Ryan Aument believes online learning is the future of public education in Pennsylvania.

That's why Aument, a Republican state House member from Landisville, is proposing legislation to establish a database of state-approved computer-based courses in all subjects for students in grades three to 12.

The legislation would mandate that public schools make the courses available to students by the 2015-16 school year, but districts and schools would control how many pupils could enroll and at what cost.

House Bill 983 was submitted last week to the state House Education Committee for review, and Aument is hoping it comes up for a vote before the Legislature adopts the state's 2013-14 budget in the summer.

The legislation is backed by other Lancaster County lawmakers, including Republican Reps. Bryan Cutler, Dave Hickernell, Gordon Denlinger and Keith Greiner.

Aument said the bill is designed to spur more schools to offer online instruction to their students.

"I really think that outstanding professional educators leveraging technology has the potential to greatly improve student outcomes," he said.

Aument supports programs like Open Campus PA, a venture involving Manheim Township, Penn Manor and Hempfield school districts sharing resources to provide online instruction to students from all three districts.

Other public schools in Lancaster County offer their own online programs or participate in Virtual Solutions, a cyber education program provided by Lancaster-Lebanon Intermediate Unit 13.

But not every district in the state has the capability to offer its students computer-based instruction, which can benefit pupils who struggle in a traditional school setting, he said.

Read the original:
Online education gets boost from Aument

Online education has been around for a long time. But massive open online courses are finally making it respectable. Maybe even cool. Lets not forget, though, that they are still experiments. And despite being massively overhyped (even in the eyes of their most dyed-in-the-wool supporters), they are not actually having a massive impact on students yet. So lets review what weve learned so far. Because if online education is going to be useful for learners, then its time for online learning to grow up.

Hundreds of courses are now available from dozens of the worlds best universities and professors. Theres been a steady stream of glowing public relations and growing credibility among employers. Theres even an acronym for massive open online courses thats gone mainstream: MOOCs. The four major MOOC platforms (Coursera, edX, Udacity and Udemy) have attracted at least 4 million sign-ups to date. Many of those people are working adults looking to pick up new technical or business skills, or update old ones, in order to advance their careers.

So far, though, online courses are not building a massively better-skilled workforce.

Sure, a few free, open, online courses have generated eye-popping registration numbers, upwards of 200,000 in some cases. However the average enrollment for MOOCs is more like 30,000 to 50,000. The real problem, though, is that more than 90% of these would-be learners dont finish. Many dont even start the courses for which they are registered. And a lot of those who finish dont take another one. That means the number of people actually learning anything substantial is much less massive than the PR suggests.

Not So Massive After All

So why are all these students falling asleep, virtually, in their digital classes? Mainly because the people putting education online are still thinking in terms of classrooms. And despite incorporating decades of research on how students learn best, the world has changed a lot in just the last few years. Heres just one example of how: Before smartphones, we went online roughly five times a day, in long chunks, according to Joe Kraus, a partner at Google Ventures. Today, with smartphones, its 27 times, in much shorter bursts. Twentieth century instructional methods just dont work as well for busy, distracted 21st-century learners.

Another big issue, especially for non-traditional students, is that learning has to fit in between life and work. In a recent Duke University survey of MOOC students, for example, the most commonly cited barrier to completion was lack of time/amount of time required. Yet most of todays online courses basically consist of reading assignments, lecture videos, homework problems and quizzes. They might be broken up into short lessons, but they still follow the same old linear, 14- to 20-week long structure of a semester. So is it really surprising that so many of the students in a recent University of California, Irvine massive online microeconomics course couldnt be bothered to read the textbook or supplemental learning materials?

To be fair, theres always going to be dropouts when learning is voluntary. According to the MASIE Center, a think tank focused on the intersection of learning and technology, only 32% of people even start on-the-job e-learning courses if theyre not required. Thats fine if nobody pays or expects much. But considering the stakes for learners, not to mention the massive amounts of money and brain power being invested in creating online courses, we should expect better. Companies paying for training or tuition reimbursement certainly will.

