LONDON - Britain's Pearson has bought U.S. educational services company EmbanetCompass for $650 million in cash to bolster its position in the fast-growing online learning market.

Pearson, which also publishes Penguin books and the Financial Times, has been building up its education businesses through acquisitions.

Will Ethridge, chief executive of Pearson North America, said that buying EmbanetCompass, from an investor group led by Technology Crossover Ventures and Knowledge Universe, increased Pearson's presence in online education and educational services, two areas where it saw opportunities for growth.

EmbanetCompass, which was founded in 1995 and is expected to have revenues of about $130 million this year, provides online products for more than 100 university programmes, including course design, student recruitment and technology support, Pearson said on Tuesday.

Jefferies analyst David Reynolds said it would be hard to describe a better strategic fit for Pearson, but the company was paying a full price.

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Pearson buys US online education company for $650M

* Buys EmbanetCompass for $650 mln cash

* Increases presence in online learning

* Paying fives times company's 2012 revenue

LONDON, Oct (KOSDAQ: 039200.KQ - news) 16 (Reuters) - Britain's Pearson (Dusseldorf: PES.DU - news) has bought U.S. educational services company EmbanetCompass for $650 million in cash to bolster its position in the fast-growing online learning market.

Pearson, which also publishes Penguin (SES: E2:P13.SI - news) books and the Financial Times, has been building up its education businesses through acquisitions.

Will Ethridge, chief executive of Pearson North America, said that buying EmbanetCompass, from an investor group led by Technology Crossover Ventures and Knowledge Universe, increased Pearson's presence in online education and educational services, two areas where it saw opportunities for growth.

EmbanetCompass, which was founded in 1995 and is expected to have revenues of about $130 million this year, provides online products for more than 100 university programmes, including course design, student recruitment and technology support, Pearson said on Tuesday.

Jefferies analyst David Reynolds said it would be hard to describe a better strategic fit for Pearson, but the company was paying a full price.

"On the one hand it looks like a great deal," he said. "But it's difficult to escape the observation that it is paying $650 million for a company that's doing $130 million of revenue in 2012. That strikes me as being expensive."

The transformation of Pearson into an education-led company has been driven by chief executive Marjorie Scardino, who is stepping down at the end of the year. She (SNP: ^SHEY - news) will be replaced by John Fallon, head of the international education division.

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UPDATE 1-Pearson buys US online education company for $650 mln

LONDON (Reuters) - Britain's Pearson has bought U.S. educational services company EmbanetCompass for $650 million in cash to bolster its position in the fast-growing online learning market.

Pearson, which also publishes Penguin books and the Financial Times, has been building up its education businesses through acquisitions.

Will Ethridge, chief executive of Pearson North America, said that buying EmbanetCompass, from an investor group led by Technology Crossover Ventures and Knowledge Universe, increased Pearson's presence in online education and educational services, two areas where it saw opportunities for growth.

EmbanetCompass, which was founded in 1995 and is expected to have revenues of about $130 million this year, provides online products for more than 100 university programmes, including course design, student recruitment and technology support, Pearson said on Tuesday.

Jefferies analyst David Reynolds said it would be hard to describe a better strategic fit for Pearson, but the company was paying a full price.

"On the one hand it looks like a great deal," he said. "But it's difficult to escape the observation that it is paying $650 million for a company that's doing $130 million of revenue in 2012. That strikes me as being expensive."

The transformation of Pearson into an education-led company has been driven by chief executive Marjorie Scardino, who is stepping down at the end of the year. She will be replaced by John Fallon, head of the international education division.

The deal is Pearson's largest in education since it bought Harcourt Assessment and Harcourt Education International from Reed Elsevier for a total of $950 million in 2007.

Shares in Pearson closed 0.7 percent higher at 12.38 British pounds, valuing the group at about 10.1 billion pounds ($16.26 billion).

