Online education has become a reality. Online classes are taught on a variety of platforms by educators all around the world. Currently, teachers are perplexed about which online education platform is the finest, and this uncertainty extends to students as well.

Disconnected and difficult-to-use systems frustrate a large number of educators. Teacher expansion is hampered by the difficulty of these platforms. Furthermore, some of these online education sites charge astronomical fees. The demand for a platform that is holistic, simple, and secure is greater than ever before.

What youll learn about online teaching platforms in this blog will be useful to you as a teacher. Here is a list of features you should search for in online teaching platforms if you are having trouble with it. Before we get into the specifics, here are some of the reasons why its so critical to pick the correct online teaching platform

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Teachers frequently wonder how to pick the best online teaching platform. There are numerous considerations to be made. The platform must be easy to use and comfortable for you. In this article, well go over some of the qualities to look for in an online platform:

1. Affordability

When it comes to online education, there are a lot of platforms that offer a plethora of capabilities, but when you actually use them, they are prohibitively pricey. There are a number of factors to consider while deciding on an online teaching platform, including cost and LMS features. With built-in LMS (Learning Management System) features and capabilities, Teaching is an online teaching app that is free. In the long term, it is important to choose a platform that will benefit you.

Only when there is a two-way exchange can learning be effective. Teaching loses its purpose when teachers do not ask their pupils if they have any questions or concerns. No matter how amazing the explanation or animation is, there must be two-way student-teacher interaction to ensure that the concepts are transmitted in the best possible way.

Many video conferencing and e-learning services zoom in on the privacy of users. You need to be sure that the online teaching platform you choose is safe before you can use it. Students phone numbers must be protected, and other students must not misuse the phone numbers that are available to them. There are several factors to consider when it comes to security.

Its possible that not all professors are up to date on the latest technology. Even if youre not tech-savvy, your ability to instruct students shouldnt be affected. Select an app for online education that is simple to use and understand. There are some platforms that are really tough to use and understand. Such platforms should be avoided at all costs.

It takes a long time to record peoples attendance. When it comes to online classes, this is even more true. Loopholes can be found by students, who can then claim to be present when they werent. Automated attendance features in an online teaching app can help avoid confusion and complications.

Students need to be able to share assignments, notes, and other resources in order to stay motivated and receive an excellent education. To educate online, there are a variety of tools and platforms that teachers employ. One site for assignments, another for testing, and a few others for sharing study material. Select a platform that allows you to perform all of your tasks from a single location. Sharing content is a breeze with Teachmint since its quick, easy, and only a click away.

The greatest online teaching software combines all of your classroom tools into one location. Timetables and schedules for classes as well as study materials, the number of students who have signed up, their attendance records, and so on. Make sure to take in mind the ease of administration while selecting the best online teaching platform.

The digital divide in India is particularly pronounced, therefore its critical to pick a platform that doesnt use a lot of data and GB. In spite of the fact that Teachmint provides excellent video conferencing and two-way interaction, it uses a minimal amount of internet bandwidth, saving you money.

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It is possible to use a wide range of online and mobile teaching technologies to make classes more interesting and participatory. In one of our previous posts, we went into great detail about how to apply to be a teacher. You can read that blog here.

In the event that you are looking for an online teaching platform that includes all of the above-mentioned characteristics and more, then Teaching is the answer. There is no better solution for instructors and tutors than Teaching.

Because of this, several educational institutions and private instructors around the country are now offering classes via the internet. Online schooling has never been easier or more convenient thanks to this free software.

Check Here for More Updates:BulletinXP

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Teachmint Login: How To Sign Up And Log In To Teachmint? An Online Teaching Platform! - bulletinxp

Something remarkable is happening with online learning. Lets call it ed techs second wave.

Its been said that necessity is the mother of invention. And wowthere has been a lot of necessity over the past two yearsand a lot of invention. For business leaders and companies, the massive social experiment that required shifting from in-person to online environments has reshaped how we think and design learning at work. We were already in an upskilling imperative, faced with ever-increasing demands on skill development and hiring challenges. The pandemic managed to accelerate those demands.

The first wave of ed tech started about 15 years ago with game-changing companies like Khan Academy, Udemy, Pluralsight, and Coursera. By making great educational content available as widely as possible, these online services worked to democratize learning. As an ed tech leader and an instructor to more than 200,000 online learners, Ive seen how transformational this educational revolution has been. Millions of people have access to life-changing learningdelivered straight to their computers and mobile devices.

Following the ed tech revolution, were seeing an exciting and necessary evolutionone to address the elephant in the online classroom. The reality is that online learning engagement and completion rates are famously low. Learning leaders struggle to boost engagement, even when learners have access to content on nearly every skill imaginable. Not enough people are making the progress they want with online education.

