Global Online Education Market Growth, Size, Share & Trend Analysis By Type (Academic, Corporate, ) Applications (Students, Aldults, ) Region, Competitive Insights, And Segment Forecasts, 2019 2023

The Global Online Education Market report mainly studies the market size, recent trends and development status of the Online Education market, as well as investment opportunities, government policy, market dynamics (drivers, restraints, opportunities), supply chain and competitive landscape. Technological innovation and advancement will further optimize the performance of the product, making it more widely used in downstream applications. Moreover, Porters Five Forces Analysis (potential entrants, suppliers, substitutes, buyers, industry competitors) provides crucial information for knowing the Online Education market.

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Major Players Of Global Online Education Market

Companies:

Liqvid ELearning ServicesNIIT100 PercentileLearnNextIProfTopper LearningDexlerTutorVistaEducompEveronn DigitalKshitijEmbibeExtraMarksHughes Communications IndiaHCL InfosystemsEduKartEdurite

This report covers the Types as well as Application data for Online Education Market along with the country level information for the period of 2013-2023

Global Online Education Market Segmented By Types and By its Applications:

Type:

AcademicCorporate

Application:

StudentsAldults

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Global Online Education Market Scope and Features

Global Online Education Market Introduction and Overview Includes Online Education market Definition, Market Scope and Market Size Estimation and region-wise Online Education Value and Growth Rate history from 2013-2023, Online Education market dynamics:Drivers, Limitations, challenges that are faced, emerging countries of Online Education, Industry News and Policies by Regions.

Industry Chain Analysis To describe upstream raw material suppliers and cost structure of Online Education, major players of Online Education with company profile, Online Education manufacturing base and market share, manufacturing cost structure analysis, Market Channel Analysis and major downstream buyers of Online Education.

Global Online Education Market Analysis by Product Type and Application It gives Online Education market share, value, status, production, Online Education Value and Growth Rate analysis by type from 2013 to 2018. Although downstream market overview, Online Education consumption,Market Share, growth rate, by an application (2013-2018).

Regional Analysis This segment of report covers the analysis of Online Education production, consumption,import, export, Online Education market value, revenue, market share and growth rate, market status and SWOT analysis, Online Education price and gross margin analysis by regions.

Competitive Landscape, Trends And Opportunities: It includes the provides competitive situation and market concentration status of major players of Online Education with basic information i.e company profile, Product Introduction, Market share, Value, Price, Gross Margin 2013-2019

Online Education Market Analysis and Forecast by Region Includes Market Value and Consumption Forecast (2013-2023) of Online Education market Of the following region and sub-regions including the North America, Europe(Germany, UK, France, Italy, Spain, Russia, Poland), China, Japan,Southeast Asia (Malaysia, Singapore, Philippines, Indonesia, Thailand, Vietnam) Middle East and Africa(Saudi Arabia, United Arab Emirates, Turkey, Egypt, South Africa, Nigeria), India, South America(Brazil, Mexico, Colombia)

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Table Of Content

1 Online Education Introduction and Market Overview

2 Industry Chain Analysis

3 Global Online Education Value (US$ Mn) and Market Share, Production , Value (US$ Mn) , Growth Rate and Average Price (US$/Ton) analysis by Type (2013-2019)

4 Online Education Consumption, Market Share and Growth Rate (%) by Application (2013-2019) by Application

5 Global Online Education Production, Value (US$ Mn) by Region (2013-2019)

6 Global Online Education Production (K Units), Consumption (K Units), Export (%), Import (%) by Regions (2013-2019) 7 Global Online Education Market Status by Regions

8 Competitive Landscape Analysis

9 Global Online Education Market Analysis and Forecast by Type and Application

10 Online Education Market Analysis and Forecast by Region

11 New Project Feasibility Analysis

12 Research Finding and Conclusion

13 Appendix

13.1 Methodology, Research Data Source

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Global Online Education Market 2019 Growth and Share Analysis By Top players, Application, and Types and Regional Forecast 2023 - 99Newsindustry

Global Online Education Market 2019:2023 With Deep Analysis

Market research Trade has published new enlightening data titled Online Education Market 2019-2025, through research, development and analysis of information from multiple sources. In the Online Education research report professionals describe the different facets of the industry with a specific goal after assessing the key factors like SWOT analysis, investment return analysis that could manipulate the development of the Global Online Education market.