(Reporting by Paul Sandle in London and Karen Rebelo in Bangalore; Editing by Supriya Kurane and David Goodman)

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Pearson buys U.S. online education company for $650 million

LOUISVILLE, KY--(Marketwire - Oct 16, 2012) - Online students are playing a significant role in higher education, with 13.5 percent of college students enrolled in a fully online degree program. But according to a new report, Best Practices in Online Faculty Development, teaching online poses different challenges than face-to-face instruction.

"Most faculty members are most comfortable with the interaction that comes from traditional teaching," said Dr. David Clinefelter, Chief Academic Officer of Learning House and author of the report. "But the skills for teaching online can be developed if institutions ensure they have practices and a culture in place to support and develop online faculty."

When developing a plan for online faculty success, institutions should consider:

"Regardless of delivery method, the faculty member is still the key ingredient for an effective class and meaningful student experience," said Dr. Clinefelter. "Giving online faculty members the tools to succeed is really giving students the tools they need to make the most of their educational experience."

To download the full version of this report, please visit http://www.learninghouse.com/facultydevelopment.

The Learning House, Inc. is an online education solutions partner that helps colleges and universities develop and grow high-quality online degree programs and courses. Partnering with more than 100 colleges and universities, Learning House offers a business model that enables institutions to achieve their online education goals efficiently and affordably. Learning House provides a comprehensive solution to success, including curriculum development and management, faculty training and professional development, marketing and lead generation, admissions and enrollment management, student retention, 24/7 technical support, learning management systems, and management and consultation.

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Learning House Publishes Report on Developing Online Faculty at Higher Education Institutions

HealthForumOnline (HFO), a nationally-approved provider of online continuing education (CE) courses for mental health professionals, has recently added a new course entitled Cognitive-Behavioral Therapy for Insomnia (CBT-I). A growing dissatisfaction with pharmacotherapy of insomnia has led to an interest in evidence-based nonpharmacologic treatments. CBT-I, a multimodal approach targeting the behavioral and psychological factors that initiate and maintain insomnia has proven effective in different patient populations, including various comorbid medical and psychiatric illnesses. This online course describes the techniques used in CBT-I and addresses treatment considerations. Each of HFOs over 80 CE courses are fast, convenient and especially cost-effective as health professionals have free ongoing access to course updates beyond completion of the CE activity.

Philadelphia, PA (PRWEB) October 16, 2012

The National Center on Sleep Disorders Research describes insomnia as difficulty initiating or maintaining sleep for at least 3 nights per week.(1) However the diagnosis is more commonly based on subjective complaints in quality and quantity of sleep associated with marked distress or significant daytime impairment. (2) In the U.S. alone, insomnia is the second most common chronic health problem, led only by chronic pain, as well as the second most common psychological health problem. (3) The National Health Foundation reports that insomnia affects approximately 33% of the U.S. population, with 9% reporting insomnia on a regular nightly basis and 24% reporting occasional insomnia (e.g., 1)

Insomnia impacts far more than sleep. Well documented consequences including functional impairment, work absenteeism and disability, impaired concentration and memory, increased medical services utilization, increased risk of motor vehicle and work accidents, and heightened risk of developing depression and/or an anxiety disorder. (e.g., 4, 5) Increased use of prescription medications, over-the-counter products and alcohol have also been associated with insomnia. (e.g., 6)

Yet, despite being a major health problem for many people and a burden on our healthcare system, insomnia remains inadequately treated. (7) Pharmacotherapy, including the use of hypnotics and antidepressants, is the most common treatment for insomnia, however, concerns about side effects, tolerance, and long term use have led to an increased interest in the use of non-pharmacological interventions such as cognitive-behavioral therapy. (8)

Cognitive-behavioral therapy for insomnia (CBT-I) is a safe and effective nonpharmacological alternative. As a multimodal approach, CBT-I targets the behavioral and psychological factors that initiate and maintain insomnia. Moreover, CBT-I has been shown to be effective in treating insomnia in several different populations and with various comorbid medical and psychiatric illnesses. (8)

This new online course from HealthForumOnline describes the cognitive and behavioral techniques used in CBT-I, as well as reviews the current literature on its efficacy and clinical applications. Specifically, health professionals will be able to: 1) define insomnia and recognize several associated biopsychosocial consequences; 2) discuss CBT-I from a theory- and evidence-based perspective and its proven utility as a non-pharmacologic treatment of insomnia; 3) identify the behavioral and cognitive components of CBT-I; and 4) address clinical considerations and incorporate common CBT strategies in the treatment of patients with primary, as well as secondary, insomnia.

