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In 1978, United Airlines flight 173s crash that killed two crew members and eight passengers, changed the airline industry forever. There were issues with the landing gear, however the cause was put on the pilot and crews interaction and lack of prioritizing information around remaining fuel levels. The National Transportation Safety Board acknowledged that the planes were no longer the problem. Instead, focus on building better pilots and crew communication.

In a very similar way, learning and development in the workplace is facing a revolution. Content is no longer the problem. One only needs to do a quick Google search to see the mass amount of information available for pretty much any topic under the sun. Learning and development professionals, people managers and employees at all levels need to build better ways to mine, organize and learn from all the content at their fingertips.

Below are tips to building a savvier approach to development in this new world of content overload:

Understand how your learning experiences influence how you approach development. It will be interesting to see how this pandemic and the requirement of all kids to move to a distance learning model will shape their learning preferences and needs as this new generation grows up and moves into the workforce.

Katherine Macdonald, Senior Instructional Designer and eLearning Developer with KCM Training, emphasizes that, Generational, cultural and resource differences influence the way we were taught to do things like read, understand math and acquire basic life skills. They also help form the neural pathways that we come to rely on, and return to again and again, when we need to replicate the learning process next time.

Build self-awareness regarding your learning curve and what that process looks like. If you need to dive in and start making mistakes right away to get your head wrapped around new concepts, its critical to know how to share this with your manager and other partners at work. If you need time to observe and research before taking action, understand that managing others expectations can help give you the space to do that without inadvertently sending the message that youre not taking initiative.

MacDonald highlights that, Just as preferred learning styles are different, people's learning curves differ as well. The actual act of learning tends to be messy, similar to watching a small child stumbling and falling while learning how to walk. As adults, we often mistake the stumbling as a negative sign vs. a symptom of learning something new. Be patient with yourself and try to manage your own and others' expectations about your ability to do something perfectly after you've "learned" it, recommends MacDonald.

Get clear about what you need to learn to help select the best development method and tools. Different learning goals require different development methods.

Take the lead on your own development. Instead of viewing learning as something your forced to do or putting your development completely in the hands of other people, realize that you need to sit in the drivers seat of your development. Sure, managers and leaders can be great supporters and coaches but they arent your school teacher. You are paid to support them and the business. The easier you make it to invest in you, the more you will receive. Key things to keep in mind while driving your own development includes:

The better we get at advocating for and embracing our unique learning needs and styles the more we can leverage this unique time in learning history. The information is there. Its a great time to use the abundance of content to enable us to cultivate our talents and interests. MacDonald emphasizes, Investing in your own development goes a long way toward helping you feel like you are worth investing in. It will ultimately encourage others to invest in you, too.

Here is the original post:
Tips For Driving Your Own Growth And Development: Content Is No Longer The Problem, Its The Learner - Forbes

Damian Wilson

is a UK journalist, ex-Fleet Street editor, financial industry consultant and political communications special advisor in the UK and EU.

is a UK journalist, ex-Fleet Street editor, financial industry consultant and political communications special advisor in the UK and EU.

Actor Laurence Fox is the unlikely leader of a new political movement looking to reclaim British values and pride in our heritage. Liberals are appalled, but its going to be fun watching him rattle the establishment.

You can already tell how the liberal establishment feel about a new political party when their bible, The Guardian, headlines itsstory Laurence Fox launching political party to reclaim British values, using the oh-so-knowing single quotes cuddling the infinitive to suggest a folly from the outset.

That punctuation device is often used when speaking, fingers wiggling around an imaginary word written in the air, to mock and dismiss the very idea with a tedious teenage sarcasm. Reclaim British values? Oh, of course, its that unreconstructed dinosaur Laurence Fox banging on with his young fogey attitudes.

The Guardian readers do not care for Mr Laurence Fox. They thought he was one of their own. After all, hes a luvvie actor, a singer, songwriter, cousin of the delightful Emilia and son of a dynasty of posh-speaking British actors. He was even in Lewis, the popular television detective series for heavens sake.

And when it became clear that Mr Fox was not actually on the same page as them politically, well, he needed to be told in no uncertain terms how beastly he had turned, what a disappointment he had turned out to be and then cast aside, to be shouted down in future or simply ignored like the rabble he had clearly become.

And his crimes?

Why, he said the treatment of Meghan Markle by the British public and the media did not amount to racism. Out loud! On BBC Question Time!

He also said it was odd to see a Sikh soldier in a scene in 1917, a film about World War I. And then, in the unforgivable act of turning fire on his own, he had a pop at black and working class actors for only criticising the showbiz industry once they had five million quid in the bank.

Never mind that a significant proportion of the population would agree entirely with these relatively uncontroversial sentiments, the social justice warriors are out for blood and will do everything they can to destroy him and the Laurence Fox Party.

They do not want Laurence Fox to succeed in his stated mission to reclaim a respectful nation where all are included and none are ashamed to have somewhere to call home. And why do his enemies wish him to fail? Well, hes a white, heterosexual male in his 40s. What else needs to be said?

