It's set to be another glorious day in London.

Temperatures are forecast to reach 24 degrees, meaning the capital will be hotter than Spain, Greece and Tenerife on Thursday (April 23).

According to the BBC, it will be hottest in most parts of London at around 2pm.

Although it's vital we stay at home due to the coronavirus lockdown, anyone who has a garden will be able to bask in the sunshine.

Alternatively, others will be able to enjoy the sunshine while out on their daily excercise.

Here's when it's expected to be hot in your part of the capital.

There will be highs of 23 degrees on Thursday, with the hottest temperatures forecast for 2pm to 4pm.

A gentle breeze will give those enjoying the sunshine in their gardens or while exercising the chance to cool off.

Temperatures will reach a nice 20 degrees by 12pm, and will increase further throughout lunchtime.

After reaching a high of 24 degrees, it will start to cool down, although it's still expected to be 18 degrees at 8pm.

The North of the capital is set to be sunny with a gentle breeze, with highs of 23 degrees.

The hottest part of the day is forecast to be 2pm.

Much like other parts of London, Stratford will feel more like Barcelona on Thursday.

Highs of 23 degrees are forecast, with temperatures hottest at lunchtime.

Get more news updates for your local area by putting your postcode into our handy widget below:

Want more news? Go to our homepage.

Do you have a story? Email samuel.truelove@reachplc.com.

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London weather: Here's when 24C heat will arrive in your part of London - MyLondon

Dont tell my 11-year-old son Im holed up in my room, pondering whether people are hoarding Ding-Dongs and reclaiming my laptop from his desk. Its a common theme during this COVID-19 pandemic: adults told to work from home are losing their minds as they fight for devices and bandwidth while helping their children learn remotely. At last count, at least 124,000 K-12 public and private schools in the U.S. were closed for in-person schooling, affecting more than 55 million students.

As many have said, this isnt home schooling, where parents prepare ahead of time to teach their children. We talk about virtual learning, said Celeste M. Malone, coordinator of the school psychology program at the Howard University School of Education in Washington D.C., but this is emergency distance education.

How families feel about this upending of school rhythms depends on many things their job situation; the impact of the virus on their circle of loved ones; the content their school is providing; the time and tools they have for online learning; and even how many kids they have and their ages and learning needs. Its one thing to comfort a 16-year-old who is self-directed. Its quite another to help multiple children under 10. Then there are people whose children have special learning needs and often need more intensive support, like my son, who has Down syndrome.

This has prompted the expected outpouring of internet memes and horror stories about stepping out of the shower just as your child comes running with the iPad featuring his entire class on Zoom.

There is another line of thinking, though, that Ive seen circulating on social media or blogs that doesnt sit right with me. It goes something like: This is too much, for families and for schools, and Im not participating in online learning. People will emphasize how much learning and wonder can take place simply by cooking together or doing crafts and art. This is true, as long as parents have time for that. And no one can argue with a familys decision to put less emphasis on academics to focus on survival, especially in the midst of job losses or health concerns.

But underneath some of these arguments is the implication that public schooling is like a sour-tasting medicine being thrust upon us by overzealous educators, when in fact it is one of our most precious civil rights. We owe it to all children, but especially to students of color, those living in poverty or students with disabilities, to hold schools to high standards and look at how educators are making remote learning work.

No one knows yet what distance learning approaches might lead to the best student outcomes, but the research arm of the Department of Education is synthesizing data from families, educators and researchers. In the meantime, schools need to address equity of access first. A Pew Research study from 2018 found that about 15% of U.S. households lacked high-speed internet access, with disparities more pronounced for those with low incomes or who are black or Hispanic. Schools have made major efforts to get students connected, but heartbreaking stories still abound: eager students who have devices but no internet, or others who painstakingly type out assignments on smartphones because thats all they have.

Everything were saying is an issue has always been an issue, said Malone. Ive had longstanding issues with schools doing heavily online communication or using the web to submit work just because this is the wave of the future and people need to keep up. Now were seeing there are real issues and parents arent just being oppositional.

Some districts took weeks to implement formal distance learning, providing printed review packets until they were able to figure out how to supply food to families who qualify, and then how to distribute tens of thousands of loaner devices or get children connected to Wi-Fi.

Offers of free Internet service from local providers dont work for families whose living situation is fluid or who live in rural areas, so many districts are focusing on mobile hot spots, setting up Wi-Fi inside school buses or encouraging people to use school parking lots. In addition, districts including Los Angeles Unified, the countrys second largest, and Dallas ISD have partnerships with PBS stations to livestream programming and communication.

At Baltimore County Public Schools, where almost half the students qualify for free or reduced-price lunch, Ryan Imbriale is the executive director for learning technology. He said his district was able to hit the ground running because theyve had a learning management system in place for seven years, along with continual professional development. The district is also mailing out paper packets to those who need them. When we come out on the other side, he said, we want to know that all of our kids are engaged.