Fortunately, we wont have to wait long because a lot of smart people are already putting a lot of thought, work and money into making them better. The National Science Foundation, for example, is funding a study by MIT researchers to understand exactly why the vast majority of MOOC students dont make it to the finish line. Carnegie Mellon University, meanwhile, is spending $500,000 to $1 million to create each of 15 new courses based on up-to-date research into how adults learn online. And investments in next generation adaptive learning technologies are surging.

Before education can be effective, though, you first need to grab and hold learners attention. So these people would be smart to start by recognizing that learning online is not the same as it is in a classroom. And they should take some cues from the companies that are excelling at captivating easily distracted, constantly connected people on the same computers, smartphones and tablets where they will be learning.

View original post here:
The dirty little secret of online learning: Students are bored and dropping out

Data from Eduventures, a research and consulting firm serving the higher education industry, suggests that the online market share of for-profit colleges and universities will continue to slow for the next few years while traditional non-profit institutions enjoy a resurgence.

Boston, MA (PRWEB) March 26, 2013

The reports author, Eduventures Vice President and Principal Analyst Richard Garrett, states: While Eduventures forecasts greater online market share for nonprofits in the medium-term, all types of schools should be wary of the risks of an increasingly commoditized online value proposition. With so many schools offering online programs, plus the rise of alternatives such as MOOCs, supply may outpace demand, meaning weaker prospects for most schools. Eduventures forecasts a for-profit resurgence longer-term, arguing that for-profits may be best-placed to innovate again and take online higher education to the next level.

About Eduventures, Inc.

Eduventures is the industry leader in research, data, consulting, and advisory services for the higher education community. For nearly 20 years, college and university leaders and education industry providers have looked to Eduventures for innovative and forward-thinking ideas, for insights into best practices, and for help with making the strategic and operational decisions vital to their success.

Megan Carter Eduventures, Inc. 617-532-6028 Email Information

Visit link:
What are the Implications of the Increasingly Crowded Online Higher Education Landscape?

BAKERSFIELD, CA - Each morning, students head to classrooms to learn the day's lessons, but one school is providing children with the same education in a different environment. California Virtual Academies, or CAVA, allows students to learn through online classrooms, in the comfort of their own homes.

Second grade student Dinhora Ogutu is learning the same things as other kids her age, but her classroom is a little different. CAVA provides students with the same K-12 curriculum they'd have in a public school - but they access it online.

Ogutu said, "I like to learn everything at home, like I could learn everything."

"It is really school at home. We are a free and public education. So, we're transferring that public education into a home environment where you still have a credentialed teacher, you have lesson plans, we lay out the curriculum for you, it's not pick or choose," said CAVA teacher Erin Reyes.

Students must complete daily assignments and meet in a virtual classroom multiple times a week.

Reyes said parent involvement in the process is the key to the student's success. Luana Ogutu said she wanted to be able to spend more time with her daughter and know what she was learning in school.

Ogutu said, "When I was growing up I didn't have the support and when I would bring my homework home my parents didn't understand it. I just didn't want my daughter to go through that. I wanted to be part of it, I wanted to be able to explain to her, give her all the answers."

Through CAVA, she has the opportunity to facilitate the learning process at home.

CAVA provides education from kindergarten through high school. The Ogutu family says they plan to continue the program through 12th grade.

Originally posted here:
Local students take part in online education

NEW YORK, March 27, 2013 /PRNewswire/ -- China Education International, Inc. (CEII) (the "Company"), with the goal of managing and operating private schools and educational organizations worldwide, today announced that it has entereda letter of intent to acquire Edu Cloud, Inc. ("EDUX"), a New York based corporation.

EDUX is a multi-functional online education provider and is in active process of building up online education platform by providing access and technique support to users of the online education platform, including both students subscribers and individuals and schools who offer online education and classes. EDUX's mission is to an open education platform to provide one-stop education service, a combination of e-commerce, online education and operating management, to provide high quality online courses and learning services to anyone who wants to learn, and to provide online teaching system for anyone who wants to teach.

