3 Ways Elearning Is Disrupting the Education Industry

Whether in a formal or informal setting, the ability to conduct research and impart knowledge has always been a crucial part of human life. That led to the establishment of colleges that are now centuries-old and have grown to become institutions. Those institutions might have seemed permanent and too dominant to challenge just a year ago, but the events of 2020 have caused a seismic shift in how people live, and how we learn specifically, such that digital education is clearly going to be the dominant force in the years to come.

This represents a lot of change in the sector, from the kinds of tutors who will be able to succeed in the new model to the tools the students and their teachers will need for an efficient process. That change also represents an immense opportunity for entrepreneurs — to make a profit while making a real impact on the future of humanity.

1. Interactive media

An important aspect of elearning is the ability to use a variety of media in communicating information. While traditional education models were largely restricted to text, and in some cases, audio and video, new digital learning platforms can leverage advanced technologies such as virtual reality (VR) and augmented reality (AR) to create a more immersive learning experience that will help students understand and retain more of the information which they are taught.

It’s also particularly helpful for training, where students gain experience using complex equipment without the risk of making real-life errors. Flight training for pilots and surgery models for surgeons are two increasingly popular applications.

A recent study by showed that education is No. 4 on the list of sectors receiving the largest amount of VR-related investments, shaping the industry to be worth over $700 million by 2025. That would amount to an increase of over 500% in the next five years. As large as those numbers are, they are unsurprising when we consider that up to 97% of surveyed students stated that they would be interested in undergoing a VR educational course. The market will always go where the money is.

2. Flexibility and on-demand education

This is another primary driving factor of the elearning revolution, and it is visible in every aspect of the system. From the fact that students can attend and participate actively in class from anywhere in the world using teleconferencing software, to on-demand classes that allow students to set their own schedules and learn at their own pace, the key is to provide a learning experience that is as tailored to the needs of each student as possible.

This flexibility means that students have full control over their learning process, thus making them more likely to stick to it. Corporate organizations have also been making a push into elearning as part of their training processes. In fact, 41.7% of global Fortune 500 Companies were already using some form of digital training as far back as 2013, and that number has only continued to grow.

This flexibility also reflects in the marketing approach. While traditional institutions are more uptight and reserved, entrepreneurs in the digital learning space can be more engaging by implementing content marketing strategies to attract users, such as the Learn a Course Online course reviews section which helps online learners share their experiences with online courses to help others make the best choices.

3. Artificial intelligence

Education has traditionally been driven by the and student, progressing based on their interactions. Nowadays, advances in artificial intelligence and machine learning/neural networks have resulted in software capable of evaluating how a student is doing based on a variety of criteria and guiding them accordingly to ensure they understand what is being taught fully.

These tools use everything from how students answer quizzes to how long they spend on a page and how many times they look back at certain sections to produce personalized learning plans just for that particular student.

This level of granularity in the education system is unprecedented, giving students the ability to direct their lessons and entire learning experience with the assistance of advanced AI. When combined with the removal of time constraints and a strict curriculum, it is clear why there is such a huge interest in digital learning among teachers and students alike, and why the industry is so ripe for disruption by savvy entrepreneurs.

By: Ademola Alex Adekunbi / Entrepreneur Leadership Network Contributor Founder of Tech Law Info

Source: 3 Ways Elearning Is Disrupting the Education Industry

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It’s Official: The MBA Degree Is In Crisis

Graduating MBA students this year have had no trouble landing very good jobs. In most cases, starting pay has hit record levels and placement rates for schools are at or near records as well.

Yet, for the second consecutive year, even the highest ranked business schools in the U.S. are beginning to report significant declines in MBA applications and the worse is yet to come, with many MBA programs experiencing double-digit declines. Last year, the top ten business schools combined saw a drop of about 3,400 MBA applicants, a 5.9% falloff to 53,907 candidates versus 57,311 a year earlier (see Acceptance Rates At The Top 50 Business Schools). The University of Michigan Ross School of Business experienced the worst drop, an 8.5% decline from 3,485 to 3,188 apps. Harvard fell 4.5%, UC-Berkeley Haas 7.5%, Wharton 6.7%, Stanford 4.6%, and Booth 8.2%.

“For the second consecutive year, the top ten schools all saw significant declines in applications,” says William Boulding, dean of Duke University’s Fuqua School of Business. “I have been hearing that some schools in the top ten are in double-digit territory so I think it is going to be worse than last year when all is said and done.”

The University of Pennsylvania’s Wharton School just announced that applicants for its fall 2019 intake numbered 5,905, down 5.4% from 2018 and 11.8% from the school’s all-time high of 6,692 in 2017. It was the first time in at least eight years that apps dipped below 6,000 at Wharton, and it corresponded with the lowest international student intake — 30% — in at least that span.