What is standing in the way? I see three core reasons: accountability, effectiveness, and connection. Without accountability to a schedule and other learners, people dont always have a reason to finish a course or even get started. Whats more, passiveinstead of activelearning is less effective. (You dont learn to ride a bike by watching someone ride a bike.) Finally, being connected with a teacher and peers makes all the difference in learning and retaining material, especially in remote and hybrid environments.

This second wave takes advantage of the science behind how adults actually learn with modern conveniences we all expect in a world of instant gratification. Simply put, this evolution of traditional online learning builds on the benefits of asynchronous learning (taking a class on your schedule and where you happen to be at a given moment) and dramatically amps up accountability and effectiveness by layering on a cohort experience (a group of students who support and strengthen what youre learning).

Early in the pandemic, a common joke was how wed never be able to tell ourselves we would be more productive if we only had the time. The truth is, a goal without a plan is just a wish. And learners without a plan are most likely a little lost.

When you put learners in a group together and give them a plan, you amplify their learning ability. The opportunity to learn from one another and see others progress offers a sense of belonging in a dynamic group, which bolsters motivation.

After all, you arent working in a vacuum or an echo chamberneither of which are effective learning environments. An ideal program plan has elements of choice: You can choose when to work through curated content but within a set time frame. You are given milestones and deadlines to complete at your convenience. By having a schedule where you must learn the material and finish the course, students complete the work. Whats more, working in a group of learners makes you feel beholden to them and your instructor.

When I think of online education as a whole, too many people and products focus on What is the knowledge I need to share with people? instead of What do I need to do so that learners will learn? Its like handing learners a book and saying, Great, I did my part, instead of designing an experience that ensures learners will not only learn the material, but are energized and excited to learn it (which leads to greater retention).

Learning is a verband we have to rethink how we design effective learning experiences. At my company, we design eight-week learning journey programs that combine independent learning with live workshops. We connect learners with experts and practitioners. Plus, we provide opportunities for learners to collaborate and hone their skills with lab practice settings and business-relevant projects.

These kinds of active and social offerings motivate students. Compare this with someone staring at their screen for hours, simply listening without practicing or receiving feedback on their progress. Which do you think achieves better learning outcomes?

Alongside innovation in workplace learning, weve seen previously unimaginable shifts in where employees work. Many employees have spent the last two years at homeand they dont want to go back to their offices. This physical isolation presents unique challenges for companies during a time when retention is difficult and resignations are climbing. Employees who have connections at work are significantly more likely to have job satisfaction, higher performance, and longer tenure.

Online learning builds connectiona commodity we crave in todays isolated world. Cohort-based education can provide a way out of this solitary confinement, offering many of the best qualities of in-person instruction. When implemented correctly, learners can meet with instructors for one-on-one meetings, have break-out sessions with fellow students, or participate in full-class interactions with the teacher and students.

I like to think of cohort-based learning as the modern water cooler where you meet your colleagues and build relationships along with learning new skills.When implemented well, this new wave of online learning, based on how people really learn, works because you are inspired and pushed to a new level by other learners. Or, as the ed tech evangelist Steven Anderson puts it, Alone we are smart but together we are brilliant.

Shelley Osborne is an ed tech and learning expert and the Head of Learning atModal

See the original post here:
Why learning together is the future of online education - Fast Company

I remember a very painful series of meetings a few years ago as a member of my university's innovation council when online courseware was all the rage. Traditional university presidents and provosts were being regularly assaulted by teams of young techies explaining that they urgently needed to get their faculty to put basic courses online using that particular vendors' tools and technology.

The techies impolitely suggested that the schools' current digital efforts would have been absolutely fine 10 years ago,but they now needed to move forward -- before it was too late -- to enhance and expand their offerings. The Covid-19 pandemic is just the latest reminder that the entire educational system in this country, from grade school to graduate school, is a continual proof case of "too little, too late" as we continue to fail our kids and forfeit their futures.

Too late, in the university context of the past decade, means a variety of things to the different audiences to whom this serious warning was addressed, but among the main expressed concerns were the risks that: a) better and readily accessible online course content might rapidly become available from other, more prestigious institutions, often at little or no cost to the students; and b) that most of these universities did not have the time, resources, or staff to create their own content delivery systems with the bells and whistles that were going to be increasingly required to meet emerging production standards, quality levels, and best practices. Blackboard, among other antiquated programs, was basically yesterday's black hole, which too many schools kept pouring time and money into with little or no benefit or return.