China Education's President and Chief Executive Officer, Lisa Liu, commented on the letter of intent, "We are particularly pleased to have this opportunity to acquire EDUX. Over the last several years, the founders of EDUX have created a unique business model to develop an open online education platform. We believe such platform will be in high market demand with promising potential market development. We believe such acquisition will elevate our company to the next level and create substantial shareholder value for years to come."

Disclosure Notice: This press release contains forward looking statements which identify important factors that could cause our actual results to differ materially from those projected in forward-looking statements. Any statements that are not historical facts and that express, or involve discussions as to, expectations, beliefs, plans, objectives, assumptions or future events or performance (often, but not always, indicated through the use of words or phrases such as "will likely result," "are expected to," "will continue," "is anticipated," "estimated," "intends," "plans," "believes" and "projects") may be forward-looking and may involve estimates and uncertainties which could cause actual results to differ materially from those expressed in the forward-looking statements. This press release is qualified in its entirety by the cautionary statements and risk factor disclosures contained in our Securities and Exchange Commission filings.

CONTACT: Lisa Liu CEO INFO@CHINAEDUCATIONINTL.COM TELEPHONE: +1.212.682.6607

Read the original post:
China Education International Enters a Letter of Intent to Acquire Edu Cloud, Inc.

MELBOURNE, Australia, March 20, 2013 /PRNewswire/ -- Australia's leader in online education, Open Universities Australia (OUA), today unveils its new, free online education venture, Open2Study.

Demonstrating a high quality free online education experience, Open2Study is a new dimension in online learning, unlike anything else currently available worldwide.

"Open2Study isn't a me-too MOOC; its objective is not merely attracting massive enrolments. It's the next evolution in online learning, centred on student success," says Paul Wappett, OUA CEO.

Open2Study provides an engaging and compelling education based on a comprehensive pedagogical model that recognises online learners behave differently, and have different needs from on-campus learners.

"With over 20 years in the industry, we're confident we know the online student. Open2Study offers the best possible digital environment and techniques to help students understand what's being taught," says Mr Wappett.

A mixture of six to ten minute videos, animations, simulations and quizzes, designed using high production values, set a high standard for the online education experience.

"Subjects are based on our research into demand, so we're offering what people want to study. They range from Financial Planning to Strategic Management and are completed in just four weeks," says Mr Wappett.

"What's more, our subjects avoid overly technical subject matter traditionally associated with some MOOCs. They are designed for everyone, irrespective of educational background and are taught by leading academics from universities, vocational providers and industry experts.

"Anyone can enrol online today it takes less than 30 seconds. The subjects are relevant to students worldwide.

"Students won't pay a cent there are no hidden costs for textbooks, student admin or exams. Everything required to pass will be provided at no cost," says Mr Wappett.

Continued here:
Australia sets the scene for free online education

Democratic senator Darrell Steinberg of Sacramento, California has introduced Senate Bill 520, which is designed to help advance the viability of online higher education as a whole due to ongoing research that shows online courses can significantly lower failure rates of students enrolled in entry-level courses as well as prevent bottleneck conditions that may inhibit the ability of students to take certain classes that are necessary for obtaining a degree.

(PRWEB) March 26, 2013

According to OnlineSchool.com, the bill proposes that providers of online courses have the ability to propose selected courses to a specialized committee where these courses can be approved for submission to a clearinghouse at the state level. There, students who need these courses but previously experienced problems getting into the courses can enroll in them and receive college credit from UC, CSU or California Community Colleges. With passage of this bill, Steinberg hopes to remedy California's skyrocketing demand for higher education and remove obstacles that threaten to devastate the state's ability to provide higher education in a timely manner to all who desire it.

