Education Trends Blog by Gatlin Education Services

Provides information about online and traditional education trends.


Archive for November, 2007

Online Courses Catch On in U.S. Colleges.

Friday, November 30th, 2007

This post comes from NPR. When today’s college graduates get together for a reunion someday, they may decide to do it by computer. That’s because right now, nearly one in five college students takes at least one class online, according to a new survey.

For professors, the growth of e-learning has meant a big shift in the way they deal with students.

Take professor Sara Cordell of the University of Illinois-Springfield: Her day doesn’t end at 6 p.m., as it does for some college professors.

Cordell sits at her computer in her campus office to chat with a half-dozen students gathered in front of their screens: One is in Tennessee, another in California’s central valley, another in Ohio. They’re all here to talk about Thomas Hardy’s 19th-century novel Tess of the D’Urbervilles.

Cordell has a microphone hooked up to her PC, and her students listen from home. All but one of them type their responses, which appear in chat-format on Cordell’s screen.

The process looks kind of awkward — the natural flow of a regular class is missing, as responses arrive onscreen in a digital flood. But at second glance, there’s something else here not seen in a regular college class: All of the students are paying attention and all are engaged.

Student Max Parish, 22, has his microphone hooked up, and chimes in. Parish works sometimes as an electrician in a small town in California’s San Joaquin Valley. He says Springfield’s English program is the only online bachelor’s program he could find. The school has a well-established virtual curriculum.

Parish said he misses the give-and-take of a traditional classroom.

“But an advantage with online stuff is that because people have to type, you have to think more about what you say before you say it. So you usually end up with a lot more intelligent conversation,” Parish said.

Click here to read the rest of this article or listen to NPR’s broadcast of this article.


Keeping pace with K-12 Online Learning free study from NACOL.

Thursday, November 29th, 2007

The North American Council for Online Learning (NACOL) has released an excellent study called, “Keeping Pace With K-12 Online Learning.” Some of the highlights of the report include:

* More than 40 states have official official K-12 online learning programs.

* 18 States have full time multi district online programs.

* In most states, the main supplemental offering is a state led program or initiative.

This is an excellent and very comprehensive report. We hope you enjoy reading it!


Tokyo University develops new tools for Second Life.

Wednesday, November 28th, 2007

This post comes from Top Tech News.

“Second Life,” the virtual universe run by San Francisco-based Linden Lab, boasts more than 11 million registered users worldwide. People can design online characters that meet and chat with other avatars, go shopping or party. But the online world isn’t as easy as the real world to navigate — especially for beginners.

You can always spot the novices in the virtual reality world of “Second Life”: Their online characters — or avatars — stumble around awkwardly and walk into objects, as their real-world users fumble with the keyboard controls.

Now, technology from Japan could help make navigating online virtual worlds simpler by letting players use their own bodies — or even brain waves — to control their avatars.

Take the new position-tracking system developed by Tokyo University, which uses a mat printed with colorful codes and an ordinary Web camera to calculate the player’s position in three dimensions. Click here to read the rest of this article.


‘Online Nation: Five Years of Growth in Online Learning’ by SloanC.

Tuesday, November 27th, 2007

The Sloan Consortium has released its fifth annual report on the state of online learning in U.S. higher education. The report is titled “Online Nation: Five Years of Growth in Online Learning.”

The Sloan Consortium is a consortium of institutions and organizations dedicated “to help learning organizations continually improve quality, scale, and breadth of their online programs according to their own distinctive missions, so that education will become a part of everyday life, accessible and affordable for anyone, anywhere, at any time, in a wide variety of disciplines.”

The study is based on responses from more than 2,500 colleges and universities and is aimed at answering some of the fundamental questions about the nature and extent of online education. The following is a summary of the report:

How many students are learning online?

Online enrollments have continued to grow at rates far in excess of the total higher education student population, yet at slower rates than for previous years.

  • Almost 3.5 million students were taking at least one online course during the fall 2006 term; a nearly 10 percent increase over the number reported the previous year.
  • The 9.7 percent growth rate for online enrollments far exceeds the 1.5 percent growth of the overall higher education student population.
  • Nearly 20 percent of all U.S. higher education students were taking at least one online course in the fall of 2006.

Where has the growth in online learning occurred?

Virtually all types of institutions of higher education have shown substantial growth, but with some clear leaders.