Psychologists, social workers, counselors, nurses and other allied health professionals can chose from HFOs 19 categories of continuing education (CE) topics related to health psychology and behavioral medicine containing over 80 online CE courses that are fast, convenient and cost-effective. For more information on this course or a complete listing of titles in our online CE resource library, visit HealthForumOnline.com.

About HealthForumOnline:

HealthForumOnline (HFO) is approved as a provider of CE courses by the American Psychological Association, the National Board of Certified Counselors, the Association of Social Work Boards, and several state professional organizations, including the Pennsylvania State Nurses Association, an accredited approver by the American Nurses Credentialing Centers Commission on Accreditation, and the California Board of Behavioral Sciences. HFOs CE Programs Advisory Committee and authors are comprised of over 60 nationally-recognized experts in behavioral medicine.

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New Online Continuing Education Course on Cognitive-Behavioral Therapy for Insomnia from HealthForumOnline

RedVector clients now have access to more than 90 expert-developed business and professional development courses delivered through a single interface to ensure a seamless training solution.

Tampa, FL (PRWEB) October 16, 2012

Both RedVector and SmartTeam fall under the umbrella of parent company VectorLearning, and recently the decision was made to offer the SmartTeam course library as an add-on to RedVectors premier AEC training solution.

A fledgling company that has seen significant growth in the last year, SmartTeam provides a unique resource for HR personnel, managers, marketing and sales professionals to receive critical training on leadership skills; organization and time management; project management; compliance and ethics; sales and customer service; as well as personal health and wellness.

In a typical AEC firm, architects and engineers might make up 20 percent of the employees and RedVector has their back, says SmartTeam Product Manager Vicki Fox David. But the other 80 percent of the staff can benefit from training too. And thats where SmartTeam shines.

RedVector clients can now bundle their corporate training with SmartTeam services, resulting in a powerful, seamless solution that delivers end-to-end training for the entire firmall from one interface and with robust and easy-to-use tracking and reporting tools.

Individual users may also purchase courses from SmartTeam individually. SmartTeam courses can now be found in the RedVector course catalog on http://www.RedVector.com

More information can be found at http://www.RedVectorEnterprise.com or http://www.SmartTeam.com.

About RedVector

RedVector sets the standard for excellence in online continuing education and training for the architecture, engineering and construction industry and holds more than 60 state and national accreditations. Through our award-winning Learning and Performance Engine we offer individual courses as well as large-scale corporate training solutions for AEC firms featuring customizable and easily accessible online universities with a full range of tracking and reporting features. With an online library exceeding 1,100 courses authored by more than 100 subject matter experts, RedVector serves more than 130,000 AEC professionals in all 50 states. The recipient of numerous community honors and industry awards, RedVector was founded in 1999 and is headquartered in Tampa, Florida. For further information call 1-866-546-1212 or visit http://www.RedVector.com.

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Online AEC Corporate Training Provider RedVector Now Offers SmartTeam Business Education Courses

Attendees will learn about the "when, where and how of using online speech therapy during October 25, 2012 webinar

San Francisco, CA (PRWEB) October 15, 2012

During the webinar, Joe Pacheco, Director of Student Services at Leadership Public Schools, and Shawn Whitney, the Director of Special Education at Edison Charter Academy, will discuss online speech therapy and how it can be used in the charter school setting. The panelists will share first-hand accounts on what they have learned about the "when, where and how of online speech therapy in charter schools and answer questions from the webinar participants.

