School.

Simon Spivey/Lakefield College/Handout

After Lakefield College School had to close, like everyone else, because of the pandemic, they came up with the idea of offering virtual French cooking classes and other topics for the larger community.

Surprisingly, they found that their own students signed up in droves, which made them realize something: Students were interested in learning; they were not tired of Zoom, they just needed some variety, says Dean Van Doleweerd, assistant head of learning.

With about 40 international students unable to start the year in person, the school, near Peterborough, Ont., is still functioning partly in remote mode.

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The private schools pivoted fantastically to move students online, says educational consultant Elaine Danson, who works with families with children in the public and the private school systems.

Nicola Camirand, assistant head of Academics at the Calgary French and International School, says because the school is part of international networks, it allowed them to get insights from schools in countries that were further into the pandemic.

Here are some key ideas schools learned about remote learning.

Students cannot spend the same amount of time on screens as they can in face-to-face classes.

Although it varies by age, 40 minutes of instruction, is about what students can handle, Mr. Van Doleweerd says. Then, they need a break. This can be group work, individual work or one-on-one meetings with teachers.

One change the Calgary French school made was to have more teachers and projects overlap, so that students are learning about different subject areas on one project. Lakefield moved from eight courses at a time to three.

The technology has permitted the opportunity to greater individualize the experience for each student, Mr. Van Doleweerd says.

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At Calgary French school, slots were built into the timetable for teachers to have advisory calls with students one on one, where they discussed issues such as time management and social-emotional management.

Grade 11 Lakefield College School student Harper McGowan in class.Students are required to wear masks when indoors and on their feet or in motion.

Simon Spivey/Handout

Schools need to be consistent with how they post work and they need to be clear with students about their responsibilities, Mr. Van Doleweerd says. These are details that get relayed verbally in a face-to-face class but need to be explicit in an online environment.

One of the challenges with remote learning is how to foster connection with others. We insisted community and co-curricular events continue online, Mr. Van Doleweerd says.

This included activities such as soccer skills clinics through Zoom and cooking challenges.

It also meant students continued meeting with their advisors online and the school also continued assemblies through webinar software.

Sometimes the solution is as simple as giving students some free time before a Zoom class starts for being goofy, having fun, time to giggle with each other, Ms. Camirand says.

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Balancing live classes over video with recorded lessons that students review on their own, Mr. Van Doleweerd says, means making sure kids had enough personal interactions with teachers but were also required to be off-screen each day.

Parents may hear debates about how much synchronous teaching, or live classes, is appropriate compared with asynchronous, or recorded, lessons.

At Calgary French school, teachers are recording short demonstration videos of about 10 to 15 minutes, whether for students staying home because of illness, or for review purposes.

Assessing student progress is a skill the staff are still working on, Mr. Van Doleweerd says. The school is experimenting with different software and consulting with other schools.

For tests, students are on Zoom, but it doesnt take a genius to figure out there are ways around that. The school has found that more teacher interaction with students online gives them a better sense of how students are progressing.

What many educators echo is the fact that for online learning to work, it is not just the students who need support.

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Teachers need support, parents need support, Ms. Danson says.

In fact, a recent study in Alberta indicates that is the case, regardless of the system, either public or private.

Sharon Friesen, a professor in the learning sciences department at the Werklund School of Education at the University of Calgary, conducted research in May and June in two public-school jurisdictions as part of a four-year study involving public, Catholic and private schools. These two jurisdictions took only a couple of weeks to start providing engaging online education when schools were closed, compared with others.

The key, she says, is that the school districts provided teachers and students with the technology they required, offered teachers extra professional development, and while principals supported the teachers, the school district supported the principals.

Schools need to prepare for another pandemic-related shutdown or even students having to stay home because of illness or quarantine. We have a parallel remote schedule that current teachers can default to if needed, Mr. Van Doleweerd says.

Longer term, though, we are all a little Zoomed out people dont want to just lose some of the good ideas.

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For instance, virtual meetings can allow staff, as well as teachers and students, to meet when there is less time or space to do it in person, he says.

And the school will continue recording instructions for students to review on their own.

As time has passed, students have become more sophisticated in their ability to conduct themselves in a remote-learning environment. Now, there is so much more possible, Mr. Van Doleweerd adds.