NYU’s Stern School of Business applications for its latest incoming class declined by more than 5% to 3,518 from 3,718 the prior year (see Average GMATs Up Five Points At Stern). Along with the previous year’s 3.7% drop in apps, the fall pushed the school’s acceptance rate to 26%, a three percentage point increase from 23% a year earlier. It also had an impact on the school’s entering class size of 359, down slightly from the 370 enrolled the previous year.

“The MBA market is in dire straits right now,” concedes Andrew Ainslie, dean of Rochester University’s Simon School of Business. “The joke among deans is that ‘flat is the new up.’ If we can just hold our numbers, that is an incredible achievement.” Ainslie says that when he meets with fellow deans, “half of our discussion is, ‘What are you doing about your MBA program?'”

Ainslie recently participated in an accreditation review at a leading business school and was shocked to find that its full-time MBA program now gets only three applicants for every enrolled student. “Most of us feel we need to make three offers to get one student” says Ainslie. “So once you get there that means you are making offers to just about everyone. And this is at a school that is an internationally known brand.”

Ainslie predicts that 10% to 20% of the top 100 MBA programs in the U.S. will likely close in the next few years, with even greater fallout among second- and third-tier schools. Just three months ago, University of Illinois’ Gies College of Business became the latest school to announce that it is getting out of the full-time, on-campus MBA market.

Simon saw its application volume remain stable this past year, largely because last year it become the first U.S. business school to gain full STEM designation for its full-time MBA program.  The change allows international students to apply for an additional 24 months optional practical training (OPT), which helps to bridge the gap between a student visa and a work visa. “We thought we would be in an incredible position with STEM. Given the news I’m hearing from everyone else, I am very happy being flat,” sighs Ainslie.

Deans attribute the decline to a confluence of factors that include a strong U.S. economy, which is keeping more people in their jobs, as well as uncertainly over work visas by international students who also have been scared off of coming to the U.S. due to anti-immigration rhetoric. Also playing a role is the rising cost of the degree and cannibalization of the full-time MBA market by the success of undergraduate business degrees, online MBA programs, and specialized master’s programs in such business disciplines as finance, accounting, analytics, marketing, and supply chain management.

MBA application volume, of course, goes up and down in different economic cycles. Typically, recessions bring a rebound as career opportunities diminish and more professionals seek to ride out a downturn in graduate school. In fact, says Ainslie, he hears fellow deans also joke that ‘All we need is a nice little recession.’ We are about the only people in the world who like a recession,” he says. “We think it will still be good enough for us.”

But when the next recession comes, he expects only a temporary and more mild bounce back in applications than history would suggest. Ted Snyder, who just left the deanship of Yale University’s School of Management, agrees with him, citing the high cost of the MBA degree as a reason why a recession won’t lead to double-digit jumps in application volume.

“Having followed along with annual increases in tuition rates at two percent above inflation for more than 25 years,” adds Snyder, “many schools have found themselves in a tuition trap in which they cannot find a market for their programs. I think the number one thing (holding back a rebound) is the high price so I don’t see how a recession is going to have a great effect. Schools have to stop raising the price.”

It’s not all bad news, of course. “The positive side of the news is that this is causing us to do some really interesting new product development,” adds Ainslie. “The online market is really maturing and there are some excellent offerings out there. Master’s programs in business are slowly moving from a product solely for international students to domestic students. We are seeing the demise of the MBA but we are still getting a lot of students in different degree programs.”

Follow me on Twitter or LinkedIn. Check out my website.

I’m the editor-in-chief of Poets and Quants, the most read and most popular provider of information on business programs in the world. Our main website, PoetsandQuants.com, has been visited by nearly 100 million people and is updated daily with a wealth of admission and career statistics, school profiles, breaking news and long-form features on programs, students, faculty and alumni. Earlier in my career, I was editor-in-chief of Fast Company and executive editor of Business Week.

Source: It’s Official: The MBA Degree Is In Crisis

#Sunstone #Eduversity is an academic institution that aims at creating industry ready professionals with our unique pedagogy and technology enabled education delivery. We partner with existing colleges who have a well-equipped infrastructure to run and manage an AICTE approved, PGDM program by leveraging the use of modern – day technology and thus ensuring that the students are provided with the highest level of education quality across all our campuses. All our students are imparted with the desired skill sets that are in sync with the corporate environment and given practical training on various corporate domains that exist in an organization

7 Things I Always Try to Build into My Online Courses

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1. A welcome video

Everyone is always a little nervous at the beginning of a new semester, including the instructor. Help reduce some of that anxiety by creating a video to welcome students to the class. To quote my coworker, Josh, who’s done a lot of work with video: “Sprinkle that video with tidbits about things that make you human. If your cat jumps into your lap during the recording, don’t start over or delete that part. Introduce your cat.”