In the meantime, he said, the focus on technology is paying off. (Students in grades 6 to 12 already had school-issued laptops.) When you get all of these middle school kids in a virtual room together, Imbriale said, its really powerful to see the connection they have with each other and their teacher."

An emphasis on professional development is key, said Joseph South, the chief learning officer for the International Society for Technology in Education, or ISTE. One of my big concerns, he said, is that were going to establish a baseline of what remote learning looks like that reflects essentially one or two days of educator learning.

Thats not what it could or should be, he said. The educators I know are trying to come up to speed, learning three or four systems, translating face-to-face teaching to online, learning how to communicate and then send assignments its a crushing workload, he said.

Teachers are also spending more time communicating with students. A recent survey from EdWeek Research Center found that 74% of all teachers communicated with most of their students either weekly or daily as of April 8, compared with 52% in late March.

Though this is a lot for teachers, its good news for those concerned about students basic needs. A crucial element of feeling emotionally safe is feeling connected with your school community, said John B. King Jr., a former education secretary who now leads The Education Trust, a nonprofit focused on educational equity. He said schools in the Phoenix Union District in Arizona started an effort called Every Student, Every Day, where staff connect with every student to identify challenges and offer support.

The relationship between teachers and students is the true core of education, King said, and efforts like holding virtual educator office hours, is another way to get it right. Great teachers and great schools can make all the difference for kids, King said. By the time I was 12 years old, I lost both my parents to illness. And I can unequivocally say that my teachers saved my life.

Sergio Garcia, the principal of Artesia High School in Los Angeles County, is also prioritizing outreach. I reached him through Karin Chenoweth, writer-in-residence at The Education Trust, who is producing a series of podcasts on extraordinary educators during the pandemic. Garcia said every student and parent at the school, which is 80% Latino and had a graduation rate above 98% last year, has his cellphone number, and theyve been checking in often. A lot of districts are doing enrichment activities only, Garcia said last week. We are continuing to educate. Last year, every senior applied to college.

Staff and counselors checking on students have discovered a trick to reaching those who dont respond: Text them after 9 p.m. If you send them a text at that hour, he said, a 30-second response is a long time. During the day, he said, a large majority are caring for siblings or have other responsibilities.

A willingness to meet families where they are is appreciated by parents, especially those lifting mountains to help their kids. Ay-Shia Baldwin-Jacobs works full time as a manager for Chick-fil-A in the Charlotte, N.C., area. Drive-through and delivery business is booming, so shes an essential worker. Shes been taking her 8-year-old daughter, Malene, with her to work, where her shifts sometimes start at 7:45 a.m. and end at 6 p.m. Malene works on a laptop and her mom sets alarms so she can run over to assist her for a few minutes at key times.

Baldwin-Jacobs is happy with how accommodating her daughters second-grade teacher has been. She brought my daughters work to my job one time because I dont have a car, Baldwin-Jacobs said. At first, she was worried her daughter would lose ground but said teachers at the school, part of the Charlotte-Mecklenburg system, are very proactive and very involved with all of their students. If Malene cant make it to the classroom Zoom session, the teacher will meet with her another time.

Delivering instruction remotely to very young children presents a unique challenge. They are sometimes pre-literate and it requires a much greater amount of parental involvement, said South of ISTE, which is another equity issue not often discussed. More affluent parents are in a better position to assist their children than lower-income families.

Schools seem to recognize that, and many are either not grading or are using a modified grading or credit system. Malone agrees with that approach, because were not grading based on learning, were grading based on other factors like access and space to work. But teachers should still be giving feedback so children can learn, she said.

The experts I spoke with were also very concerned about students with disabilities falling through the cracks. It isnt easy to deliver certain therapeutic supports online or to connect with students who have language impairments. Im pleased with what our public charter school is doing for my son; he loves being on Zoom with his general education classmates or special education teachers.

But some schools and parents are feeling at a loss. Educating All Learners, a new online resource from a consortium of technology innovators and disability groups, is hoping to be part of the solution. The site curates resources, hosts forums and has practical case studies. Saying, We dont know how, or We cant do this is not an acceptable response to the education of complex learners, said Erin Mote, executive director of InnovateEDU, a founding partner.

As with most things in education, it ultimately falls on individual teachers to save the day. Larry Ferlazzo, a teacher, author and blogger for Ed Week, hosts a series of podcasts about teaching during the pandemic. One of the first episodes featured four teachers from around the country.

They said their students uniformly craved connection and told them they wanted to get back to school. David Sherrin, a social studies teacher at Scarsdale High School in Westchester County, N.Y., found a silver lining: We now know for sure, he said, that the way we were doing school was the best way it could be done. Face-to-face learning, that is where education really happens.