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The trends followed by ups and downs in the global Online Education market by considering the economic and development factors that are explained comprehensively in the global Online Education report. With the brief analysis presented by our experts helps to get more in-depth exposure of global Online Education market and industries associated to it.

Key Strategic Manufacturers : K12 Inc , Pearson , White Hat Managemen , Georg von Holtzbrinck GmbH & Co. K , Bettermarks , Scoyo , Languagenut , Beness Holding, Inc , New Oriental Education & Technology , XUEDA , AMBO , XRS , CDEL , Ifdoo , YINGDING , YY Inc , ,

Limitations and advancement points of future are merged together after a significant comprehension of the improvement of Online Education market. The report is all around made by considering its essential information in the overall Online Education market, the essential components in charge of the interest for its items and administration.

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About Online Education Industry

The Online Education report bifurcates the Online Education market based on various parameters, including the nature of products and services, technology development and end-user applications for a better understanding of analytical data. The data collection includes the region Asia-Pacific, North America, Europe, South America, Middle East & Africa. This segmentation-based study provides a framework suitable for the global Online Education market. The Online Education Market size is expected to grow at a CAGR of XXX% during the forecast period 2019-2025. Online Education Market segment as follows:

By application

Teacher , Student , Parents , ,

By Product

Elementary Education(Grades 1-5) , Junior High Education(Grades 6-8) , Senior High Education(Grades 9-12) , ,

Our best Research experts have surveyed the Online Education market report with the reference of inventories and Various methodological techniques to obtain correct informative data for understanding of the related methodological conditions. Statistical data points have been displayed utilizing successful graphical introduction methods, for example, diagrams, outlines, charts and tables. With This, it illuminates recorded improvements and upcoming advancements to comprehend the contrast among existing and upcoming Online Education market system.

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Global Online Education Market 2019 Research and Development by K12 Inc, Pearson, White Hat Managemen, Georg von Holtzbrinck GmbH & Co. K -...

New Birth to Kindergarten Teacher Education Program Coming to Campus

Rebecca Munday, Staff Writer

In terms of early childhood education, holding a teaching certificate allows the individual to market themselves to higher paying jobs, said Dr. Dina Walker-DeVose, an Associate Professor in the School of Human Ecology, regarding the financial advantage of enrolling in the new Birth to Kindergarten Teacher Education program.

Let me be clear, early child educators and K-12 teachers are not paid what they are worth, said Walker-DeVose. Those certification holders who are employed in public pre-kindergarten programs are paid on a similar scale as those holding certifications in K-12 education, she said. In addition to working in public pre-kindergarten programs, graduates can apply for jobs in private childcare programs and programs serving children with special needs.

The program will be housed on the Armstrong campus because this program is fully designed for the Armstrong campus, Walker-DeVose said. The superintendent of Savannah-Chatham public schools, Dr. Ann Levett, influenced the design of this program greatly. She is well versed in what young children need, said Dr. Tameka Ardrey, an assistant professor in Child and Family Development.

Walker-DeVose went on to talk about what makes this program the only one of its kind in South Georgia and what sets it apart from other Early Childhood Education and Child Development degree programs.

The language is sometimes blurry, Walker-DeVose said, regarding what Early Childhood Education means. The language is often confusing as some K-5 certification programs are referred to as Early Childhood Education, rather than Elementary Education. This was common before the B-K certification became well-known. Now, Early Childhood Education generally refer to those programs preparing individuals to work with children 0-8 years of age, Walker-Devose said.

The primary difference, in short, is a teaching certificate, Walker-DeVose said about the difference between the Birth to Kindergarten program and a Child Development program.

Another thing that sets this program apart from others similar to it is its focus on cultural identity. It frames how we learn, what we think, what we believe, said Ardrey.

Through this program, Were equipping teachers with the necessary skills and tools to provide equitable education to all children, regardless of their background, Ardrey said. Representation matters, Walker-DeVose said. If little Johnny has two dads, that has to be represented in the classroom. It is important for little Johnny to have a sense of belonging in that classroom space, Walker-DeVose said.

Classes for the new Birth to Kindergarten program will start in Fall 2020. They will be offered online and, in the evenings, to accommodate teachers who already have a two or four-year degree and want to get trained in the birth to kindergarten population.