  • Two-year associate’s institutions have the highest growth rates and account for more than one-half of all online enrollments for the last five years.
  • Baccalaureate institutions began the period with the fewest online enrollments and have had the lowest rates of growth.

Why do institutions provide online offerings?

Improving student access is the most often cited objective for online courses and programs. Cost reduction is not seen as important.

  • All types of institutions cite improved student access as their top reason for offering online courses and programs.
  • Institutions that are the most engaged in online education cite increasing the rate of degree completion as a very important objective; this is not as important for institutions that are not as engaged in online learning.
  • Online is not seen as a way to lower costs; reduced or contained costs are among the least-cited objectives for online education.
  • The appeal of online instruction to nontraditional students is indicated by the high number of institutions that cite growth in continuing and/or professional education as an objective for their online offerings.

What are the Prospects for Future Online Enrollment Growth?

Approximately one-third of higher education institutions account for three-quarters of all online enrolments. Future growth will come predominately from these and similar institutions as they add new programs and grow existing ones.

  • Much of the past growth in online enrollments has been fueled by new institutions entering the online learning arena. This transition is now nearing its end; most institutions that plan to offer online education are already doing so.
  • A large majority (69 percent) of academic leaders believe that student demand for online learning is still growing.
  • Virtually all (83 percent) institutions with online offerings expect their online enrollments to increase over the coming year.
  • Future growth in online enrollments will most likely come from those institutions that are currently the most engaged; they enroll the most online learning students and have the highest expectations for growth.

What are the Barriers to Widespread Adoption of Online Education?

Identification of the most important barriers differs widely between those with online offerings and those who do not offer any. Current results replicate our previous studies in identifying faculty acceptance and the need for more discipline on the part of students as the most common concerns.

  • Academic leaders cite the need for more discipline on the part of online students as the most critical barrier, matching the results of last year’s survey.
  • Faculty acceptance of online instruction remains a key issue. Those institutions most engaged in online do not believe it is a concern for their own campus, but do see it as a barrier to more widespread adoption of online education.
  • Higher costs for online development and delivery are seen as barriers among those who are planning online offerings, but not among those who have online offerings.
  • Academic leaders do not believe that there is a lack of acceptance of online degrees by potential employers.

For more information, visit the Sloan Consortium.


Learning in 21st Century: A National Report of Online Learning and Webinar.

Monday, November 26th, 2007

In an effort to offer the K-12 community greater insight into the current trends in online learning, Project Tomorrow and Blackboard have teamed to deliver a new report titled “Learning in 21st Century: A National Report of Online Learning.”

This report, released on October 17th, examines the views of online learning provided by more than 250,000 students, teachers and parents (across more than 3,000 schools nationwide) in response to the 2006 Project Tomorrow-NetDay Speak Up online surveys.
“Learning in the 21st Century” also contains interviews with administrators and teachers in six school districts, which use a range of innovative online learning models, providing additional insight into the integration of online learning into curricula and the benefits experienced by teachers and students. The National Council for Online Learning (NACOL) is conducting a seminar about this data on December 12, 2007 at 2:00 p.m. EST. To learn more about this webinar or to sign up click here.


Gatlin Education launches Online Oil Refinery Training Program.

Wednesday, November 21st, 2007

Gatlin Education Services is pleased to announce the immediate availability of our new Oil Refinery Operations training course and online program. This online education program will prepare you for an entry-level career as an Oil Refinery Operator. In the United States there are thousands of oil refineries. These facilities are operated by Oil Refinery Operators. These operators are highly paid and enjoy a stable work environment. There is an ongoing need for entry-level personnel. Click here to find a Gatlin Education Services partner offering this new program.


Gatlin Education launches Online Chemical Plant Operations Training Program.

Tuesday, November 20th, 2007

 

Gatlin Education Services is pleased to announce the immediate availability of our new Chemical Plant Operations training course and online program. This online education and training program will prepare students for an entry-level career as a Chemical Plant Operator. In the United States, there are thousands of chemical manufacturing facilities. These plants are operated by Chemical Plant Operators. These operators are highly paid and enjoy a stable work environment. There is an ongoing need for entry-level personnel. This online certificate program is only offered in partnership with major accredited colleges and universities.


Young mothers want to go back to college.

Monday, November 19th, 2007

This post comes from the Greentree Gazette.  In a national survey of more than 1,000 mothers with children up to 16 years of age conducted by American InterContinental University, three-fourths of respondents want to earn a bachelor’s or a graduate-level degree.