He advised other teachers to focus on bringing joy. The more we can make the work joyful and creative, said Sherrin, who wrote a book about authentic assessments, that will be one of the most meaningful things we can do for them.

Vicki Vila is a freelance editor and writer in Charlotte, N.C. She wrote this column for The Dallas Morning News.

Read more from the original source:
The burden of switching to online education falls mostly on teachers - The Dallas Morning News

People often go back to school during a recession. But what about when schools are closed? Many of those who have lost their jobs or are sheltering at home due to the global coronavirus pandemic are seeking out education online, and Sebastian Thrun expects this trend to continue long after the worst of Covid-19 has subsided. Known as the optimistic engineer who created Googles self-driving car project, in recent years Thrun has become an advocate for online learning as cofounder and executive chairman of education platform Udacity. At a time when many industries are struggling to cope with lost business, Udacity and its peers are doing well. In just one week in March, Thruns company, which offers courses for adults in AI, data science, and business, signed up more students than it had in the second half of 2019.

On Monday, WIREDs editor in chief, Nicholas Thompson, sat down for a chat with Thrun over Facebook Live. They spoke about why it can be difficult to innovate in schools and how online learning is capable of filling many of the voids created by this pandemic. In the past, Thrun says, school districts and university professors alike had been risk-averse. But hes convinced that the move to online learning forced by coronavirus will help naysayers realize that going digital could make it easier for some to learn. Adult education, Udacitys focus, seems like a good place to start: What companies are beginning to realize in this digital revolution is that their own people are an amazing resource. The coronavirus situation, as sad as it is, has really helped that understanding because now lots of employees are sitting at home."

Still, Thrun freely admits that online education wontand shouldntrender in-person learning obsolete. While programs like Udacity excel at teaching hard skills, social skills like empathy are harder to learn through a screen. Computers can help, he says, but having people on your side will always be an advantage.

Hundreds of readers watched and submitted questions for Thompson and Thrun to answer live, and this was the second in a series of four conversations presented by Salesforce in which WIRED will explore what the coronavirus pandemic means for the future of business, education, technology, and health.

More From WIRED on Covid-19

Continue reading here:
'Education Is a Human Thing'but Covid-19 Will Push It Online - WIRED

Southern New Hampshire University (SNHU), the massive not-for-profit online innovator, is taking the moment of thecoronavirus pandemicto permanently trim its in-person operations to a remotely delivered minimum.

Regardless of when its physical campus in Manchester is safe to reoccupy, SNHU said it plans to cut its base annual tuition charge there from $3,100 (2,500) to $1,000 and to find all available methods of teaching at that price.

SNHU had already been planning to move in that direction over time, its president, Paul LeBlanc, said in an interview. But the virus-driven economic downturn with US unemployment already triple the 8million of the 2009 recession demands that it happen right now, even if all details are not yet finalised, Dr LeBlanc said.

Our families are going to be reeling, he said, and weve got to be prepared with a better answer.

SNHU, with 3,000 on-campus students and more than 135,000 online, has long beencarving outa unique space in post-secondary education that competitors seem unsure whether toenvy or dismisspending moreperformance data.

While for-profit operators have given online teaching a reputation for short-changing students, Dr LeBlanc has emphasised the approachs potential to lower costs and deliver personalised instruction that credits skills gained outside formal class settings.

SNHUs future will retain that approach for its online population while waging an all-out assault on expenditures that are not absolutely necessary on the physical campus.

Easier examples, he said, could include using staff from the online operation, known as College for America, to provide non-academic services such as financial counselling; converting its campus health services to tele-medicine formats; and renting out sports facilities when not used by students.

More fundamentally, Dr LeBlanc envisages more on-campus students taking courses online, plus a rapid expansion of SNHUs Project Atlas, which moves faculty from traditional classrooms to mentor-facilitator roles in which they guide students who learn largely through individual projects or off-campus employment.

Faculty may even be relieved of grading, as SNHU is working with UK-based Pearson to implement assessment systemsdriven by artificial intelligence. Everything is up for debate and discussion, Dr LeBlanc said.

Yet all the computerisation will not mean campusesdevoid of the hum of traditional student activity, Dr LeBlanc said. There is a coming-of-age experience that a campus community offers, he said. You cant do it without the robust presence and interaction of humans.

Although a four-year institution, SNHUs academic programmes have skewed towards offerings regarded as vocational. Dr LeBlanc, however, has long seen demand rising for highly efficient, job-focused instruction.

The 2009 recession sparked a great migration from four-year to two-year schools, he said. That was a dress rehearsal, as bad as it was, for what were about toface.