But it will take more than an orchestrated Twitter trolling to deter father-of-two Fox, already dubbed the Woke Witchfinder General.

He told one interviewer earlier this year: If you want to eviscerate me for having an opinion, then theres something extremely wrong with our culture. And if it takes some k***bish d**khead, half-educated t**t like me (to point this out)... I can barely put a thought together, Im that ill-educated. I mean, I went to Harrow.

How infuriating for The Guardian that @LozzaFox even has some of that rare commodity in politics self-awareness.

The supernova-like birth of a new movement is always exciting, particularly when the cash starts pouring in, the media begins to pay attention and everyone you talk to is supportive and on board. No one, it seems, thinks youre chasing phantoms. But its also a time for caution. The snakes, the self-servers, the egotists and the saboteurs can also see whats going on.

The scent of success is already working on them. Theyll try to weasel up and claim space within the movement for their own self-aggrandisement, to satisfy an appetite for fame, power or money, and they need to be spotted and distanced very early on.

Theyll write a cheque for the cause and then think you are their personal plaything, ready to be trotted out like a dancing bear, at their command. And that, if it gets out of hand and believe me, it can happen without you even noticing is exhausting, draining, demoralising and ultimately self-defeating.

Ive seen this disturbing behaviour up close at a high level in British politics. I know the damage it can do to a political party and the cancerous effect that these narcissists and psychopaths can have on morale.

If the movement is to grow and Fox is to secure real buy-in, and not just from time-wasting political suck-ups, he needs to ensure a team of reliable lieutenants are on the ball and can articulate a shared vision before releasing them into the wilds of Westminster and beyond to spread the word.

He has attracted 5million in donor funding so far, he has his hands freshly inked with his new twin themes of Freedom and Space and the battle lines have been drawn in the sand.

It is certainly time for this Fox to run riot in the political henhouse. I can think of nothing more I will enjoy over the coming weeks than seeing the feathers fly.

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The statements, views and opinions expressed in this column are solely those of the author and do not necessarily represent those of RT.

Read this article:
Woke Witchfinder General Laurence Foxs new party could be the breath of fresh air UK politics needs - RT

American youth are spending an alarming amount of time online. According to a pre-pandemic report, the average American teen spends approximately seven hours online per day. With remote learning in full swing for a little over half of American elementary and high school schools, students are spending even more time in front of a screen: By some accounts, students are getting up to 5 or 6 hours of additional technology use per day.

Recently, both teachers and parents have started questioning the value in spending long stretches of the day in front of a screen participating in synchronous, online classes. And with the recent release of the Netflix documentary The Social Dilemma, there is lots of discussion around the inherently addictive characteristics of social media and its effect on teens. Now more than ever, conversations around how and why youth spend time online are paramount. Heres how teachers can kickstart those conversations with students.

For teachers working remotely, addressing this issue with their students may seem somewhat hypocritical: Get online, spend most of your school day on Zoom with me but then spend the rest of your day technology-free. A recently released statement regarding screen time from the American Academy of Pediatrics does not cite specific hours of screen use time per age group. But for many people, calculating the actual time spent online each day is eye-opening. Discussing this information can launch teachers and students into deeper conversations around self-awareness and time management.

For teachers, understanding how much time individual students spend online outside of school can inform more relationship-building discussions. Actively listening to student answers to questions such as What is your favorite game, website or app? or What do you find fun or interesting when online can spark better understanding of your students. These conversations serve a deeper purpose as well. For students, reflecting on their daily technology use is the first step in developing a sense of agency. Engaging in contemplative discussions around questions, such as Why am I spending this time on social media? instead of broad lectures (e.g., Dont spend too much time online) shifts the conversation towards self-reflection and away from simple adherence.

With the transition to remote and hybrid learning, educators are using many useful and engaging online tools for teaching and learning. Companies such as Edpuzzle and Flipgrid provide interactive tools to actively engage students with academic content. But when reviewing and planning, educators must reflect on the value such resources provide. Questions such as Does this tool significantly improve my students learning experience? or Does this technology engage my students in active learning? are important to consider when incorporating more technology into your teaching, especially when teaching remotely.

For students, guiding conversations around this same thinking can help them become more aware of their own technology use. Students should start to consider not only what they do online but why theyre reaching for their phone or laptop in the first place. The Center for Humane Technology provides a set of digital well-being guidelines that teachers can use to introduce this thinking. The goal is to have students view technology as a tool rather than an end in itself.

Rates of anxiety, depression and suicide among teens are growing at an alarming rate. Many experts point to the rise in smartphone/technology use as a major factor. For others, this correlation may not be so clear cut. Despite this debate, there are plenty of other daily practices that are shown to improve mental well-being. Exercise, time spent outside, developing positive relationships and engaging in activities that provide a sense of self-esteem and purpose are protective factors that improve mental well-being.

Honoring these various other protective factors is key for teachers and students alike. Simple prompts such as Can I replace my technology use with an activity that will aid my well-being? Did I spend time outside today? or What else can I do that brings joy to my day? can spark conversations in classrooms, in faculty meetings and at home. Starting with small changeseven just for 5 minutes a daywill help both teachers and students begin to take charge of both their time on technology and thinking more holistically about their overall well-being.