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September 26th, 2020 at 9:54 am

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Online Education Market 2019 | How The Industry Will Witness Substantial Growth In The Upcoming Years | Exclusive Report By DataIntelo – The Daily…

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DataIntelo offers a detailed report on Global Online Education Market. The report is a comprehensive research study that provides the scope of Online Education market size, industry growth opportunities and challenges, current market trends, potential players, and expected performance of the market in regions for the forecast period from 2020 to 2027. This report highlights key insights on the market focusing on the possible requirements of the clients and assisting them to make right decision about their business investment plans and strategies.

The Online Education market report also covers an overview of the segments and sub-segmentations including the product types, applications, companies and regions. This report further includes the impact of COVID-19 on the market and explains dynamics of the market, future business impact, competition landscape of the companies, and the flow of the global supply and consumption. The report provides an in-depth analysis of the overall market structure of Online Education and assesses the possible changes in the current as well as future competitive scenarios of the Online Education market.

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The published report consists of a robust research methodology by relying on primary source including interviews of the company executives & representatives and accessing official documents, websites, and press release of the companies. DataIntelo is known for its data accuracy and granular market reports.

The report is prepared with a group of graphical representations, tables, and figures which displays a clear picture of the developments of the products and its market performance over the last few years. With this precise report, it can be easily understood the growth potential, revenue growth, product range, and pricing factors related to the Online Education market. The report also covers the recent agreements including merger & acquisition, partnership or joint venture and latest developments of the manufacturers to sustain in the global competition of the Online Education market.

Key companies that are covered in this report:

Ambow Education CDEL New Oriental Education and Technology TAL Vedantu iTutorGroup EF Education First Chegg Knewton Tokyo Academics Tata Interactive Systems N2N Services Microsoft Saba Software McGrawHill YY

*Note: Additional companies can be included on request

The report covers a detailed performance of some of the key players and analysis of major players in the industry, segments, application, and regions. Moreover, the report also considers the governments policies in different regions which illustrates the key opportunities as well as challenges of the market in each region.

By Application:

Pre-primary School Primary School Middle School High School

By Type:

Structured Tutoring On-Demand Tutoring

As per the report, the Online Education market is projected to reach a value of USDXX by the end of 2027 and grow at a CAGR of XX% through the forecast period (2020-2027). The report describes the current market trend of the Online Education in regions, covering North America, Latin America, Europe, Asia Pacific, and Middle East & Africa by focusing the market performance by the key countries in the respective regions. According to the need of the clients, this report can be customized and available in a separate report for the specific region.

You can also go for a yearly subscription of all the updates on Online Education market.

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The following is the TOC of the report:

Executive Summary

Assumptions and Acronyms Used

Research Methodology

Online Education Market Overview

Online Education Supply Chain Analysis

Online Education Pricing Analysis

Global Online Education Market Analysis and Forecast by Type

Global Online Education Market Analysis and Forecast by Application

Global Online Education Market Analysis and Forecast by Sales Channel

Global Online Education Market Analysis and Forecast by Region

North America Online Education Market Analysis and Forecast

Latin America Online Education Market Analysis and Forecast

Europe Online Education Market Analysis and Forecast

Asia Pacific Online Education Market Analysis and Forecast

Middle East & Africa Online Education Market Analysis and Forecast

Competition Landscape

Why you should buy this report?

This report offers a concise analysis of the Online Education market for the last 5 years with historical data & more accurate prediction for upcoming 6 years on the basis of statistical information.

This report helps you to understand the market components by offering a cohesive framework of the key players and their competition dynamics as well as strategies.

The report is a complete guideline for the clients to arrive an informed business decision since it consists of a detailed information for better understandings of the current & future market situation.

The report also answers some of the key questions given below:

Which end-user is likely to play a crucial role in the development of the Online Education market?

Which regional market is expected to dominate the Online Education market in 2020-2027?

How is consumer consumption behavior impacting the business operations of market players in the current scenario of the Online Education market?

If you have any questions on this report, please reach out to us @

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We possess expertise in a variety of business intelligence domains. Our key analysis segments, though not restricted to the same, include market entry strategies, market size estimations, market trend analysis, market opportunity analysis, market threat analysis, market growth/fall forecasting, primary interviews, secondary research & consumer surveys.