If SNHUs Manchester campus can open this autumn, its admitted freshmen will have the option of taking their first-year courses there online,with no tuition charge, or getting their deposits refunded, Dr LeBlanc said. Existing students will get their promised traditional classes through graduation.

As SNHU outlined its plans, another leading non-profit provider of online education, Purdue University, alsoreiterated its commitmentto resuming and strengthening its physical campus presence once it can safely do so.

All the evidence reveals, Purdues president, Mitchell Daniels, wrote to the campus community, that students who live and spend more of their time on campus succeed academically at higher rates.

paul.basken@timeshighereducation.com

Read more:
US online pioneer vows greater push to slash post-pandemic tuition - Times Higher Education (THE)

As the COVID-19 pandemic forces universities across the nation to quickly transition from in-person to online instruction, faculty members are focusing on how to make this change while continuing to maintain quality academic experiences and assess learning outcomes.

Sharing insights on creating well-developed online learning experiences that are meaningfully different from mirroring face-to-face instruction in a virtual classroom was the goal of two Virginia Tech faculty members in an article published recently by EDUCAUSE a nonprofit association that helps higher education elevate the impact of IT.

Barbara Lockee, professor ofinstructional design and technologyand Provost Faculty Fellow, and Aaron Bond, senior director for Professional Development Network and interim senior director for instructional design, innovation, and outreach, co-authoredThe Difference Between Emergency Remote Teaching and Online Learningwith lead author Charles B. Hodges, professor of instructional technology at Georgia Southern University; Stephanie Moore, assistant professor of instructional design and technology at the University of Virginia; and Torrey Trust, associate professor of learning technology at the University of Massachusetts Amherst. The article seeks to help faculty who have been thrust into the online instruction arena better understand the concepts, similarities, and differences in the design of effective online learning and emergency remote teaching.

Each member of the team involved in developing this article has worked in the area of distance and online education at our own universities for many years, said Lockee. We felt that it was important to convey some key points related to the typical design and development of online learning experiences and how these systematic processes differ from crisis response.

According to the article, effective online education requires an investment in an ecosystem of learner supports, which take time to identify and build. It will be impossible for every faculty member to suddenly become an expert in online teaching and learning in this current situation, in which lead times range from a single day to a few weeks. In contrast to online experiences that are planned and designed from the beginning to be online, the COVID-19 pandemic forced institutions into what is known as emergency remote teaching (ERT), which is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions that would otherwise be delivered face-to-face or as blended or hybrid courses.

Lockee, Bond, and their colleagues share the concern that challenges related to ERT could create a false impression of the effectiveness, academic strengths, and engagement opportunities of systematically developed online teaching and learning.

Unfortunately, our current quick shift to immediate online delivery didnt come with the luxury of time to engage in the kind of informed decision-making afforded by standard instructional design processes, as we are trying to address an immediate, pressing need, Lockee said. As online learning is commonly perceived to be second best or of lesser quality, we fear that challenges incurred in such a quick transition to an unfamiliar platform and instructional approaches may intensify that perception among some faculty and administrators.

Bond said the quick transition to virtual instruction is a significant challenge in that a full online course development project can take months when done properly. The need to just get courses online is in direct contradiction to the time and effort normally dedicated to developing a quality course, Bond said. Online courses created in this way should not be mistaken for long-term solutions, but accepted as a temporary solution to an immediate problem. Its important to recognize that online courses that incorporate comprehensive course design processes also typically have more time to evaluate tools and pedagogical strategies.

Advancing Virginia Techs commitment to creating experiential learning opportunities for students is another area that has required creative solutions during the online transition. Lockee said that in some cases such a transition is not possible if the experiences require specialized resources, equipment, or access to specific locations. However, in many cases, transition is possible through innovative application of technology and communication strategies.

Alicia Johnson, a visiting assistant professor in Virginia Techs instructional design and technology program, is using creative experiential learning strategies to involve her graduate students in new ways to communicate, manage projects, and create in a fully digitally mediated environment. In one class, students are creating open educational resources specifically for online instructors. In another class, she is helping students work with a client referred to her by the Apex Center for Entrepreneurs at Virginia Tech. Students in her class are creating digital instruction for the clients virtual reality learning product for World Language classrooms.

Johnsons students are using multiple online platforms to solve instructional and training problems for others, as well as gaining experience in the instructional design process and remote project management. They are creating digital design documents, process books, scripts, storyboards, and prototypes using a variety of digital content creation tools that help them design instructional products to share with their stakeholders. They will be showcasing their experiences soon at Virginia Techs Virtual ICAT Day.

As universities continue to use online platforms to teach, Lockee and Bond say that flexibility and familiarity will be key in how effective faculty are in actually educating and engaging students in a virtual environment. I would encourage faculty to stick with technology and tools that they are familiar with and to consider the same for students, said Bond. They should consider the most important components of course content remaining and teach those components. Trying to get everything in with the time remaining will cause stress for students and faculty alike.