The program is being marketed in a couple of different ways, said Walker-DeVose. Our program is open to anyone who desires a B-K teaching certificate in the state of Georgia. The program is located on the Armstrong campus, so naturally, much of our efforts will focus on Savannah and the surrounding communities. We will be reaching out to local high schools, particularly those with Early Childhood pathways. We are also working with the Early Care and Education program at Savannah Tech.

According to Walker-DeVose, the entire community stands to benefit from this program. Research shows a positive return on investment for every dollar that is invested in quality early childhood education. This body of research is another reason that society should be looking for ways to support its youngest learners and fairly compensate those trusted with their care and education.

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One of a Kind Education - the Inkwell

The Kansas State Board of Education welcomed a series of recommendations Tuesday in response to the e-cigarette epidemic among youths that featured four ideas for reforming state law and options for changing local school board policy to block vaping by students, employees and school visitors.

Motivation for taking a new path was drawn from anecdotal evidence that e-cigarette usage mushroomed in the past couple of years and from the spring survey of Kansas ninth-graders through 12th-graders. In the survey of public school students, 48.6% said they had used an electronic vapor product to consume tobacco. That was up from 34.8% in 2017 and reflected a 40% surge in use of the devices.

Kansas' high-school aged students were much more likely to experiment with vaping than traditional cigarettes. The latest report showed 24.8% tried a cigarette, but 48.6% had vaped. The portion who consumed tobacco within 30 days of the survey ranged from 5.8% by cigarette to 22% by vaping.

Kansas Health Institute policy analyst Hina Shah said the state board of education could give thought to endorsing any of four areas of potential statutory change on tobacco consumption ahead of the 2020 session of the Kansas Legislature starting in January.

"What this review does, it gives you kind of an overview of each of the different types of state statutes," she said.

The first suggestion was for the board to get behind an existing campaign to raise the statewide minimum legal age to purchase tobacco products from 18 to 21. Seventeen states and the District of Columbia have taken this approach to reducing access by adolescents to all forms of tobacco. In Kansas, 29 local units of government have adopted "Tobacco 21" ordinances.

Ann Mah, a Topeka representative on the state board of education, said the Legislature adopted an indoor smoking ban in 2010 in large measure because of evidence secondhand tobacco smoke caused lethal medical problems and increased the state's health care costs. To inform the 2020 Legislature of the public policy challenge, she said, it would be helpful to have comparable evidence.

"If it's going to be successful, we've got to have numbers," Mah said.

Shah said some states layered tobacco restriction laws with exemptions for members of the active-duty military, as well as individuals turning 18 before a certain date.

In addition, Shah said, the state board of education could weigh in on possible bills that would add vaping to the state's indoor smoking ban, raise the state tax on sale or dealing of electronic cigarettes and enact a ban on flavored nicotine-containing vapor products.

The state board of education is scheduled to vote in December on a set of policy recommendations regarding tobacco products that would, if approved, be passed on to local school boards for consideration.

Ness City superintendent Derek Reinhardt said the policy guidance developed by the board's vaping task force contained the standard ban on use, possession and promotion of all tobacco products by students and staff. The suggested policy also would block use of tobacco products by parents, contractors, volunteers and other visitors in any district facility, school vehicle or at school-sponsored activities, programs or events.

"Personally, I feel my district passed something very similar to this about five years ago. I know there are school districts out there that I've been in that have very similar policies," Reinhardt said.

He said the first couple of years after implementation led to a handful of confrontations with adults who complied only after given the option of dealing with a law enforcement officer and being banned from school property. Local districts not invested in grappling with community members on the tobacco front will be the least likely to embrace the proposal before the state board, he said.

"I think this is good policy in terms of what's best for kids," Reinhardt said.

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Kansas board of education poised to consider anti-vaping policy, statutes - St. John News Online

The Director of the Center for Students with Disabilities (CSD) knows he can never get too comfortable in his line of work.

The great thing, though, about disability services and working in this field [is that] you can never think that you know it all, director Gregory Moorehead said. Because as soon as you do, there is a diagnosis or a symptom that you have not seen before.

For the past 15 years, Moorehead has been providing support and assistance to individuals who need it most. From ensuring students are accommodated based on their specific needs,to discussing with colleagues the trends that are happening at DePauls campuses, Mooreheads work covers a wide range of issues. .