We invest in our analysts to ensure that we have a full roster of experience and expertise in any field we cover. Our team members are selected for stellar academic records, specializations in technical fields, and exceptional analytical and communication skills. We also provide ongoing training and knowledge sharing to keep our analysts tapped into industry best practices.

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Online Education Market 2019 | How The Industry Will Witness Substantial Growth In The Upcoming Years | Exclusive Report By DataIntelo - The Daily...

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Put Iowa kids first in education with greater school choice – The Gazette

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As a former state legislator my top priority was and still is education. Perhaps one of the most memorable and heartfelt moments occurred when I chaired an Iowa House subcommittee hearing on a bill proposing Education Savings Accounts (ESAs). A mother testified that her public school does not offer my child what he needs, and I cant afford anything else. This mothers top concern was for her childs education. Expanding school choice in Iowa by allowing educational dollars to directly follow the student will open new opportunities for all children.

The COVID-19 pandemic is drawing attention to school choice as public schools struggle to provide instruction, whether in person, online, or a hybrid of the two. Many parents are attempting to balance working and overseeing their childrens online education at home. Through these struggles, options like education pods, which are small groups of students who are taught by one teacher or tutor, are beginning to surface. The problem is that many families across Iowa cannot afford an alternative to public schools.

The pandemic is demonstrating the old model of funding school systems instead of students is obsolete. Education dollars should follow students and parents should decide which school best fits their childs needs. Educational opportunities should not be restricted by ZIP codes, socio-economic status, or other roadblocks.

Almost everyone agrees that education is a priority in Iowa. State and local taxpayers provide an estimated $16,314 per student (preK-12), which equals $326,280 for a class of 20 students. If education is a priority, then it should not be controversial that taxpayer dollars should follow the student. This is where ESAs come in as a common-sense solution, not only empowering parents with a choice for their childs education but also creating competition within Iowas educational system, likely forcing schools to innovate and improve.

An ESA would allow dollars to follow the student to the school of their choice. The design and dollar amount of ESAs can vary. The funding can either be based on public (tax dollars) or private dollars (tax credit scholarship). ESAs can be universal, tailored to families with lower incomes, or to families with children who have disabilities.

Results across the country demonstrates that providing parents more options actually increases student outcomes. In fact, ESAs are proving especially beneficial in providing choices to lower income parents.

Taxpayers are already paying for education with their tax dollars and parents should be allowed to use those dollars for the best possible educational outcome. Many families across Iowa are working hard, paying their taxes, and sacrificing to send their children to a non-public school, but there are not nearly enough families who can come up with the financial resources to do the same. Parents all share a common goal of providing the best opportunities for their children and household finances should not be a limiting factor. Parents should have another option besides a one size fits all government monopoly.


Ensuring that dollars follow the student will remove barriers to educational opportunity and place our kids first.

Walt Rogers serves as deputy director of TEF Iowa, a public policy think tank, and is a former state legislator from Cedar Falls.

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Put Iowa kids first in education with greater school choice - The Gazette

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Hybrid education is the solution to one of the challenges of COVID-19 – The Globe and Mail

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Noah Faison graduated virtually from Columbia University in 2020. William Pang is a final year student at McGill University.

Back in March, as professors hurriedly transitioned from in-class lectures to Zoom-based virtual learning, many college students ourselves included were forced to get a glimpse of what a part in-class, part virtual learning experience was like.

The experience was far from perfect: Some professors streamed math lectures with their web cameras awkwardly angled at a chalkboard or piece of paper, while others hurriedly condensed hours worth of class time into an hour-long Zoom session. Collaborative exercises, such as conferences and lab sessions, were cancelled or significantly retooled, depriving students of a valuable experience to retain and apply lecture material with friends and peers.

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It is no wonder that many students and parents have expressed serious misgivings about technologys ability to enhance education, given the impromptu attempt at virtual education last spring. But what if there was a way to deliver a seamless hybrid of online and in-person classes while making university more affordable?

This is not a radical idea. In fact, it is a transition that has already begun in graduate-level education. Many graduate programs across North America have implemented hybrid models, with the main selling point, as University of British Columbias website puts it, of providing the flexibility that students need in order to balance their studies and other responsibilities. The financial flexibility such programs offer is also significant. In the United States, the average price per credit for an online-centric degree program offered by private universities is at least US$750 cheaper than for on-campus programs.