You only get one chance at making that first impression with your students. Invite your students to create a welcome video, too, and post them in a discussion board to start building connections.

2. An introduction video of the course

Along with the welcome video that I create, I always record a separate video that helps introduce the course content to the students. This usually covers an overview of the syllabus, course layout in the LMS, assignments and grading policy, contact information, important dates, and possibly a walkthrough of a specific learning module. I try and cover only the most important topics and not the fine details because I don’t want to overwhelm them when everything is brand new. Ease into it and allow the fine details to present itself when it’s time.

3. Consistent weekly updates and reminders

Build online courses with weekly video updates Whether I like it or not, this class is not the only important thing happening in my students’ lives. They may be taking other classes, have a full or part-time job, family obligations, and the list goes on. One way I try to keep students focused is by posting weekly announcements about what tasks need to be completed in the upcoming week. This announcement is typically a video (screen recording and webcam) of me checking in and walking through where we currently are in the course syllabus. I will point out what assignments are due, and answer any questions from students that came up during the prior week, so that everyone is getting the same response. Even though these weekly videos are only generally between five to seven minutes (or less), it’s a great way to keep that visual connection with students in an online learning environment.

Here’s a recent tweet from a former student sharing how being consistent with updates and reminders has been helpful.

4. Guest speakers and content experts

Having field experts join us to share their experiences and answer questions is definitely beneficial to the learning. My favorite way to do this is during synchronous live chats (we have at least five each semester). This is a time to not only connect and engage with each other, but to bring in content experts to share their knowledge. Students get the unique opportunity to hear directly from individuals in their field of study. It also provides them with a different perspective on the topics we’re discussing.

5. Meaningful feedback

I’ll be honest, this is one area where I need to improve. One of the biggest assignments during the course is submitting three separate mini-literature review blog posts. Students always do a great job with these, and I enjoy reading them. My goal every semester is to provide meaningful feedback on their work, and for these written pieces I’ve tried to include spoken/video feedback as well. Here is my process:When you build online courses, use video to give meaningful feedback on student assignments

  1. 1. Take a scrolling screen capture of their blog post (I use Snagit to do this, with its easy-to-use editing tools).
    2. Use editing tools to insert brief comments and highlight specific areas of the blog to provide more detailed spoken feedback later.
    3. Record the mocked-up image with the video capture tool and share my audio and visual feedback with the student.
    4. Share the video to Screencast, Google Drive, or another favorite hosting site, and send the link to the student, along with the mocked up image capture for reference.

Above is an animated gif (blurred, to protect student privacy) to show you what the blog post capture looks like after comments were added. Here is an example screenshot (also blurred for privacy), and a screenshot of the finished video providing my audio/visual feedback.

6. Let students lead

When I first started teaching online, I had a love/hate relationship with discussion boards. I actually still do in a way, but as I build online courses I’ve tried to make improvements to make them more meaningful and engaging. One thing I’ve tried is to require students to moderate a weekly discussion during the semester. These typically cover a chapter or two of the textbook, and students are each responsible for deciding how the chat is run. They will make the first post during their designated week, and will help guide and encourage the conversation.

Instead of having the discussion board last an entire week, I’ve tried targeting a few days (i.e. Wednesday – Friday) when everyone should be participating. This has definitely helped deter the typical ‘wait until the last day and post something’ tendency that has contributed to the love/hate relationship. It has also given the students a chance to experience moderating, or leading a discussion board instead of only participating. I’m always looking for more ways to improve the discussion board experience, so if you have any suggestions, please leave them in the comments below. Thank you in advance.

7. Participate in learning

One thing is for sure, and that is learning is constant. I think the best thing I can do for my students is to participate and support them in the learning process. I try and do this by staying active in our discussion boards, asking questions, and commenting on individual posts by students. When students email me questions, I often share the question and response (usually in a quick video) with everyone in the class, if they can all benefit from it. This also helps avoid getting asked the same questions multiple times. We learn together and all try to improve and grow for the next opportunity ahead.

Thank you for reading and I hope you found useful information to help build online courses. Reach out any time if I can help you, or if you have any advice for me. I will always welcome it.

 

Author

Ryan Eash

Ryan designs, implements, and maintains curriculum that helps educators create images and videos. An adjunct at Lenoir-Rhyne University, he teaches a fully online course in the Online Teaching and Instructional Design program. Prior to joining TechSmith in 2007, Ryan received his bachelor’s in elementary education from Indiana University, his master’s in instructional technology and design from East Carolina University, and taught for 10 years in elementary through higher education.

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