That dedication Moorehead has shown for over a decade has not gone unnoticed. In September, he was appointed to the Disability Services Advisory Committee for the Illinois Board of Higher Education (IBHE). This committee is comprised of all the public universities and some select private universities in Illinois.

As a committee member, Moorehead will collaborate with fellow experts and discuss various issues such as how to create a more inclusive culture for students with disabilities at each respective university.

When DePaul Learning Specialist for CSD Jim Even heard that Moorehead was appointed to the committee, there was nothing but excitement for him.

Well, we [the center] were very proud of Dr. Moorehead, Even said. He is an accomplished director, and we think it is great that he was recognized for his service and his credentials.

Moorehead first became involved with disability services 15 years ago at Rutgers University. At the time, he worked with the TRiO program, which helps to increase the participation of underrepresented populations in education. After the director of the Office of Disability Services resigned, Moorehead was asked to take over the position.

Initially, it was a learning process to get acquainted with the field because Mooreheads background consisted of education administration. However, Moorehead credits his mentors at Rutgers as the reason why he transitioned well into his new role.

If youve got good mentors, they will make sure you take all the class courses that you need, Moorehead said. They [sent me] to all the seminars, all the workshops, all the conferences and all the associations that you need to network with to make sure that you have the background and training that you need.

Now, with Moorehead being a part of the IBHE, he is providing a similar service to his colleagues at DePaul. Assistant Director of the Center for Students with Disabilities Lavonne Kopca said there is plenty of information that can be obtained, especially since Moorehead will be gaining insight from knowledgeable people with different perspectives on diverse topics.

He collaborates with [the committee] and gets information and passes that on to us, Kopca said. This helps us to incorporate the mission and strategic plan of the university and to make sure that it is embedded in the work that we do here in the office.

The work that is being done at DePaul has stood out to junior student Jess Cano. Even though she just started using CSD this quarter, she feels comforted because of how inviting it is at the center.

I was just really surprised with how welcoming they were, Cano said. They were willing to listen to what I wanted and what I thought I needed. There is no judgement whatsoever.

At DePaul, and many other universities around the world, more and more students require assistance with mental health concerns. According to the World Health Organization, over one third (35 percent) of first-year college students are affected by some kind of mental illness.

DePaul does offer a wide variety of accommodations, such as exam readers, sign language interpreters and course selection consultations, but those resources dont necessarily reflect what the students with mental health issues need. For students and faculty, the resources better suited to assist these particular students are currently available at both the Lincoln Park and Loop campuses at CSD.

Moorehead knows that its a process to find solutions to the various problems that students are facing, but these challenges will help to implement the best practices at each respective university. For Moorehead, his commitment to his work is especially important because students with disabilities help to create and contribute to the vast community that is represented at DePaul.

Those students are wonderful, and they add a lot of diversity to our campus, Moorehead said. They provide a lot of energy to our campus. They make the fabric of our campus a whole lot more rich, [and make] the tapestry a whole lot more interesting.

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DePaul Center for Students with Disabilities director appointed to committee in Illinois Board of Higher Education - The DePaulia

Online education has experienced tremendous growth over the last ten years. Thanks to the increased accessibility of the internet and cheaper computers, the opportunities for non-traditional education have seen an explosion in new adoptions.

According to areportfrom the National Center for Education Statistics, the number of enrollments in online courses in the United States has been steadily on the rise. In 2015, there were 5.9 million students enrolled, a number that has grown to 6.3 million at the end of 2016, the latest years for which data is available.

There are plenty of benefits of online education over traditional methods of teaching, including more accessible hours and easier access to course materials. Here are five of the most popular reasons for taking online classes.

Image 1: https://unsplash.com/photos/EmI3nDgas1I

When enrolling in a course, its important to consider not only what youre interested in studying, but where youre going to study it, too. For lots of people, this severely limits the number of options they have.

Studying online gets rid of this barrier. Theres no need to worry about relocating to a new area to follow a new career prospect.

Accredited online universities need to meet minimum criteria and curriculum standards set by a governing body, just like traditional schools. Since the standards are the same, you can be sure that the quality of education you are being offered in either case is similar.