Lockee adds that flexibility will be equally important in terms of how faculty create effective online educational experiences for students and also in strategizing how to wrap up the remainder of the semester.

Its a good time to reconsider our original plans and decide which activities and assessments are essential and which may possibly be adapted or eliminated due to time limitations. In some sense, this quick transition to online teaching also requires flexibility in our own expectations of ourselves and our students as well, said Lockee.

Visit link:
Helping peers across the nation create tools for effective online learning | - University Business

So, what have you been doing lately? All that time youve been saving by not going to the beach or dining in restaurants has been put to good use, right? You perfected your cast weeks ago, learned how to tie flies (you always said you were going to, as soon as you had the time), and your reading list is all caught up.

Now, before you resort to something drastic, like binge-watching The Sopranos or taking a look at the honey-do list, how about doing something to improve your boating skills? After being out there on the water with a lot of yall, I think this might be just the ticket. Im getting tired of having to send up prayers to St. Brendan (patron saint of boatmen, divers, mariners and sailors) and the Flying Spaghetti Monster every time I see another vessel that might cross my path.

To help you out with that, Americas Boating Club, part of the United States Power Squadrons, has some online offerings. Start with their free how-to videos on YouTube. Americas Boating Channel has a bunch of stuff. A lot of it covers the basics (a great refresher; just sayin), and there are also videos that deal with more complex issues almost 100 of them altogether. Start looking through them at https://bit.ly/2RUlkZt.

If you need more in-depth information, there are 10 interactive online seminars that will provide exactly that. Now, these arent free, but theyre not real spendy either at 30 bucks a pop. Choose from courses dealing with weather, using GPS, marine radio, hurricane preparation, AIS electronics, propane systems, cruise planning and more.

Each of the seminars is about two hours long and provides a huge amount of useful information that youll reference time and again. Go to https://bit.ly/ 3522lSp to see for yourself. If youre not sure whether a seminar is right for you, you can preview them for free.

If youre new to boating, you should get started with a basic boating safety course before you do anything else, including take the helm. You can do that online as well (for $35) at AmericasBoatingCourse.com.

Actually, I recommend this course to boaters of any experience level. Ive had people tell me theyve been boating their whole lives but learned something new when accompanying a new boater to one of these courses in person. Ill bet the same is true online.

While these boating courses will be offered again in person, it might not be for a while. Classes always slow down over the summer when our snowbirds are up north, so you might have to wait until fall. Or, you could take them online now in a safe and socially distant way and start becoming a better boater right now, today. It just kinda makes sense to me. And, bonus, its a great excuse to avoid reorganizing the garage.

Contact Capt. Josh Olive at 941-276-9657 or Publisher@WaterLineWeekly.com.

Read the original here:
Be a better boater: Online education will improve your skills - yoursun.com

The Dean of Faculty of Technology at Delhi University (DU) on Wednesday wrote to the Vice-Chancellor highlighting issues with online modes of education and recommended alternative routes.

With regard to efforts taken by teachers to extend educational resources through digital platforms, the Dean, Sachin Maheshwari, asserted that they could only supplement classroom teaching and had to be made available to all students. However, he argued that many students of the university would not be able to access computers, smartphones or high speed Internet, thus, being deprived. Besides this, he highlighted that effective teaching and conducting of experiments could not take place through such modes.

Mr. Maheshwari also raised concerns of a possible rat race wherein restoration of teaching-learning and online evaluation may be proclaimed for nefarious reasons involving financial, political interests.. This could, thus, prove detrimental to academics, he argued.

Mr. Maheshwari said that the need of the hour was to successfully weather the pandemic and consequently cover lost ground with holistic team efforts. He also pointed to other institutions such as IITs which had advanced their summer vacations instead of going through online evaluations.

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DU Dean against online education, writes to V-C - The Hindu

The "Online Education Market in India 2019" report has been added to ResearchAndMarkets.com's offering.

With the increasing adoption of the Internet and rise in awareness about e-learning, the online education industry is expected to witness promising growth during the forecast period.

The online education market in India was valued at INR 39 billion in 2018 and is expected to reach INR 360.3 billion by 2024, expanding at a CAGR of ~43.85% during the 2019-2024 period. Ease of learning, flexibility, and a wide range of study materials have influenced the overall growth of the industry.

However, the lack of formal recognition and accreditation, and abundance of freely available content presents a critical threat to the growth of the sector. The industry is moving towards the adoption of innovative technologies like Artificial intelligence (AI) and machine learning (ML), Big Data Analytics, Blockchain and others to improve the learning experience.