Given these advantages, why hasnt hybrid education been offered to more undergraduate students? First, there remains a huge stigma within the education sphere, especially at elite schools, that equates online education to an inferior education. Many institutions maintain that the on-campus experience with professors and peers is irreplaceable, but this claim is dubious. Even before COVID-19, students were regularly crammed into crowded auditoriums where a professors ability to interact with students was hamstrung by time constraints, while interactions with peers in class were often reduced to a perfunctory greeting.

Another selling point of the traditional university experience is that students will gain irreplaceable experiences by spending their four years exclusively on campus. Indeed, keeping undergraduates cloistered on campus probably held water in an earlier era in which a university degree was itself enough to place graduates ahead of competitors in the job market. However, students today are more than willing to simultaneously juggle work and school, pouncing on work opportunities even unpaid internships and volunteer research positions because employers expect work experience even for entry-level positions. More undergrads, especially those that take on debt to finance their education, have woken up to a reality where they require the flexibility to balance work and school life. The pandemic is likely only to exacerbate such pressures.

If educators take the pandemic and the pressures it puts on students seriously, they will seriously reassess the value of hybrid education. This will require leaders in undergraduate education to be as creative and flexible as students. Thankfully, a growing number of universities have proved that, with technological finesse, it is possible to create dynamic and engaging classes that are superior to the in-person experience. Weve also seen how our professors can still record quality lectures on their personal laptops.

But more has to be done to avoid repeating the same mistakes we saw last semester. Given that technological expertise is more commonly found among students than professors, teaching faculty should be especially open to sourcing ideas from their students about how to deliver content online in a clear and engaging way. Faculty should lean into the benefits of asynchronous learning as well, whereby students can listen to online course material at their own pace and as many times as they want.

One silver lining of the pandemic is educators are provided with a unique opportunity to reshape the role of the campus as a place to provide targeted support for students. Having online lectures shouldnt mean students have to sacrifice the one-on-one interactions that are a hallmark of the university experience; on the contrary, we students would have a better experience if we could use the online learning portion at our own pace and use the on-campus portion to receive targeted support from faculty and teaching assistants. This means that we should gradually phase out 600-person auditoriums; instead, campus spaces should be reconfigured to facilitate small group collaboration and one-on-one discussions with teaching assistants.

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A hybrid learning model can benefit universities as well. With the technology to monitor student engagement baked into online learning platforms, universities might be able to refocus their resources where students need them most and cut unneeded costs. Leveraging the benefits of an online platform also translates into universities being able to increase their enrolment numbers while reducing the cost of administering lectures (is it really necessary to deliver a new iteration of introductory calculus every semester when the subject hasnt changed much since Newton?).

We know that hybrid education is not a revolutionary idea, as some professors have attempted to complement in-person classes with some form of online component. But rather than relegating hybrid education to the status of a pet project among select faculty, administrators should acclimate to a new reality where classes are no longer held in jammed classrooms. This means universities have to seriously invest in training and technology that will last beyond the current pandemic.

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Hybrid education is the solution to one of the challenges of COVID-19 - The Globe and Mail

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September 26th, 2020 at 9:54 am

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Online education presents both challenges and opportunities – The Tribune India

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BBK DAV College for Women is the only women college in the city that is being run by a private institution. The college was founded in 1967 and is a multi-faculty institution that aims to blend professional and vocational education with traditional courses. It runs an illustrious sports programme and is the alma mater of two international cyclists Elangbam Choaba Devi and Sushikala Durgaprasad Agashe and international Kayaking player Komal Bisht. Among its other noted alumni include comedy artiste Bharti Singh, actors Sonia Mann and Tania.

In an interview with Neha Saini, principal Pushpinder Walia says during the pandemic, the college has realised the true potential of its faculty as well as students. Excerpts

The college is conducting online exams for exit classes under GNDU guidelines. This is the first time that exams are being conducted via a virtual mode. What challenges are you facing in the exercise?

As we know that the sanctity of our education system lies in examinations, so it is important to conduct exams for exit courses, as they have a direct impact on a students career. Of course, it is a challenge to undertake online exams in this rush for such a large number of students. But we have tried to streamline as much as possible. We have formed several teams of faculty including a trouble shooting team that is set to help any student who faces any problem during or after the exam. We send question papers to students 15 minutes before the start of exam and we double check the papers for any irregularity. Once students finish the exam, they email the answer sheets in a PDF format which we get printed and send for evaluation. The area that we are looking to work on is reaching out to private candidates and students facing accessibility problems.