A lot of the benefits offered by being physically present are also transferred to online courses. Students are free to interact with the instructors, collaborate with students and are granted access to the necessary study materials.

Image 2: https://unsplash.com/photos/WHWYBmtn3_0

For most professionals, making time to attend classes while still being employed presents a major challenge. It requires having to readjust your schedule or in extreme cases, quitting your job to make up time. For someone thats not been saving money or has inflexible timetables, something has to give.

One of the biggestadvantages of online educationis the ability to simultaneously study and work at the same time. According to astudycarried out by The Learning House, 72% of undergraduate students and 81% of graduates enrolled in online courses were working either part-time or full time.

Taking an online course is a great way to improve career prospects for someone looking to switch careers or taking a new course to improve their standing at a current job.

A lot of people will also benefit from the ready access toassignment writing helponline, as compared to getting help from unavailable lecturers. The online writing services provide students with high-quality writing of thesis, dissertation and essays.

The best online courses in the world are much cheaper than attending a physical traditional campus. Costs vary from program to program, but the absence of the need to access amenities and physical access to school buildings drives the costs down.

Some universities even offer financial aid for the less fortunate. Best of all, many online courses by some of the worlds top universities are free.

Free courses dont normally offer certificates after completion, but its an excellent opportunity to expose yourself to some of the worlds top educators.

Studying online allows you to choose any learning environment that works best for your needs, in your room, in the library, or even on the move while going for a run or a brisk evening walk around the neighborhood.

Part of the allure of enrolling in an online learning course is the ability to take courses as fast or as slow as you need to. On most online programs, youll notice a self-paced label somewhere on them.

This indicates that youre free to begin working towards the targets outlined by the program at any time and finish them whenever youre comfortable. And since you dont have to commute to class, you are going to save a lot of time anyway.

Taking online classes is also a recommended method of dealing with social anxiety for students whose physical attendance causes a significant amount of discomfort.

There are hundreds of online colleges offering high-quality education to choose from. Depending on your needs, there is a course out there that covers your area of expertise or interest. These include internationally-recognized universities like MIT, from whom you can acquire free educational material on some courses. Online courses offer enough flexibility and resources to fit anyones schedule and fit most peoples requirements.

Author Bio:

Emma Rundle is a tech expert working with student entrepreneurs and startups to help them scale new heights in the business world. She also works as an academic writer with online writing services in areas of engineering, science and technology. In her free time, she likes to work on her weekly podcasts, do painting and cooking seafood for her family.

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5 Benefits of Online Education in 2020 - Dekh News

By Margaret Merga

Posted November 13, 2019 05:00:15

Technology has delivered innovative tools which can offer significant opportunities for learning.

However screen time comes with potential risks for young people.

Australian students spend more time online than the OECD average, and our students' screen use is growing over time.

Internet and computer technology is a key part of the Australian curriculum, and we want our students to be tech-savvy.

One might expect that heavy investment in internet and computer technology in schools would yield notable educational benefits, however the most sizeable international research in this area suggests that the countries who have invested the most have seen no appreciable improvements in reading, mathematics or science achievement.

Many parents assume that Australian schools regulate their students' screen time.

But the reality is that Australian schools have some of the lowest levels of restrictions on screen time in the world.

As students increase their screen use at school, this has also led to increases in screen time at home for educational purposes.

Therefore, burgeoning screen time at school can have a flow on affect that must be understood.

In addition, device use in schools may not always be educative, with devices used to go off-task.

While the World Health Organisation proposes screen time limits for children under five, limits on older children are less clear cut.

While Australian limits suggest that children aged five-to-17 should restrict sedentary recreational screen time to under two hours per day, this doesn't include screen time for educational purposes.

However, without limits, it is entirely possible for students to be on their devices at school almost all day, including break time.

We need new screen limits for children that will allow them to make the most of educative opportunities reliant on devices, while also providing protection from health risks, and promoting literacy learning.

Therefore, firstly we need to be on the same page, with a workable and all-encompassing research-supported screen limit.

Secondly, once we have a limit, we need to agree on who will enforce it, and how this can be achieved.

I believe that parents, schools and students all play a key role in this regard.

Where parents show confidence in applying limits for their children, limits are more likely to be successful.

They should also model the self-regulating screen practices that they expect their children to have.