Key points of the bill include:

1. Providing a list of lower-division classes that are considered over-subscribed and difficult to access

2. Allowing students to enroll online in these courses when such courses are unavailable from a traditional college or university

3. Offering students access to a state-level pool of approved courses that would provide full academic credit at CCC, UC or CSU

OnlineSchool.com also reports that the passage of Senator Steinberg's Senate Bill 520 in California may pave the way for other states to take a deeper interest in the burgeoning popularity of traditional and online universities that offer two, four and six-year degree programs. Implementation of SB 520 will also help create standards for other states to follow regarding the use of an elected council comprised of education professionals who are familiar with academic and student-oriented problems commonly affecting distance learning programs. Additional goals of such a council would be to initiate a statewide framework of policies and resolutions designed to eliminate inconsistencies existing among campus systems.

Additionally, SB 520 would also demand that the council consider a wide variety of issues relevant to the online education experience, such as the depth of student/faculty interaction involved in suggested online courses and ways to reduce the possibility of compromised examinations given online. SB 520 further recommends that student completion rates, retention rates and enrollment figures are tracked for each school that offers online courses in order to facilitate continuous assessment of the bill in regards to the success of students seeking higher education degrees.

By following this council-managed, structured process of creating and acknowledging in-demand, online courses provided by public universities and colleges, California represents the exemplar for other states to begin taking proactive approaches to regulating online education in order to avert low-quality, unaccredited diploma mill-type schools from cheapening the rapid increase in the number of online colleges and universities. For more information about earning a degree online, visit Onlineschool.com for articles, resources, degree descriptions and helpful suggestions concerning the distance learning experience.

Continued here:
Online Higher Education Receives Support from Senate Bill 520, as reported by OnlineSchool.com

ATLANTA, March 25, 2013 /PRNewswire/ --As many American workers look for less-costly alternatives to traditional education, online education, considered a game-changing trend for 2013,i isbecoming a viable option. When offered by their employers through an employee purchase program as a voluntary benefit, online education gives employees an affordable way to attain first-year and catch-up college degree programs for themselves, and a variety of tutoring and SAT/ACT preparation courses for their family members.

According to a nationwide survey conducted online by Harris Interactive on behalf of Purchasing Power from January 23-25, 2013, among 2,160 U.S. adults ages 18 and older, of whom 1,151 are employed full-time and/or whose spouse is employed full-time, 53 percent of these workers/spouses of workers reported they would be at least somewhat likely to pursue educational services for themselves or their family if those educational services were available through an employee purchase program.

A new white paper released today by Purchasing Power, "Knowledge is Power: Using Voluntary Benefits that Empower Employees with Education," uses proprietary and industry research to explore educational services as a new, much-needed voluntary benefit. The paper examines the financial crisis that traditional education is undergoing, the resulting surge in popularity of online education programs, the ability to access educational services through voluntary benefits such as employee purchase programs, and the advantages of doing so for both employees and employers.

"Empowering employees with education benefits can be a valuable addition to the benefits package," says Richard Carrano, President and CEO, Purchasing Power. "Many employers currently provide some form of tuition assistance, but now they can offer a variety of learning options for employees and their families as a voluntary benefit, without further burdening their benefits budget. Non-traditional voluntary benefits like these are becoming increasingly popular with employees because they address employees' real-world lifestyles and financial needs," he adds.

A survey conducted by Harris Interactive in 2012 and 2013 found adults who are employed full-time and/or whose spouse is employed full-time indicate that educational services are important to them and that they would consider using a voluntary benefit an employee purchase program to access those educational services.ii

The cost of obtaining a college education is escalating and because the out-of-pocket burden of such an expense is too much for most individuals to afford, alternative sources of capital are often sought to fund educational endeavors. Ninety-four percent of students use student loans to earn a bachelor's degree. The total value of student loan debt has passed $1 trillion.iii This is higher than the $692 billion of combined credit card and auto loan debt.

"Offered as part of an employee purchase program, educational services, such as Purchasing Power's Learning Solutions, are a more affordable alternative for employees to fund education for themselves and their family members," Carrano explains. "Employees pay for these services through convenient payroll deductions over 12 months, providing a responsible way to budget and the opportunity to graduate debt-free. Thus, employees can invest in their future and advance their career," he concludes.

The complete white paper "Knowledge is Power: Using Voluntary Benefits that Empower Employees with Education" is available in the Employer Resources section on the Purchasing Power website.