Segment Insights

The online education market is segmented into primary and secondary supplemental education, test preparation, reskilling and certification, higher education language, and casual learning. The online primary and secondary supplemental education segment was valued at INR 11.99 Bn in 2018 and is expected to reach INR 123.65 Bn by 2024, expanding at a CAGR of ~46.48% during the 2019-2024 period. The change in consumer behavior towards detailed learning and surge in demand from tier II and tier III cities are driving the growth of this segment.

The online test preparation market is expected to reach INR 94.75 Bn by 2024, expanding at a CAGR of ~50.84% during the 2019-2024 period. This segment is expected to be the fastest-growing segment in the online education market, owing to growth in career-focused population, enhanced Internet infrastructure and increased penetration of digital payment methods.

The online reskilling and certification market is expected to reach INR 93.81 Bn by 2024, expanding at a CAGR of ~36.95% during the 2019-2024 period. The growing business landscape has widened the skill gap among employees, which is why the demand for reskilling courses is picking up.

The online higher education market was valued at INR 5.01 Bn in 2018 and is expected to reach INR 40.63 Bn by 2024, expanding at a CAGR of ~40.74% during the 2019-2024 period. The conventional education system is insufficient for the growing population, and therefore students are switching to online higher education courses.

Key Market Trends

Gamification is one of the most prevalent trends among online education providers to encourage learning through immersive experiences. Simulation of concepts, level advancement badges and incentive-based learning are driving user engagement on online education platforms. Online learning players, nowadays, are continuously competing to offer differentiated products to the target audience, mostly by offering value-added services with regular courses. Value-added services like internships, live projects, group discussions, and career counselling sessions, offered along with regular courses enhance users' experiences.

Competition Analysis

The Indian online education market is highly fragmented with around 3,500 edtech start-ups operating in the country. Many foreign players are entering the Indian online education industry. BYJU's, Udemy, Coursera and Duolingo are a few prominent players in the industry, catering to the requirements of different target audiences.

Key Topics Covered

Chapter 1: Executive summary

Chapter 2: Socio-economic indicators

Chapter 3: Introduction

3.1. Market definition and structure

3.2. The online education ecosystem

3.3. Stages of development

Chapter 4: Market overview

4.1. Online education market in India - overview

4.1.1. Historical market size

4.1.2. Forecast market size

Chapter 5: Market segmentation

5.1. Online education market segmentation

5.1.1. India online education market share based on category

5.1.2. Online primary and secondary supplemental education

5.1.3. Online test preparation

5.1.4. Online reskilling and certification

5.1.5. Online higher education

5.1.6. Online language and casual learning

5.2. Segment-wise stages of development

Chapter 6: Technology landscape

6.1. Market trends

6.2. Technology landscape

Story continues

Chapter 7: Government initiatives

Chapter 8: Market influencers

8.1. Market drivers

8.2. Market challengers

Chapter 9: Competitive landscape

9.1. NIIT Limited

9.2. Aeon Learning Private Limited

9.3. Coursera Inc.

9.4. Duolingo Inc.

9.5. Individual Learning Private Limited

9.6. Simplilearn Solutions Private Limited

9.7. Sorting Hat Technologies Private Limited

9.8. Think & Learn Private Limited

9.9. Udemy India L.L.P.

9.10. upGrad Education Private Limited

Chapter 10: Website benchmarking

Chapter 11: Recent investments

Chapter 12: Recent development

For more information about this report visit https://www.researchandmarkets.com/r/dkbxph

View source version on businesswire.com: https://www.businesswire.com/news/home/20200417005258/en/

Contacts

ResearchAndMarkets.com Laura Wood, Senior Press Manager press@researchandmarkets.com For E.S.T Office Hours Call 1-917-300-0470 For U.S./CAN Toll Free Call 1-800-526-8630 For GMT Office Hours Call +353-1-416-8900

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Online Education Market in India Worth INR 360 Billion by 2024, Exhibiting a CAGR of ~43% - ResearchAndMarkets.com - Yahoo Finance

Many educational institutions in the world are offering online courses, and the trend is that more educational institutions will start offering them. Theonline education started nearly30 years ago, mainly in the United States. Online courses and programs are offered as a regular part of an institutions programs. That is, institutions that were initially in class or face-to-face started offering online courses either due to competitive pressure from other institutions or for economic reasons and somedaymay replace the in-class or face-to-face educational system. Online education has become so common that the U.S. News & World Report ranks 345 U.S.online undergraduate programs and 335 MBA programs every year.

Online education is structured learning, in which the instructor and student are separated by time and space, uses the latest technology to bridge the gap between participants in education (Ham, 1995; McIsaac&Gunawardena, 1996).The World Wide Web made the existence of online education possible. In addition, the phenomenon has further accelerated due to the willingness of students to obtain a degree via the Internet anytime from anywhere. It is further made possible by the desire of the educators to teach anytime from anywhere and make some extra money or being a part of their teaching load.