By attending the webinar, participants will learn:

This webinar is the sixth in a series of free webinars sponsored by PresenceLearning. The webinar series, entitled SPED Ahead: New Realities, New Choices A Forum for School Leaders, brings together thought leaders who are re-thinking the way special education services, especially speech-language pathology services, are delivered.

About Joe Pacheco

Joe Pacheco is the Director of Student Services at Leadership Public Schools. Prior to his role as Director of Student Services for California-based Leadership Public Schools, Pacheco was Principal of LPS Campbell High School. Among administrative positions he has held for public schools, Pacheco was the Program Specialist for Special Education for the Santa Clara County Office of Education. He also served in the Oak Grove School District for 12 years as a Speech and Language Pathologist. He received his undergraduate degree from San Jose State University and his Master's in School Administration from the University of San Francisco.

About Shawn Whitney

Shawn Whitney is the Director of Special Education at Edison Charter Academy. Whitney joined Edison Charter Academy in 2010 after ten years of teaching, including five years teaching students with learning differences and emotional disturbances at an Arizona high school. She holds a Bachelor's of Elementary and Special Education from Northern Arizona University and a Master's Degree in Secondary Education from the University of Phoenix.

About PresenceLearning

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Special Education Experts Discuss Use of Online Speech Therapy in Charter Schools during Free PresenceLearning Webinar

Independence University, a private college specializing in distance learning with programs in healthcare and business, has released an information-rich infographic highlighting the recent boom in online education.

Salt Lake City, UT (PRWEB) October 15, 2012

According to the Sloan Survey of Online Learning, 5.6 million American students were enrolled in some type of online class in 2009. That number was a one million student increase over the previous year. Its also the largest increase ever in the eight-year history of the survey. The number of students turning to distance learning has continued to increase steadily since 2009.

The data also indicates that our nations recent recession has had a direct impact on the demand for online classes. According to the Sloan survey, as the economy recovers from the recession, more than half of all new jobs created are going to workers who hold at least a bachelors degree. That only makes up one-third of the pool, however; leaving two-thirds of unemployed Americans to compete for fewer than half of all new jobs.

Students who choose distance learning are incredibly diverse. They range in age from recent high school graduates to retirees, and they seek degrees ranging from associate to graduate-level programs. According the Department of Education, students who took online classes performed better, on average, than those taking the same course through traditional face-to-face instruction.

The full infographic can be found on the Independence University blog.

About Independence University

Founded in 1978 as California College for Health Sciences, Independence University has dedicated itself for more than 30 years to providing distance education to working adults. Throughout its history, IU has reached beyond the barriers of traditional on-campus education to offer programs not only to working adults across the United States but also to those serving in the military and to international students living in the U.S. In 2010, Independence University merged with its affiliated institution, Stevens-Henager College, becoming a branch of Stevens-Henager's main campus in Ogden/West Haven, Utah. The main campus is located at 1890 South 1350 West, West Haven, UT 84401.

For more information on courses offered at Independence University, please visit independence.edu or call 1-800-972-5149.

Nathan Schwebach Independence University 801.939.9317 Email Information

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Independence University Releases Infographic on Online Education

A new open source software program, Course Builder, is being introduced by Google to the public in hopes that it will help individuals create their own online courses. Almeda University, web-based educator, offers insight as to how it could affect the industry of online education.

San Juan, Puerto Rico (PRWEB) October 15, 2012

PC Magazine notes that, at the moment, Course Builder is not being presented as a ready-to-use application, but rather a beta platform to see what talented developers will make of the new software. Director of Google Research Peter Norvig comments on the anticipated innovation this preliminary phase could offer, The Course Builder open source project is an experimental early step for us in the world of online education. It is a snapshot of an approach we found useful and an indication of our future direction. We hope to continue development along these lines, but we wanted to make this limited code base available now, to see what early adopters will do with it, and to explore the future of learning technology.

Richard Smith responds, Almeda University has been providing quality education to students across the globe since its establishment in 1997. The online market for academics is one that Almeda University students continue to embrace, and I believe that Google is taking a positive step toward crafting the future of web-based education. With many leading universities experimenting with online courses, I think this innovative approach is particularly unique because it is putting the development of learning methods into the hands of the public, and possibly the students.