About Purchasing Power, LLC Headquartered in Atlanta, GA, Purchasing Power is one of the fastest-growing specialty e-retailers in the market offering a leading voluntary benefit program. Purchasing Power differentiates itself from traditional e-commerce retailers through its unique payment plan value proposition, strategic benefit broker partnerships, internal marketing expertise and superior customer service. Purchasing Power is a Rockbridge Growth Equity, LLC Company. Over 6 million people have access to Purchasing Power, and since it was founded in 2001, the company has fulfilled over $950 million in customer orders from employees and members of leading companies and organizations across the U.S., including Fortune 500 companies and government agencies. For more information, visit http://www.PurchasingPower.com

iInc., "Seven Things You Need to Know about 2013," Adam Bluestein. ii Online Harris Interactive survey on behalf of Purchasing Power, Jan. 25-27, 2012, among 2,099 U.S. adults, of whom 700 are employed full-time and/or whose spouse is employed full-time and Jan. 23-25, 2013, among 2,160 U.S adults, of whom 1,151 are employed full-time and/or whose spouse is employed full-time. iii Reuters.com, "Counterparties: America's Trillion-Dollar Student Debt Burden," Ben Walsh, May 14, 2012.

Link:
Online Education Services Added to Employee Benefits Packages Pay Off for Employees and Employers

For the first time, state legislators in the United States may require their public universities to grant students credit for online courses given by outside providers.

A bill introduced in the California Senate would extend this concession only when a required class is full and not offered online at the college. The legislation, which is expected to be adopted in some form, has been hailed nationally as a leap for massive open online courses MOOCs, for short.

Advocates pitch MOOCs as classes for the masses, enabling a resident of, say, the Gobi Desert to study nuclear physics. Those who oppose the spread of such an idealistic movement are dismissed as Luddites who wish to restrict higher education to a privileged few. But if altruism is the driver, why were two major purveyors of MOOCs, Coursera Inc. and Udacity Inc., established as for-profit companies? (A third new venture, edX, is a not-for-profit consortium.)

One cant blame public officials for looking for cheaper modes of instruction. The ventures can also generate revenue for colleges that market their content to the online vendors.

But the U.S. university system is a national crown jewel, one of few remaining advantages we have over our economic competitors. We should carefully consider the quality of the MOOCs before eviscerating this sector for some shortsighted gain. Rather than giving more young Americans a quicker path to a college degree, we might end up dumbing down the value of that piece of paper.

Even a cursory look at typical Web-based courses shows them to be just that cursory. They tend to teach mere outlines of the subject, lacking the thought-provoking nature of a curriculum delivered in person. In exams, MOOCs often replace probing essays or mathematical analysis with simple multiple-choice questions.

In fairness, the MOOC companies offer a number of interesting specialty courses, valuable for nonstudents wishing to acquire an overview of the subject matter. Yet caution is required as MOOC leaders seek full university credit for many of their courses.

Consider the University of Pennsylvania calculus course offered through Coursera, one of the first MOOCs approved for college credit by the American Council on Education. The material is attractively presented, but there is a total of only 15 hours of lecture for the entire course compared with about 45 hours for the regular Penn calculus course. Are the MOOC advocates really claiming the same quality is achieved? And though the homework problems are good, there are far fewer of them than in a traditional class.

Also disturbing are the grade distributions in the Penn MOOC calculus exams: Instead of the usual bell-shaped curve, the grades are skewed far to the right, with the most common scores being perfect or almost so. Although Coursera might interpret this as validating the effectiveness of the MOOC approach, the more likely explanation is that it reflects the lighter demands placed on the students.

Some proponents of online instruction have claimed that it could act as a leveler for the poor, whose high schools have few or no Advanced Placement courses. This may ease liberal guilt, but its a cruel hoax. Lacking the academic street smarts of the more privileged students, disadvantaged young people need the face-to-face educational experience even more. For this population, the chances of passing the Advanced Placement calculus exam based on a MOOC are probably very slim.

The rest is here:
Online education : college lite by the byte