Schools who have heavily invested in internet and computer technology resources at the expense of the staffing and resourcing of their libraries may wish to re-consider this position, particularly in light of the literacy benefits associated with libraries.

They could consider applying limits to students' screen time at school, and be more strategic about getting optimal educative benefit out of screen time at schools.

For example, where schools have moved away from online textbooks, this has been responsive to desires to enhance reading comprehension and reduce student distraction.

Finally, students need to be taught the benefits of screen-free time, and be encouraged to invest in their own well-being and learning from an early age.

We need to teach them that self-regulation is key, but we potentially undermine this message when schools require children to spend long hours on devices for educative purposes.

Recent research suggests that screen time may already be having a detrimental impact on student learning, and literacy learning in particular.

This is not surprising, as the time we spend reading on screens does not offer the same literacy benefits as paper-based reading, which is better for reading comprehension.

We also know that access to devices can have a negative impact on students' engagement in literacy-supportive activities, such as book reading.

The more devices a children has access to, the less likely they may be to read for pleasure.

Screen time can supplant quality reading time, and some schools are already attempting to address sliding rates of reading engagement by adopting innovative programs.

For example, some schools have implemented a whole-school, research-supported silent reading program.

However, more needs to be done to ensure the benefits of reading for enjoyment are not lost to screen time.

While the contribution of screen time to falling literacy rates is part of an issue with complex causation, limiting screen time could play an important role in addressing stagnating literacy scores.

While impacts on literacy warrant attention, there also needs to be greater awareness of the potential risks to students' health and wellbeing that can arise from excessive screen use.

Risks are numerous and include, but are not limited to cardiometabolic syndrome, obesity, spinal and postural health issues, Computer Vision Syndrome, sleep disorders, internet addiction, cyberbullying, and diminished perceived self-efficacy for physical activity.

Some of these reasons were mentioned in the recent decision by the government to ban mobile phone use in Western Australian public schools.

Recent research has also explored the link between screen time and diminished mental health and well-being in young people.

US research found that teens with higher screen time may be less happy than peers who spend less time on screens.

Margaret Merga is a senior lecturer in the School of Education at Edith Cowan University.

Topics:parenting,family-and-children,internet-technology,computers-and-technology,internet-culture,education,books-literature,schools,australia

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Australian school students learn online more than average but their marks have flatlined - ABC News

With innovation and digitalization in overdrive, edtech startups have flourished because they offer accessibility and personalized experience to their users through online education.

A collaborativestudy conducted by Google and KPMG suggests that India will record a staggering growth of almost 500% in the number of users on online education platforms since the year 2016. The market is set to grow up to 2 billion USD, with an estimated 9.6M users by the end of 2021. Weve come a long way from computer labs in schools and universities, which at the time were considered an ingenious way to revolutionize learning.

Readily accessible technology has driven a league of brilliant learners and mentors to transform the way knowledge is being delivered and consumed in the country. Traditional classrooms and pen and paper assessments are being replaced by a far more superior alternative- EdTech or education technology.

Proctortrack spearheads the online proctoring industry in affordable, accessible online remote proctoring and automated identity verification .

It is a robust software that detects up to 26 unique test violations. Proctortrack also offers stand-alone solutions like Veripass , mobile lockdown , and proctor checkpoint to meet a clients specific needs. Proctortrack can be easily integrated with popular LMSs likeMoodle, EdX, Blackboard, Brightspace, Canvas, and Sakai, making onboarding simpler for institutions.

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How Is Edtech Impacting The Online Education Landscape In India? - WhaTech - WhaTech

As we all know, a college education isnt cheap. For institutions of higher learning, there is a massive opportunity to expand potential enrollment to students who might not have the time or financial resources to attend brick-and-mortar institutions on a full- or even part-time basis. There is also the benefit of enabling students to extend their digital lives into their education.

Unfortunately, however, many colleges and universities are squandering this opportunity. For the past several years, many of these institutions have somewhat begrudgingly embraced the idea of rolling out online education programs, mainly because they must in order to survive and meet the expectations of students today.

Statistics indicate the global online education market is expected to top more than $130 billion in the next few years. Meanwhile, on-campus enrollment is dropping, and the number of students turning to online education is steadily growing. But there is more to these trends than meets the eye.