However, Richard Smith notes that the Course Builder software could lead to a wave of curricula that do not have any accreditation. He notes, While advancing technology is essential for online education, it is important that students research the credibility of each online university or course. To date, Almeda University has offered a variety of courses that continue to give students the credibility and education they need to advance their careers.

ABOUT:

Founded in 1997, Almeda University is a web-based institution that has been teaching students from all across the globe. Students participate in a variety of classes, including mathematics, arts and sciences and religious studies, to earn a wide selection of degrees. The virtual school also offers professional development courses through its stay-at-home e-Learning channel for students that are not seeking academic degrees. The professional development courses range from Web development to health insurance. Almeda University professors make it their mission address students unique needs and offer solid academic lessons through innovative and modern teaching methods.

For more information about Almeda University, visit http://www.almedauniversity.org.

Claire Wilson PR Management, Inc. 484-362-9658 Email Information

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Almeda University: Google Software Could Improve Overall Approach to Online Education

Article posted: 10/13/2012 9:50 AM

Recently, I had the opportunity to serve on a panel at the annual conference of Credit Suisse, a multinational financial services company specializing in investing in companies that show promise. I quickly learned the conference was a playground for hedge funds. Hedge funds are funds about which I have little understanding. I felt a little out of place because the major participants were the for-profit institutions like the University of Phoenix, Capella University and DeVry University.

Yet my fellow panelists were from more traditional nonprofits like Boston University and Colorado State University Global Campus, the online campus of the Colorado State University System. Since this was our first conference of this sort, we wondered what was going on. Our panel was scheduled for early afternoon, and I found myself scheduled for a slew of one-on-one interviews with a lot of people whom I did not know.

As I entertained first interviewer, I was very honest and said I had no idea what I was doing at the interview. He quickly dispelled my lack of understanding by explaining that he was an investor looking for investment opportunities. As such, he wanted to know about Benedictine University. As I completed my 50,000-foot overview of the university, he began to drill down and ask specific financial questions. What are the universitys margins? How much profit was made in the last few years?

As several more such sessions ensued with other investors, the pattern of my giving an overview and the drilling down with financial questions continued. At one point, a question arose that baffled me. With the kind of growth and margins that you have, why havent you sold the university? My abrupt and shocked answer was, Benedictine University isnt for sale.

As it came time for our panel, the scenario just described for the interviews played out on the larger stage. Each representative was give two minutes to introduce her/his institution. The introductions were followed by pointed questions regarding the rise of online programs at traditional universities like Benedictine, and the real threat these programs were to the large for-profits like Phoenix and Capella. Clearly, the investors were worried by the nonprofits emergence as a major threat to market share.

In response to some of these questions, I suggested that Benedictines success and that of other similar institutions has to do with home cooking. Benedictine University and Boston University are institutions that have been around for a long time. They are brands people know and trust. As these types of institutions continue to make their way into the online market, the recognition factor on the part of potential students may bode well for our success. In fact, initial queries of our almost 2,000 online students affirm that a major reason these students chose Benedictine was name recognition and trust.

Are online programs the future of private higher education? The answer is probably yes and no. For Benedictine, online programs are part of a carefully crafted strategy of program diversification. There always will be students for whom the traditional bricks and mortar presence is the way. However, there is another important segment of students who rely on online programs for their educational needs. Both populations of students will exist side-by-side far into the future. The successful university of tomorrow must figure out how to serve both.

As I left the conference, I left with a strange yet good sense that the big guys were worried about us. Since the emergence of traditional institutions into the online world, the growth of some of the larger for-profits has slowed. Their investors had clearly charted a steep path of increased revenues in the online world for the for-profit institutions.

This path seems seriously threatened with the continued emergence of universities like Benedictine entering the market. As one investor said, No matter how you cut it, there are a limited number of students out there for online education. Every student the nonprofits attract are fewer students for the for-profits.

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Benedictine focused on education, not profit