And even under the best of circumstances, the prospect of a single school spending scarce resources to basically reinvent the wheel when startups had already spent millions to build systems that were being quickly adopted across the country made very little sense to the colleges' administrators and financial officers. And, to their credit, the best of the startups offered an even more compelling argument. They would develop, record, and onboard the course material at their own expense in exchange for a multiyear commitment from each school to share its online tuition revenues.

So, over a relatively short period of time, especially given the glacial pace of innovation in higher ed, the transition work began, and more universities aligned with online curriculum providers although -- interestingly enough -- far more of the impetus for the changes came from the administrative side of the house than from the academic. This is in large part because the financial benefits that drove much of the entire movement accrued almost exclusively to the schools rather than to their faculties who -- as a further insult -- were regularly reminded that the incremental revenue generated by the new digital initiatives helped to pay for some portion of their own compensation and secured their jobs.

The indignities didn't stop there. The ultimate blows came when the online providers sent their employees (typically the age of graduate students or younger) to help "convert" the content of the faculty members into the instructional formats and bite-size buckets better suited to the new delivery formats. Imagine, if you will, any professor from your past being told by some young, officious techie that his or her decades of training and teaching were about to be reimagined and transformed by the alchemy of the digital age into glitzy and compelling content sure to hold students' attention and, at a minimum, entertain them if not educate them. This wasn't any old shovel ware or simple standup video lectures -- it was definitely new age. And it was Marshall McLuhan's dictum come to life: "Anyone who tries to make a distinction between education and entertainment doesn't know the first thing about either."

But the truth is there is simply no compression algorithm for education or experience. As the utterly bereft efforts at online education during the pandemic convincingly demonstrated to millions of students and parents, effective education is still delivered from one person who connects -- personally and emotionally -- to another. Teachers don't teach content or courses; they teach students. It's an alchemic process for sure, but not one that even the best technology can put into a box and deliver convincingly at scale regardless of the skills of anyone involved in the process. We might appreciate our smartest teachers, but we're most grateful for the ones we believe care honestly and deeply about us and about preparing us for an uncertain and challenging future.

The fundamental flaw in online education today -- now glaringly apparent to parents and even politicians -- is the failure to appreciate and understand that education is something that is done to you; learning is (and must be) something you commit to and do for yourself. Engaging the curiosity of our kids is absolutely crucial -- schools can't be dream-snuffers. Teaching isn't about instruction; it's about creating interest, engagement, and excitement about learning. It's not about filling an empty vessel with knowledge; it's about igniting a passionate desire to learn.

Even more to the point, it's difficult to scale true learning without some new and far more interactive tools that provide personalized and immediate feedback because ultimately, it's not about teaching anyone to memorize facts, but rather about leading them to think about the facts, understand the context and issues they represent, and then to think about how to address and solve the problems they pose. And ultimately to synthesize those arguments, thoughts, and conclusions and present them convincingly to others. This is the only chance we have to return to a time when the prime focus of education was to make better and more informed citizens, rather than competent factory workers and grossly indebted college graduates.

The best technology will never replace great educators; ideally, tech will empower, extend, augment, and enhance their skills while relieving them of the enormous burdens of paperwork that they currently bear. If we don't immediately employ effective classroom and administrative technologies to support and relieve some ofthe daily stress and strain on our best and most conscientious teachers, they won't stick around, and we'll be left with a combination of the oldest and least effective teachers and a mass of inexperienced and inadequately trained newbies.

In 2021, nearly one million people quit jobs in public education, a 40 percent increase over the previous year. Following the pandemic, it's estimated that one in three teachers in the U.S. is thinking of leaving their position. We waste so much of our teachers' time tracking, documenting and keeping score that we lose sight of something critical that every entrepreneur and game developer can tell you. We learn much more from trial and error -- even from failures -- than we ever do from our successes. Happy endings areinstructive only in the movies, and even then, the messaging is mixed at best.

We've got to do a great deal of work going forward to figure out how to properly (and efficiently) measure not what students are taught, but what they're actually learning and whether we're providing them with the practical education and the tools they will need to succeed not just in school, but in life. If the pandemic taught us anything about online teaching, it was that after all these years of trying, we still haven't learned a thing.

The opinions expressed here by Inc.com columnists are their own, not those of Inc.com.

Read more:
You Can Put College Courses Online, But You Can't Get an Education There - Inc.

A study by the University of Macau (UM) showed that the number of negative opinions towards online teaching expressed by Weibo users the Chinese social network equivalent to Twitter rose from 4.6 per cent before the pandemic to 51.6 per cent.