“Mothers have always understood that continuing their education will help them make a career change and improve their lives. However, today’s moms have very active lives with lots of responsibilities and commitments, and the lack of time and convenient options play a big factor in deciding whether they can go back to school,” says George Miller, AIU’s chief executive officer. “The increase in accelerated higher education programs has allowed more moms to pursue their education goals.”

But all moms are not created equal, and admissions departments should be aware of some important differences. 

  • Two-thirds of moms want additional career training.
  • Stay-at-home moms are more likely to favor returning to school than those who work part-time. (None of the study’s participants worked full time.)
  • Single mothers are more likely than married mothers to want additional education to make a career change.  
  • Mothers in the Midwest and South are the prospects with the most desire.  
  • Mothers who head back to school favor education and health care curricula. 
  • Moms beginning their college careers can be apprehensive about competitive academic environments and are more likely to prefer online classes than are mothers with more education.
  • The more flexible the attendance offerings, the better.  Blended offerings with online and classroom learning offer desired convenience and flexibility to mothers who are juggling family and work duties.
  • Single moms are more likely to prefer in-person classes over online learning than are married mothers.
  • Accelerated degrees and instructor quality are more likely to entice mothers with higher education levels.
  • The principal enrollment-stoppers are available money and available time.  

Young mothers make up a sizable group of prospects. Colleges interested in attracting them should be able to offer affordable, career-relevant  instruction with schedules that match their available time.  College admissions personnel should employ enrollment techniques that acknowledge their apprehension. “

 


Doors of learning reopen at Baghdad University.

Friday, November 16th, 2007

BAGHDAD, (AFP) — One month into the new academic year and education at the sprawling University of Baghdad is as near to normal as it has been for years — the grisly killings of two professors and two students aside.

Educators at the tree-lined, garden-sprinkled campus on the banks of the Tigris River are upbeat that 2007-2008 will restore the university’s reputation for excellence that it has enjoyed since it was established 50 years ago.

Student numbers — both Shiite and Sunni — are back to near capacity, they say, many vacant lecturing posts have been filled and the kind of sectarian violence in Baghdad which virtually wrote off last year’s academic efforts has dipped significantly.

“We could say the situation is about as normal as is possible, given the circumstances,” said a 24-year-old lecturer in soil science, who despite his bubbling optimism would give his name only as Salah and declined to be photographed.

“Last year was the worst ever — sometimes no one would turn up for lectures for an entire week. On average we had eight to 10 students out of around 20 arriving for laboratory. This year it is around 15. Sometimes we even get a full class of 20,” said Salah, sporting a striped orange shirt and slicked-back hair.

“There has been a vast improvement in the security situation,” he said, repeating a refrain that has begun to echo right across the Iraqi capital.

US commanders attribute the fall in bombings, shootings and death squad murders to a “surge” of an extra 28,500 American troops on the streets of Baghdad and its surrounding violent belts since June.

The more cynical say the city of four million people has simply been polarised into a maze of Shiite and Sunni enclaves off limits to anyone from a rival sect and that the “ethnic cleansing” of neighbourhoods is more or less complete.

Most students interviewed by AFP on the campus in the capital’s central Jadriya neighbourhood acknowledged they take circuitous routes to reach the university — avoiding either Sunni or Shiite neighbourhoods, depending on their own ethnic allegiances.

“I dare not go through Al-Amel neighbourhood,” said a woman student from behind dark sunglasses, referring to a southwestern suburb which is under the control of Shiite militiamen.

“I can’t take the most direct route — it is too dangerous,” said the fourth-year biology student, a Sunni, smiling nervously and refusing to give her name.

Chemistry masters student Ahmed al-Maliki was happy to be named and was one of the few who said he took the most direct route possible to the campus, from the Sadr City Shiite ghetto in eastern Baghdad where he lives.

“There is a tangible improvement in the security situation,” said Maliki, the gigantic scorpion buckle on his black belt glinting in the morning sunshine.

“Some students didn’t turn up when the university reopened in early October but each day saw the numbers rise and now the classes are full,” said the 22-year-old student.

While he is adamant it is a whole lot easier getting around the capital than it was even just six months ago, he warns that lethal dangers still exist.

“In late September, three masters students were travelling down Palestine Street (in central Baghdad) when unidentified gunmen opened fire on their car. Two were killed and one seriously injured. I have to admit that really shook me.”