Edu.gov defines An online course as one in which at least 80 percent of the course content is delivered online. Face-to-face instruction includes courses in which zero to 29 percent of the content is delivered online; this category includes both traditional and web-based courses. Accordingly, the definition of an online course has remained consistent for 30 years. While there is considerable diversity among course delivery methods used by individual instructors, the trend continues. The 2015 Survey of Online Learning, Online Report Card: Tracking Online Education in the United States, conducted by the Babson Survey Research Group and others found that the number of higher education students was taking at least one online course in 2015; it is up by 3.9 percent from the previous year. Growth, however, was uneven; private nonprofit institutions grew by 11.3 percent while private for-profit institutions saw their online enrollments decline by 2.8 percent.

While there is considerable diversity among course delivery methods used by individual instructors, the following is presented to illustrate the prototypical course classifications by Ed.gov:

The proportion of Type of Course Typical Description

Content Delivered

0% Traditional Course where no online technology use-

content is delivered in writing or orally.

1 to 29% Web Facilitated Course that uses web-based technology to

facilitate what is essentially a face-to-face

course. May use a Course management system

(CMS) or web pages to post the syllabus and

assignments.

30 to 79% Blended/Hybrid Course that blends online and face-to-face

delivery. Substantial proportion of the content

is delivered online, typically uses online

discussions, and typically has a reduced

number of face-to-face meetings.

80+% Online A course where most or all of the content is delivered

online. Typically have no face-to-face meetings

Ed.gov stated that in the United States more than 2.8 million (14 percent) of all higher education students were taking all of their highereducation instruction online in the fall of 2014. Almost half (1,382,872,or 48%) of those students learning exclusively at a distance did so at a public institution. For-profit institutions accounted for slightly less than one-third (843,579,or 30%) of only online enrollments. Exclusivelyonline education students are a growing segment of the overall student population. 12.5% of all higher education students in fall 2013 were enrolled in online education.

Ed.gov reports that the number of institutions that have or are planning a Massive Open Online Course (MOOC) has remained relatively steady. That is, in 2012. 2.6 % offered MOOC and 9.4% with plans to offer. In 2013, it increased to 5.0% offering a MOOC and 9.3% with plans to offer. In 2014, it increased to 8.0% offering a MOOC and decreased to 5.6% with plans to offer. In 2015, 11.3% reported having a MOOC and 2.3% with plans to offer.

Despite muted support by faculty, growth has continued. The study reveals that only 29.1% of academic leaders say their faculty accepts the value and legitimacy of online education.60.1% of the faculty with the largest online enrollments and 11.6% of the faculty with no online enrollments accepts the online program. The academic leader considered online program critical to their long-term strategy fell from 70.8% last year to 63.3% in 2015. The 2015 survey found that the number of students increased by 3.9%. 28% percent of the students (5,828,826) were taking at least one online course, a total of 5.8 million students were taking some online courses (2.85 millionwere taking all their courses online, and 2.97 million were taking some not all). 72.7% of the entire undergraduate and 38.7% of all graduate students were taking online courses offered by public institutions.

As a result of the rapid growth of online education, the quality of learning has been questioned. The question commonly asked, Is online learning as effective as traditional face-to-face education. Research by Arbaugh (2000) andVerduin& Clark(1991) found no significant difference between conventional and online learning. Many studies (Russell 2002,Gagne & Shepherd, 2001)alsofound little difference in the quality of education received through online learning versus classroom learning. That is, students taking online courses performed as well as students taking courses via the traditional method.

However, no one should make a blanket statement that all online programs are as good as face-to-face. It is always hard to judge the quality of something wherethere is no universallyagreed-upon metric. Such is the case for education -where there is no singlemeasure of education quality -either for face-to-face or for onlineeducation. Therefore, the only way to measure the quality of education online vs. face-to-face is to ask the academic leader to rate the relative quality of the learning outcomes for online courses vs. face-to-face courses.Ed.gov evaluated the personal perception of the chief academic officer about the relative quality of online and face-to-face instruction. Their perceptions remain important as they makecriticaldecisions for their institutions.The proportion of academic leadersthat rated online education as good as or better thanface-to-face instruction was 57.2% in 2003 that went up to 77.0% in 2012. However, it went down to 71.4% in 2015.

However, academic leaders at institutions with online offerings have consistently held a more favorable opinion of the learning outcomes for online education than those at institutions with no offerings. Institutions with the largestonline enrollments (10,000 or more distance students in fall 2014)have 41.7% consider it superior to face-to-face instruction. Only27.7% of those with smaller online enrollments (5,000 to 9,999) consider it superior, and 14.1 consider it inferior. 23.2% of the institutions with smaller online enrollments (less than 5,000) consider it inferior, 15.8% as superior, and61.0% the same. 51.2% of the no online education enrollments consider it as inferior.