While colleges and universities are investing in and offering online programs, they are not taking them as seriously as they could. This may stem from a lingering misconception that online curricula are not as rigorous as their face-to-face counterparts. Even when universities do create something innovative, such programs are often buried so deep in the organization that almost nobody knows about them, including the students.

This must change if colleges and universities hope to compete for students and deliver the kind of education they desire and deserve.

When we look at the changing demographics of incoming students today, its clear why:

Today, students are not sold on the value of taking on $200,000 in student loans for a degree. Moodys Investors Service reports that net tuition growth continues to fall. According to Moodys, 25 percent of private colleges operated with deficits in 2017, and research indicates expenses are outpacing revenues by 2 percent at state-run colleges nationwide. Unless institutions of higher learning make meaningful investments in online learning now even when faced with budget and time constraints their future viability will be in doubt. Theyre going to be left in the dust by universities that do go down this path.

MORE FROM EDTECH:Discover how online education is evolving.

Colleges and universities have two basic options when it comes to online learning. First, they can opt to build the online practice themselves, committing staff and resources to developing these new products, implementing marketing strategies to identify and recruit students, and adapting infrastructure (online registration, payments, financial aid, student records) as they plan for more online students.

The second option is to outsource the entire operation. There are online program managers that are happy to offer this service if they believe your specific degree will be marketable. But they will take a sizable portion of the revenue generated for the course, requiring your college to keep online tuition rates just as high as in-person classes. As other institutions launch their own online programs, and the battle of supply versus demand prompts them to lower tuition rates, institutions that rely on OPMs will not be in a strong position to compete.

Regardless of the model chosen, its important to embrace pedagogies that leverage synchronous (live) instruction. Merely depositing reading assignments and an occasional video lecture in a learning management system treats online learning as second-class education compared with the types of active debates and discussions you get with in-person or synchronous online instruction.

Online learning should be treated as another business or school within the institution to provide best-in-class modeling for academic departments and faculty, as well as delivering operational efficiencies for the college to thrive in recruiting and supporting students. Many institutions remain unable to make that migration, and most still have their asynchronous content buried in an LMS.

But there are examples of universities and institutions that are getting it right. At Arizona State University, for example, online learning isnt viewed as substandard to traditional education; its just different from it. The university actually has an entire organization dedicated to building innovation into its online education offerings. Indeed, the EdPlus program has its own CEO, a former ASU dean, as well as a team for designing and scaling effective digital learning models. From 2012 to 2018, the university reported that the number of its students graduating with online degrees increased nearly 600 percent to more than 7,000 annually, and the number of programs scaled from 33 to more than 170.

Key to those results is ensuring that online students dont slip through the cracks. ASU assigns every online student a success coach, and the university staffs over 60 of these coaches to support 30,000 students. In fact, EdPlus has several hundred employees. But that journey began with a commitment, a modest investment and a top-down desire to innovate. ASU hired the right people, who may or may not have come from traditional higher education backgrounds, and then empowered them to make the changes necessary to thrive. While decades ago, other colleges may have looked down at online learning and the efforts ASU was exerting, the proof is in the results. Today, youd be hard pressed to find any institution out there that doesnt wish it could have the same type of online results that ASU is delivering.

So, one might ask, why arent other universities doing this?

MORE FROM EDTECH: Structure your university for demand-driven education.

One of the reasons is that the type of technology needed to enable truly meaningful online education hasnt been there. But I think a more likely reason is that, perhaps, weve become too comfortable as educators. Many of us believe that students are willing to accept substandard learning modes, so when we deploy online learning tools, we just do what weve always done. We give them books to read, videos to watch and some generic set of activities and pretend its all quite sufficient.

In reality, its not adequate at all. Just as you had rock star professors in colleges drawing big crowds because they were informative, compelling and entertaining, you also need those fundamentals in online education. Web-based learning must be interesting, engaging and give students the ability to learn their materials in a hands-on and interesting manner.

The technology is being created to make that happen, blending physical and digital components such as augmented and virtual reality, HD cameras, and even 3D printing. But even if you have the greatest technology in the world, it still wont be enough if your institution doesnt also accept the idea that online learning is here to stay. It must be a part of your culture. It should be at the forefront of everything you do.