The current pandemic has put a sudden pressure on faculty as well as students as the education system has shifted to the online mode. How are you, as an institution, coping with the stress?

It is true that the shift towards online teaching was a forced one and not voluntary. So, the initial response was slow and had many gaps. But as we got the hang of things, I feel, it brought out the true potential of both faculty members and students. Many of our teachers developed new skill sets and so did the students. The initial anxiety among the students has also now faded and they are more confident and have adapted to the change.

How has the online admission process of the college been? Have you introduced any new course that is related to the new normal?

Initially, due to stress among students and the prevailing uncertainty, the process of online admissions was very slow. But now that the students have settled in and faculty is equipped to conduct online classes, we have added five more skill-oriented courses to our academic itinerary. These courses have been approved by the UGC. Keeping in mind the acute shortage of healthcare workers in the country that was felt during the pandemic, we have started courses in hospital management and healthcare resources; diet and nutrition counseling and retail management.

What is your prediction of the future of higher education in the post pandemic-world?

This sudden change in our individual as well as institutional existence has radically changed our perceptions about things. In education, though I feel there is no substitute for classroom teaching, virtual classrooms have opened up a whole new set of possibilities. For instance, webinars have become more effective, crisp and engaging. It allows maximum participation sans any limitation. As far as technology is concerned, it has only now proved its true potential as a tool of learning and education. And this is what the future is going to be.

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Online education presents both challenges and opportunities - The Tribune India

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COVID-19: How viable is online education? – Down To Earth Magazine

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Skill-development needs experiment and experience, which may not be feasible in online learning

The countrywide lockdown to curb the spread of the novel coronavirus disease (COVID-19), entwined with health and safety concerns, has brutally disrupted Indias economy.

The economic consequences of the pandemic as well as local lockdowns have been well-discussed and have surfacedin the gross domestic product and industrial production numbers. But there is another side to the ramifications: The lack of skillful imparting ofeducationmay translate into an economic adversity over time.

Indias gross enrollment ratio in higher education was a mere 27.4 per cent for 2017-18, according to the All India Survey on Higher Education (AISHE). This is not great news compared to other developing countries. The situation could befurther battered by the possible decline in enrollment due to limited access to online education.

There are a few important points that need to be addressed in such a scenario: Is online education viable? Will our future of the nation contribute to the human capital and participate in reviving the economy?

The internet and digital infrastructure with a significant penetration is a boon for education. The Pradhan Mantri e-Vidya Programme was launched in May to amplify the efforts for a better shift online.

The top 100 universities in the country were permitted to start online courses in May, without the need to seek approval from education regulators. States such as Karnataka announced their own policies to make online education accessible.

However, challenges remain. Online education has not only changed how students are learning, but has also significantly altered the methods deployed by teachers and parents.

A fundamental enabler is the digital infrastructure, which includes high-speed internet and supporting devices such as desktop, laptop, tablet or mobile phones.

These prerequisites have expanded the gap between upper- and middle-economic sections,as well as urban and rural populations of our country. The infrastructure challenges in online education have rendered unprivileged learners helpless.

Education and skill-development are dependent on each other. It is difficult to imagine students learning physics and chemistry only outside of laboratories. Similarly, an engineer cannot simply have the knowledge of combustion engine without the skill to design and operate it.

It is, therefore, important to differentiate between knowledge and skill. While knowledge can be delivered and learned, skill-development needs experiment and experience that may not be feasible online.

The industry-academia gap has existed in India for a very long time. A McKinsey report flagged the issue a decade ago: Only a quarter of engineers in India were truly employable.

Online education producing graduates without skills may aggravate the employability issue further. This may lead to a deteriorating human capital and underemployment in the economy.

This adulteration in the education system may have a long gestation period. A large pool of unskilled human capital will come out of the online pedagogy to join the future workforce and face employability challenges. This may also mean that they will take longer to gain the requisite skills.

We must acknowledge and address these challenges. The lack of digital infrastructure in rural and underdeveloped sections has posed implementation challenges on the ground, leading to social inequalities in the country. Students, teachers and parents are sailing through the operational challenges to cope with the new online regime.