Whether online education is better, the same, or worse, is subject to whom one asks. As shown above, the opinion depends on who is offering online education. However, there is no real data that prove, which is better. Regardless of the question of quality, many top institutions in the United States and other countries are offering online courses at the undergraduate and graduate levels. However, with the pandemic of COVID-19, it seems that not only many more institutions of higher learning will consider it, but also the K-12 (U.S.school system) may find it necessary to start developing online courses. Therefore, the future of online education looks brighter, and those who get on this bandwagon now will grow and make money.

The writer is Ph.D. (USA), Professor Emeritus (USA)

Excerpt from:
Online Education Good or Bad; Here to Stay! - Daily Times

Central Washington University Director of Jazz Studies Chris Bruya jumps on the bike every now and then to get out of the house to clear his head in between outlining his online studies programs.

Director of Orchestral Activities Nik Caoile is in charge of a 75-member orchestra. Caoile is working hard to develop a spring semester, online Band-Aid that will help his department bridge the gap until it can get back to normal, hopefully in the fall.

Fourth-year trombonist Cole Lobdell is from Richland, but continuing his studies here in Ellensburg. He misses that live contact playing in the Jazz Band I, but has picked up a little playing time in a virtual big band collaboration called the Isolation Big Band.

ONLINE EDUCATION

Business as usual at Central Washington University in a COVID-19 pandemic world has become one of creative thought at this point. Between seniors and grad students trying to complete the final quarter; department heads and professors scrambling to put a criterium up online, higher education is finding new ways to make an impact. And, of course the underclassmen are preparing as they settle into their particular field of study.

It is especially challenging in the music department where studies arent exactly an equation that can be posted online. Take away the hands-on exposure of playing or singing together, well lets just say, creativity is the song of the day.

Teaching cannot be replaced by an online format, so this is more of a Band-Aid for the spring and hopefully we get back to normal in the fall. What Im trying to do is make my courses synchronized. When Im giving a common time, Im putting in the material and theyre digesting that material on their own, said Caoile, who received the Outstanding Orchestral Achievement Award from the Washington Chapter of the American String Teachers Association.

Theyre actually finding different motivations as they work their day without a schedule. Theyre learning how to work on that on their own in terms of self-discipline. But what we do is a social art form, and Ive gotten some feedback from the students saying what they really miss is being on stage or rehearsing together, seeing each other every day.

ALL THAT JAZZ

Bruyas jazz department is in the same boat. How does the eye contact and band energy translate to the isolation of education during a stay-at-home pandemic? He said his first reaction was to cancel jazz bands (large ensembles) and combos (small groups) because its just not possible to rehearse online, let alone perform.

It became apparent that cancelling classes would be detrimental to the health of the department, college and university, so I began to think about how we might move in the online direction, he said.

He eliminated rehearsal and playing together in a unified way, but could not eliminate anything else. Playing with proper style, intonation, dynamics, and tone could all be taught and evaluated online.

What Ive come up with is not really earth-shattering or ground-breaking, but it is working and enrollment is at or very near usual in-person classes, Bruya said. What were doing in both jazz bands and combos is asking students to play along with professional recordings, matching as closely as possible what they are hearing on the recording to their own playing. They get a week to master each selection, record themselves, then post their recording for evaluation.

JAZZ BAND I

Lobdell has been the lead trombone in Jazz Band I the past couple of years. Whats going on now is that all three jazz bands have been lumped together and the online structure is for everyone.

Bruya has chosen eight well-known composition/arrangements that have ensemble passages that involve jazz vocabulary, style, dynamics and ensemble playing. It is the kind of playing and musicianship that is consistently taught in the in-person rehearsals.

Were doing more of a curriculum thats designed more toward the teachers career part of band education, said Lobdell. Were listening to the recordings for things we can improve. Were not playing in the concert band at all.

My goal is to be a teacher, so Im getting a chance to these exercises of analyzing and fixing things. So, this is extremely helpful.

SETTING A STANDARD

Said Bruya, With the Jazz Harmony & Keyboard, Ive been considering creation of video lessons for quite some time so Im taking the opportunity to develop fairly short how-to demos, focused assignments and clear outcomes, he said. I think it will work out nicely and if successful I may offer the class in a hybrid mode or full asynchronous online, as soon as next year.

If you would like to hear a bit of Lobdells work online, visit https://youtu.be/ZHIv0LehaC8 (Tall Cotton) or https://youtu.be/FzaJrbzg7Ig (Bounce).

Read more:
Central Washington University music department adjusting to the online education - Daily Record-News