During tough times, the organizations that make the difficult decisions and focus on strategic growth will ultimately have the best chance for future success. Those that choose to do the minimum when it comes to online learning programs are setting themselves up for failure. Those who get innovative and creative with web-based learning, on the other hand, stand to earn a reputation as flexible, modern educators.

More here:
Are Colleges and Universities Meeting the Online Learning Challenge? - EdTech Magazine: Focus on Higher Education

Introduction

China Online Education (COE) is a Chinese company that specializes in cross-border educational instruction services between young Chinese students and native English speakers. The company caters to strong demand from Chinese parents who want to ensure that their children grow up with good English language ability, which is widely viewed as a necessary skillset for success in today's global, multi-cultural world.

Shares of COE have struggled in recent years due to slowing growth and large operating losses, as well as intense competitive pressures. Although some may view share price declines as a buying opportunity, we would recommend staying on the sidelines until the company can demonstrate sustainable profitability and continued top-line growth.

China Online Education trades on the NYSE as an ADS (American Depository Share) under the ticker "COE"; each share represents 15 ordinary shares. We will use the ADS and USD-denominated figures in this article.

Business Segments

China Online Education runs two businesses:

51Talk - 51Talk is an online service that connects Filipino and North American English teachers to K-12 students and working adults in China. Classes taught by Western teachers are more expensive than those taught by teachers in the Philippines. Online instructional services are provided on a one-on-one basis, with classes offered in 25 and 45-minute segments.

HAWO - COE also offers online group classes (six students paired with one instructor) through its HAWO brand, which was launched in March 2018.

Other Notes

Financial overview (in millions USD)

Share Price

7.06

Shares Outstanding (in millions)

20.45

Market cap

144.38

Debt

Cash

84.08

EV

66.52

(Source: CapitalIQ)

COE has grown quickly over the past few years due to strong demand in China for English educational services - revenues have increased from 60 million in 2016 to $167 million in 2018, although percentage growth has slowed considerably during that time.

The company is still unprofitable due to very high sales and marketing expenses (as a % of net revenues) but this figure has declined steadily in recent years and quarters. Sales and marketing expenses as a % of revenue in 2Q 2019 hit an all-time low of 53%, a positive sign that management is working towards operating profitability.

(Source: COE 20-F SEC filings)

We expect sales and marketing expenses as a % of revenues to continue trending down given historical trends and the fact that COE should begin to realize positive network effects from its service (e.g. paying students and their parents may recommend COE's services to friends and family members).

If COE can manage to continue cutting operating expenses and slightly increase gross margins (which have been on an upwards trend), we see a path to operating profitability within two or three fiscal years. A 1% operating margin on ~$300 million in sales and $5 million in annual depreciation and amortization expense imply annual EBITDA of ~$35 million, which at a 5x multiple leads to a EV of $165 million (more than double current EV). Of course, this is a speculative estimate based on management's ability to execute and continue growing sales while managing expenses.

The aforementioned slowdown in sales growth is likely attributable to the fact that the number of paying students actually declined YoY from 2017 to 2018:

(Source: Page 45 of 2018 20-F)

COE offers free trial and live broadcasting lessons in order to market its services, which is why growth in the number of active students has outpaced the number of paying students in recent years. However, average spend per paying student has increased substantially during the same period, which is a good sign of the company's pricing power.

An investment in China Online Education is highly speculative and carries a number of risks for the following reasons:

Although we believe that COE shares have a reasonable valuation and that the company has a long-term path to profitability, we have elected to stay on the sidelines for now given the risks described above. Becoming profitable will be a difficult task since the company needs to spend in order to drive new customer acquisitions and faces additional personnel and technology-related expenses as it grows.

However, we will consider initiating a long position in COE if shares show continued weakness since the company does have significant growth potential and a path to profitability if management can keep expenses under control. We will continue to monitor the company's progress and keep readers updated via articles on this site. Thank you for reading and please feel free to reach out with any questions or feedback either via the comments section or email (email address is located in our SA bio).

Disclosure: I/we have no positions in any stocks mentioned, and no plans to initiate any positions within the next 72 hours. I wrote this article myself, and it expresses my own opinions. I am not receiving compensation for it (other than from Seeking Alpha). I have no business relationship with any company whose stock is mentioned in this article.

See more here:
China Online Education: Sitting On The Sidelines - Seeking Alpha