The percentage of Weibo users with neutral opinions about online teaching dropped to 33.04 per cent while negative opinions increased to 51.6 per cent, during the pandemic and with different outbreaks, according to the Study Monitoring of the Public Opinion on Online Teaching during Covid-19 in China.

The publics perceptions of online teaching were, before the pandemic, mostly neutral (79 per cent) and only 4.6 had a negative perception, the study pointed out.

In the event of an outbreak of covid-19, with measures of confinement and suspension of face-to-face classes, adopted in China, the number of topics on the Chinese social network reflected widespread concern about schools, teachers, students and curricula.

For example, the main topic in that [outbreak] period included terms like prevention and control, pandemic and China, reflecting a close relationship between online teaching and the external environment. The second topic was more related to online teaching users, teachers and students, indicated the research.

Thirdly, the most common topic was related to personal disposition and growth, while in fourth there were school-related issues such as homework, course, among others, he added.

On the other hand, in outbreaks, the negative opinion of women about online education increased from 5.5 per cent to 19.1 per cent and the situation did not go down much beyond the situation (16.2 per cent).

Comparatively, men seemed to maintain a positive view of online teaching, regardless of the stages. Women with a negative view of online teaching during an outbreak was nearly twice as high as men, the study described.

The director of the UM Education Research Center, Zhou Mingming, told Lusa that students of all levels of education in Macau use the teaching platform recommended by schools without difficulty and most are able to participate in virtual classes.

However, parents are concerned about issues such as childrens self-regulation and whether virtual classes will be as effective as face-to-face learning. Some parents are required to supervise virtual classes and homework, she added.

Due to the outbreaks of covid-19, online education has increased in China, which has 176 million students, up to the age of 18, leading to a development of tools for virtual teaching, with the Internet registering about 800 million Chinese users, according to the study.

More here:
Macau study shows rise in negative opinions towards online teaching - Macau Business

Vermont Business Magazine The Center for Financial Literacy at Champlain College, in partnership with the Vermont State Board of Education, is offering a free online, on-demand conference on teaching personal finance that will begin on March 28, but will be accessible asynchronously through April 30.

The conference was originally offered last spring, when more than 500 registered for the event. Many educators indicated that due to pandemic related reasons they were unable to take this free training and asked that if be offered on more time. The economic sponsor of that 2021 event, Northfield Savings Bank Foundation, has provided funding to our Center so that we can offer this event one more time.

The event was designed primarily for Vermont K-12 educators. Again this year, the online, on-demand conference is also open to state adult educators, prison educators, social workers, and representatives from community action agencies and restorativejustice programs in Vermont.

John Pelletier, director of the Center for Financial Literacy, says the conference is designed to improve the financial literacy of 80,000 K-12 public education students by giving Vermonts 8,000 educators access to the tools, resources and training they need to successfully integrate new personal finance education standards into their classrooms.

Pelletier says Jump$tarts National Standards in K-12 Personal Finance were approved in 2018 by the Vermont State Board of Education. He says Vermont educators can earn up to 7 hours of professional development training over the 90-day period of the conference.

During the conference, which features nationally known experts, participants will learn how to implement the standards, which enable the teaching of personal finance in an interdisciplinary or standalone manner.

There will be educational tracks for elementary, middle and high school teachers.

Pelletier says Vermont and other states have embraced the JumpStart standards because they are more rigorous and comprehensive than most state standards. Experts agree that free, interdisciplinary personal finance standards are the most effective.

Participants will also see that these standards are flexible, so that educators can develop appropriate and relevant content that aligns with the standards in content areas like mathematics, language arts, social studies, family and consumer sciences and business. This type of programming is also used by many special educator in the state with their students, says Pelletier.

This event is being funded as part of a $200,000 grant from Northfield Savings Bank Foundation, $45,000 from the National Life Group Foundation and $16,000 from Next Gen Personal Finance.

Champlain Colleges Center for Financial Literacy, the Vermont Agency of Education and 16 state educators created the materials for the conference and enlisted the speakers.

About Northfield Savings Bank Foundation

The Northfield Savings Bank Foundation (NSBF) was established in 2000 through Northfield Savings Bank (NSB) as part of NSBs long-standing commitment to donate 10 percent of its yearly earnings to the local community. The Foundation supports Vermont-based efforts focused around improving residents well-being and self-sufficiency in areas such as financial literacy, education and at-risk youth. When considering an area of need or partnership, NSBF is deliberate, focused and thorough in its assessment to ensure significant results can be achieved given the amount of time and money to be invested.www.nsbvt.com

About Next Gen Personal Finance

Founded in 2014,Next Gen Personal Finance(NGPF) is the leader in the K-12 personal finance space with more than 60,000 middle and high school teachers who rely on NGPFs engaging, hands-on personal finance curriculum and professional development workshops.NGPFs mission is to ensure that, by 2030, all students cross their high school graduation stage having taken a personal finance class. NGPF creates no-cost middle and high school curricula, offers no-cost teacher professional development workshops, and leads advocacy efforts to increase student access to personal finance education. Next Gen Personal Finance is based out of Palo Alto, California.