Its high time that we start thinking about bridging the gap between rural and urban digital infrastructure for online education.

Views expressed are the authors own and dont necessarily reflect those of Down To Earth

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September 26th, 2020 at 9:54 am

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Online Education Technology Market 2020 Assessment and Trend Analysis After the Covid-19 lockdown: Impact And Recovery – DailyHover

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The report offersOnline Education TechnologyMarket 2020assessment and important market trend analysis. The research paper comprises of preceding and forecast market data, requirements, application regions, price policies, and geographical region business shares of the major firms. The Online Education Technology report, based on the type of implementation and region, splits the market size by quantity and value.

Overall, the report provides leading Online Education Technologymarket in-depth profile and data information anatomy. Below is a list of top players

Lynda.Com, Coursera, Tata Interactive Systems, TutorGroup, Docebo, Pearson Education, Blackboard, Edmodo, EdX, Blackboard, Aptara, McGraw-Hill Education, Knewton, Adobe Systems, 2U, PowerSchool Learning

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In brief, along with a clear and easy strategy, the Online Education Technology market report provides a nearest look at the Online Education Technology market after the Covid-19 lockdown situation. The present record depicts everything in a product and supplies statistics frame whether difficult or intelligible, product type, financial ups and downs, product importance, end customers, top players in the sector, regional development, and much more.

Based on application, the market can be categorized as follows:Students, Aldults

Based on Types, the market can be categorized as follows:Management, Arts, Technical, Commerce, Others

Online Education Technology market research report gives a comprehensive market estimate through full evaluation, high-quality insights, and genuine market size predictions. In the case of the prediction made accessible, it depends on tried and tested methods along with convictions. Thus, the thorough Online Education Technology market assessment serves as a reservoir of scrutiny and information for every aspect of the market, especially with regard to local markets, technology, categories, and usage. Moreover, we regarded the market from geographies such as Asia-Pacific, North America, South America, Europe, Middle East, and Africa in this study.

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Elements included in the Sections of the report are as follows :

Chapter 1,to describe Online Education Technology product scope, market overview, market opportunities, market driving force, and market risks

Chapter 2,to profile the top manufacturers of Online Education Technology, with price, sales, revenue, and global market share (2015 to 2020)

Chapter 3,the Online Education Technology competitive situation, sales, revenue, and global market share of top manufacturers are analyzed emphatically by landscape contrast

Chapter 4,the Online Education Technology market data breakdown are shown at the regional level, to show the sales, revenue, and growth by regions, (2015 to 2020)

Chapter 5, 6, 7, 8 and 9,to break the sales data at the country level, with sales, revenue, and market share for key countries in the world, (2015 to 2020)

Chapter 10 and 11,to segment the sales by type and application, with sales market share and growth rate by type, application, (2015 to 2020)

Chapter 12,Online Education Technology market forecast, by regions, type, and application, with sales and revenue, (2020 to 2026)

Chapters 13, 14 and 15,to describe Online Education Technology market sales channel, distributors, customers, research findings and conclusion, appendix, and data source.

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In addition, the study shows well-known competitors working on the Online Education Technology market who have worked hard to meet customer requirements. The report seeks to explore the manufacturing approach, manufacturing cost, pricing strategy, value chain, maintenance cost, capacity utilization, raw material origins along with their geological footprint.

Ultimately, the main and primary purpose of this Online Education Technology study is to help the reader find out the industry about its definition, categorization, market capacity, trends influencing, and the obstacles the industry faces. While preparing the research paper, we did a perceptive and insightful study. Thus it provides an in-depth Online Education Technology market reference frame. The data and information disclosed in the report are drawn from genuine sources such as newspapers, websites, company annual reports. In addition, other results and referrals consist of industry expert-validated reviews.

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Online Education Technology Market 2020 Assessment and Trend Analysis After the Covid-19 lockdown: Impact And Recovery - DailyHover

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September 26th, 2020 at 9:54 am

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What Do Parents Think of Online Learning? – Education Week

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If it wasn't for online learning, many school districts might well be entirely dark this fall. But that doesn't mean parents don't have concerns about online learning.

That's according to new research released Monday by the Center for Democracy and Technology, a nonprofit organization.