With the current state of the world, we are all are faced with an obligation to become more attuned to the increasing role technology use plays in our everyday lives. Providing tools and resources that teachers and students can use to both reflect and take action are key components in navigating this new norm.

Link:
Kids Are Spending More of Their Lives Online. Teachers Can Help Them Understand Why. - EdSurge

Australian supermodel Megan Gale has revealed in a candid post on Instagram that she is closing down her start-up business after she "trusted the wrong people".

The natural skincare brand for babies and children, Mindful Life, was six years in the making from concept to reality, and was launched 18 months ago.

"After a lot of consideration, I am making the hard call to close my online store," she said in the long video post.

Australian supermodel Megan Gale speaks on Instagram. Picture Supplied

The news comes after she emerged on social media last week with an update of how she was coping after the death of her brother, Jason Gale.

"Last week I posted a video and I touched on that I have been going through a fair bit of stuff this year - aside from what had happened with my brother, that stuff I was referring to has to do with my business," she said.

The supermodel blamed the business troubles on an unrevealed "third party".

"When you are a very small basic start-up and you don't have a lot of infrastructure and you don't have a lot of things done in-house, you have to outsource certain responsibilities and tasks to third parties, other businesses, which is what I had to do," she said.

"In short, I trusted the wrong people in some pretty major elements of the business."

The supermodel said she had been "super proud" of the business, which managed to withstand COVID as sales continued to come through.

"It's not been without its challenges, however. I knew going into a start-up it wouldn't be without its challenges. I was prepared for that. I was warned about that," she said.

"What I wasn't prepared for was that these teething issues would grow into big issues, that they would be ongoing and they would be just ceaseless, really.

"It's got to the point where these issues are quite insurmountable."

Gale said running the business solo has been "particularly challenging" and "a lonely path not having someone there in the trenches with you".

The supermodel said she trusted the wrong people in her business.

A clinch point was when she realised that the business wouldn't be able to deliver stock in time to customers.

"It wasn't until I got to about June this year when I realised how much time I'd lost and how I couldn't come back from it," she said.

"So at that point I was completely spent. I mean, I'm a pretty tough chick, I've got a lot of fight in me. I had used up all of my reserves of resilience and tenacity and just sheer determination."

Ms Gale said she didn't want to outsource to other people and start again because she was "physically, mentally and emotionally spent".

Megan Gale said she was completely spent from the experience.

"So I got to that point in June and said, 'That's it, I'm done'."

"If they were things that were in my control or stuff-ups that I had caused, I could at least own that and try to remedy it and fix it, but when it's something that someone else has done and it's out of your control, there's such an incredible amount of helplessness," she said.

Ms Gale spent two weeks in quarantine when she went to Perth for her brother's funeral after his sudden passing which she said gave her "a lot of time to think".

"There's nothing like the death of someone extremely close to you to make you stop and take stock and reassess what you're doing with your own life and underline the complete importance of how precious life is and what little time we really do have here."

Megan Gales brother Jason passed away in July this year in Perth. Picture: WA News

Fans poured in heartfelt messages including Australian fashion designer Alex Perry who commented: "Family is everything my beautiful friend EVERYTHING! The rest can wait."

Podcaster Samantha Gash wrote: "You have tenacity, strength and resilience in bucketloads - but I love how you know where you want to place it. Your self-awareness and reflection is extraordinary. Lots of hugs."

Founder and editor-in-chief of beauty site Gritty Pretty Eleanor Pendleton wrote: "Thank you for always being your most honest and authentic self, beautiful lady! You don't have to but we thank you - you're helping so many others going through the struggles of small business right now. Your decision would not have been easy to make - but you've made it with bravery, courage and learnings all the while experiencing deep loss and grief."

Ms Gale said she wants to focus her time on being around her children, River and Rosie, "rather than fighting and struggling and doing all this with the business".

"This is the first time that I've actually contemplated just stopping and just shutting one door and just leaving it open for whatever," she confided.

She said she is still going to continue to sell the stock that remains.

"It's a shame to close up the whole business, there is an online platform there, a very decent following and some amazing customers but I just need some time to sit," she said.

"Mindful Life 2.0 could come back in a different way, I don't know. If it doesn't I'm OK with that."

Originally published as Megan Gale: 'I trusted the wrong people'

Excerpt from:
Megan Gale: 'I trusted the wrong people' - Observer

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

Related content: Faculty approaching remote learning with uncertainty

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

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

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

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

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

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

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

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

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

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

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

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

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

Read the rest here:
Rethinking Online Education with Virtual Event Platforms - MarketScale

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.

Here is the original post:
Lessons learned from the forced experiment in online education - The Globe and Mail

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.

You can buy the complete report @ https://dataintelo.com/checkout/?reportId=83412

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.

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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 @ https://dataintelo.com/enquiry-before-buying/?reportId=83412

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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...

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.

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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.

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

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

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