The lack of professors — either killed or fled overseas — is affecting education at the campus, he believes.

“In the past there were seven professors in our faculty. Three of them have since been killed. Now there are only four — two of whom are not of sufficient experience to be able to lecture masters students. Which leaves just two.”

Up in an expansive office on the 13th floor of the campus administration, university media director Dr Intisar al-Suaidi does her best to paint a bright picture of education in 2007-2008 but admits she doesn’t yet have the statistics to give more than mere broad brushstrokes.

“Last year about 50 percent of registered students on average turned up for lectures. This year the figure is around 90 percent.”

Suaidi however had no enrolment figures for the new academic year and instead offered a prospectus which showed that there were 57,500 students and 5,300 lecturers at Baghdad University in 2005 — before the violence spun out of control, taking students, lecturers and staff members with it over the abyss.

She was, however, able to say that 160 professors have been killed by insurgents — who have targeted academics, journalists, poets and intellectuals in particular — since the US invasion in 2003.

And that already this term another two have been shot dead.

Mohammad al-Otabi, professor of natural history, was kidnapped by gunmen who swooped on his home last month and led him away. His body was found dumped in the street a few days later.

Dr Khalil al-Nuaimi, a professor of engineering, suffered a similar terrifying fate later in the month.

“Yes, things are back to normal,” said soil science lecturer Salah. “But maybe not totally normal yet.”


Online Education: How It Can Work For You.

Friday, November 16th, 2007

This article comes from Yahoo Hot Jobs.

“Your goal may be to get your foot into the door of a lucrative accounting firm, or you may be a mid-career entrepreneur looking for a way to stay ahead in the technology industry. In either case, getting an advanced degree can be a dramatic stepping stone to your goals.

The prospect of juggling school and work may seem daunting, and rightly so. However, education delivery methods are now so advanced that attending college no longer requires sacrificing your current job. Online degrees are a newly popular, field-tested avenue for career advancement.

In fact, many employers, now seeing the light of online education, are offering tuition reimbursement and third-party billing programs. Individual results vary, but overall feedback is positive from both employers and students.

Up to 3.2 million students can attest to this. That is how many enrolled online in the fall of 2005 (source: Sloan Consortium), up from 2.3 million students in 2004.

High-Quality Marries High-Tech

At their best, online degree programs marry quality instruction with current technologies. There is a unique online class designed for your unique area of study — with a unique alternative delivery option built into its learning model.

The 21st Century has spawned multiple online learning formats, including:

  • Webcourse — consists of web site, online syllabus and email, discussion board and chat room correspondence
  • Telecourse — videotaped lessons televised on local cable channels or viewed in campus libraries
  • Teleweb courses — videotaped lessons along with companion website for instructor-student correspondence

These interactive formats have opened the door for business professionals to earn an advanced degree at their convenience — any time, any place. You can find programs across the entire business spectrum through hundreds of accredited institutions nationwide, including accounting degrees, degrees in business administration, MBA degrees, and even online PhD programs.

Many non-degree certificates are also available in fields such as human resource management, financial planning and call-center management. Given the increasing national and international need for greater technical competence, you may gravitate towards earning a bachelor’s in e-business, global business or organizational security.

Whatever program you choose, you are empowered by lifestyle control: Tremendous scheduling flexibility and expedited graduation time. Different programs have different rates of degree completion, but you can expect to earn a full-time MBA in as few as 18 months and a bachelor’s degree in about 3 years.

When it’s all said and done, you will have completed your education about 25% faster online than at a traditional, campus-based university.

Gaining Employers’ Online Stamp of Approval

Convenience is a strong selling point — for online students. But how do employers feel about online degrees? Generally, online colleges have come a long way — they’re now looked upon just as favorably as traditional campus-based institutions. A 2005 Vault Inc. survey revealed that 85 percent of employers believe attending college online is more acceptable today than it was five years ago.

Accreditation is the ultimate credibility check for online degree programs. The same accrediting bodies evaluate all schools — online or traditional — to determine if they provide quality education worthy of an accrediting organization’s stamp of approval.

According to the Council for Higher Education Accreditation (CHEA), online schools are evaluated for student achievement, curriculum, faculty, services and academic support.

Possibly as a result of these rigorous standards, many studies now show that online students receive an education comparable to that of a traditional university and that diplomas will be universally recognized.

With more colleges now offering online degree options, finding a program that matches your field of study has made it easier than ever to launch a fulfilling career in business.”