Parents are overall supportive of virtual schooling, with 76 percent saying they are likely to support more online education at home, even after the threat of COVID-19 has passed. But they have big questions about data privacy issues, with 68 percent saying they are worried about "unauthorized access of online activities or unauthorized communication" with their children online.

Another 64 percent say they have qualms about student data privacy, while another 64 percent say they are worried about not being able to monitor or limit what their child sees on the internet. And 61 percent have concerns about student information security.

Those concerns, though, are dwarfed by others not relating to technology. Seventy-six percent of parents say they are worried about the quality of education their child receives, while 71 percent say bullying is a big headache.

Most studentsabout 3 out of 4have access to reliable home internet. But that number is lower for African American children, only 68 percent of whom have such access. There's also a disparity in access to printers, with 48 percent of African American families having one at home, compared to 54 percent for the United States as a whole.

The vast majority90 percentof parents say they monitor their child's internet use. And more than half say they withhold or take away technology when rules are broken, have house rules on screen-time, and have access to their child's social media, email, and other applications.

The majority of parents52 percentconsider themselves and school administrators most responsible for keeping students' data private. Another 28 percent pin the responsibility on school districts, while 27 percent say teachers are most responsible.

The survey of 1,277 parents was conducted in late spring. African American and Hispanic parents were oversampled.

Image: Getty

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What Do Parents Think of Online Learning? - Education Week

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September 26th, 2020 at 9:54 am

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Online Education Market Growth Ratio Analysis with Top Players Major players operating in the Online Education market are PAR Technology Corp,…

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A comprehensive research study titled Online Education Market has been recently added by Absolute Markets Insights to its extensive repository. The statistical data has been compiled by means of qualitative and quantitative research methodologies which help to make informed business decisions. The report also sheds light on the several dynamics of the global business such as drivers, restraints, and opportunities. Additionally, it also offers analytical data of trading attributes like local consumption, global consumption, import, and exports. The base year considered for the study is 2019 and the forecast period for this publication is 2020-2027. The entire demand-supply chain has also been exclusively examined by researchers.

The report represents tables and several other graphical data elements, the Online Education market report makes for an insightful data repository that is a valuable source of direction and guidance for managers, decision makers, business strategists, and all those who are interested in the overall development of the global Online Education market.

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Top Key players: Some of the players operating in the online education market are 2U, Inc.,, Alef Education, Ambow Education, Bloc, Coursera Inc., edX Inc., General Assembly, Instructure, Inc., ITS Education Asia, iTutorGroup, iversity Learning Solutions GmbHu, LinkedIn Corporation, McGraw-Hill, Pearson, Udacity, Inc. amongst others.

Our new sample is updated which correspond in new report showing impact of COVID-19 on Industry

The report scrutinizes different business approaches and frameworks that pave the way for success in businesses. The report used Porters five techniques for analyzing the Online Education Market; it also offers the examination of the global market. To make the report more potent and easy to understand, it consists of info graphics and diagrams. Furthermore, it has different policies and development plans which are presented in summary. It analyzes the technical barriers, other issues, and cost-effectiveness affecting the market.

Global Online Education Market Research Report 2020-2027 carries in-depth case studies on the various countries which are involved in the Online Education market. The report is segmented according to usage wherever applicable and the report offers all this information for all major countries and associations. It offers an analysis of the technical barriers, other issues, and cost-effectiveness affecting the market. Important contents analyzed and discussed in the report include market size, operation situation, and current & future development trends of the market, market segments, business development, and consumption tendencies. Moreover, the report includes the list of major companies/competitors and their competition data that helps the user to determine their current position in the market and take corrective measures to maintain or increase their share holds.

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What questions does the Online Education market report answer pertaining to the regional reach of the industry

The report claims to split the regional scope of the Online Education market into North America, Europe, Asia-Pacific, South America & Middle East and Africa. Which among these regions has been touted to amass the largest market share over the anticipated duration

How do the sales figures look at present How does the sales scenario look for the future

Considering the present scenario, how much revenue will each region attain by the end of the forecast period

How much is the market share that each of these regions has accumulated presently

How much is the growth rate that each topography will depict over the predicted timeline

A short overview of the Online Education market scope:

Global market remuneration

Overall projected growth rate

Industry trends

Competitive scope

Product range

Application landscape

Supplier analysis

Marketing channel trends Now and later

Sales channel evaluation

Market Competition Trend

Market Concentration Rate

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The report answers important questions that companies may have when operating in the global Online Education market. Some of the questions are given below:

What will be the size of the global Online Education market in 2027? What is the current CAGR of the global Online Education market? What products have the highest growth rates? Which application is projected to gain a lions share of the global Online Education market? Which region is foretold to create the most number of opportunities in the global Online Education market? Which are the top players currently operating in the global Online Education market? How will the market situation change over the next few years? What are the common business tactics adopted by players? What is the growth outlook of the global Online Education market?

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Absolute Markets Insights assists in providing accurate and latest trends related to consumer demand, consumer behavior, sales, and growth opportunities, for the better understanding of the market, thus helping in product designing, featuring, and demanding forecasts. Our experts provide you the end-products that can provide transparency, actionable data, cross-channel deployment program, performance, accurate testing capabilities and the ability to promote ongoing optimization.

From the in-depth analysis and segregation, we serve our clients to fulfill their immediate as well as ongoing research requirements. Minute analysis impact large decisions and thereby the source of Online Education (BI) plays an important role, which keeps us upgraded with current and upcoming market scenarios.

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Online Education Market Growth Ratio Analysis with Top Players Major players operating in the Online Education market are PAR Technology Corp,...

Written by admin

September 26th, 2020 at 9:54 am

Posted in Online Education

Study finds increased university spending toward education technology – Daily Californian

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Brianna Luna/File

According to campus spokesperson Janet Gilmore, UC Berkeley has spent about $10 million on implementing and upgrading the technology needed to support online learning, $4 million of which was directed toward providing technology to lower-income students.

A report published by education technology company Rootstrap found that online learning companies revenue from universities increased by 559% on average from March through July this year compared to the same time frame in 2019.

Roostrap conducted a cross-industry study of online education companies and ultimately found that customer spending has increased on average by 335%, with universities making up the largest portion of customers, according to the study. Patrick Ward, Rootstrap director of marketing, said this study is a wake-up call for universities because charging students the same tuition while spending more for online services will cause many universities to struggle.

He hopes the trends highlighted by the study lead to the democratization of education by providing courses virtually that are affordable and of high quality.

The two big components of the value proposition that a university provides, namely the social network and the physical experience, now no longer can be delivered, Ward said. And so with that reduction, they need to find new ways.

According to campus spokesperson Janet Gilmore, UC Berkeley has spent about $10 million on implementing and upgrading the technology needed to support online learning. Of that amount, $4 million was spent to provide technology to lower-income students, while the rest was for online services such as Zoom licensing and virtual advising support.

The estimated overall fiscal impact of the COVID-19 pandemic from March 2020 to June 2021 is about $340 million, according to Gilmore. Of that loss, $200 million is from decreased campus income from sources like athletics, housing and dining, and $65 million was put toward COVID-19 efforts including cleaning, testing and remote learning transition resources.

According to Aaron Rasmussen, founder and CEO of, a technology company offering online courses, spending more on education technology will improve online learning effectiveness, making students more attracted to it.

Ward recommends colleges listen to their students and integrate online courses into their curriculum beyond the pandemic.

Without the limit of physical campus boundaries, and with a plethora of offerings at their fingertips, students can sample a variety of experiences in their online education, Rasmussen said in an email. Its no longer about who has a planetarium on campus or the nicest library; the emphasis is on the content and instruction.

Universities including UC Berkeley have delved into this integration of online courses through services such as Emeritus that provide the technological infrastructure to deliver courses to a broader audience outside of campus students, according to Ward.

Ward said small- and medium-sized universities are gravely at risk from increased spending for online services during the pandemic because they are smaller brands, possess smaller footprints and have smaller endowments.

There is undoubtedly a forced push for technological innovation in higher education for the time being, but the lasting effects are yet to be seen, Rasmussen said in an email.

Dina Katgara is the lead business and economy reporter. Contact her at [emailprotected] and follow her on Twitter at @dinakatgara.

Correction(s): A previous version of this article incorrectly stated that was involved in the study. In fact, it was not involved.

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Study finds increased university spending toward education technology - Daily Californian

Written by admin

September 26th, 2020 at 9:54 am

Posted in Online Education

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