About the Center for Financial Literacy

Established in 2010, Champlain Colleges Center for Financial Literacy is committed to improving the personal finance knowledge of our nations K12 and college students, teachers, and adults. The Center supports this mission with advocacy, published research reports that are used by state and local policymakers, K-12 educator training programs, and providing training and tools for educators and college students. Champlain College is one of the few colleges that requires undergraduates to take personal finance training. The Center is nationally recognized for its work: by the White House in a 2012 report Every American Financially Empowered for its unique graduate-level training program for high school educators (subject to a National Endowment for Financial Education study and Center study) and its college undergraduate training programs; by the Consumer Financial Protection Bureau in reports for state and local policymakers (see 2015 Report and 2017 Report); and by the press for its Adult and High School Report Cards on Financial Literacy. The Centers founding Director, John Pelletier, was formerly chief operating officer and chief legal officer at some of the largest asset management firms in the United States. John was appointed by the governor to co-chair the Vermont Financial Literacy Commission alongside the Vermont State Treasurer. For more information visit the Centers website: http://www.champlain.edu/cfl.

About Champlain College

Champlain College has provided a radically pragmatic education since 1878. It is a small institution with big ideas, and supports innovation, social equity, and interdisciplinary collaboration. Champlain's multidimensional approach pairs in-depth career learning with a renowned Core curriculum and built-in financial literacy and career positioning programproviding a comprehensive educational experience unmatched in higher education. Graduates enjoy uncommon early career success: Over the last six years, 93% of graduates were employed or continuing their education within six months after graduating. All this is achieved through Champlains upside-down curriculum, faculty with industry experience and students who learn by doing.

To Register, clickhere.

Contact: John Pelletier atjpelletier@champlain.edu

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Free Online conference on personal finance being offered again to Vermont teachers - Vermont Biz

The Great Upheaval: Higher Educations Past, Present, and Uncertain Future by Arthur Levine and Scott J. Van Pelt

Published in September 2021

Beware of allowing online learning evangelists into your traditional, residential and research-intensive institution. Online learning people, it turns out, are hatching a secret plot.

This secret evil plan has three phases:

Phase 1: Initiate a smattering of online education programs (degree and nondegree), starting outside the core of the residential undergraduate program in graduate and professional schools.

Phase 2: To develop these new online programs, prioritize the recruitment of experts in learning science, such as instructional designers and other nonfaculty educators, who collaborate closely with faculty on online course and program development.

Phase 3: Apply the same research-based learning science principles and faculty/nonfaculty collaborations utilized in online programs to residential teaching and learning, focusing first on larger enrollment gateway and other introductory courses.

In this conspiracy, online education is a means to an end of institutional transformation. That transformation is to shift traditional residential education from teacher- to learner-centric and to put learning science at the core of instructional practices.

Creating new online education programs at traditional, residential, research-intensive institutions is a good lever for academic transformation, but it is not enough. What is most important is to gain traction in the campus marketplace of ideas.

The humans who work at our universities need to believe in the necessity of transformation and the efficacy of placing learning and learning science at the heart of change.

This is where Levine and Van Pelts The Great Upheaval comes in.

Neil Gaiman once said, A book is a dream that you hold in your hand. The Great Upheaval is a dream of a different sort of university.

The future of the university that Levine and Pelt envision is one where:

And my favorite quote from the book:

The Great Upheaval provides a road map for those institutions wishing to proactively chart their long-term paths to designing the university of the 21st century. The authors create this map by using the effective technique of looking backward, sideways and forward.

The backward view contextualizes the future transformation of higher education in past large-scale changes. Learning the history of how our postsecondary system evolved is necessary to assure us that large-scale change is possible and to remind us of the pitfalls that lie ahead.

The sections of The Great Upheaval that I most enjoyed were those on looking sideways. Chapters on the transformation of the music, film and newspaper industries provide insights into what the higher education industry will likely look like in the decades to come.

The impossibility of resisting the shift from analog to digital becomes clear from these sideways glances. Incumbents will use every mechanism available to avoid changing what has always worked, ranging from denial to lawsuits. The end result still ends up being a change from records to streaming, paper circulation to apps and theaters to digital platforms.

Levine and Van Pelt are convinced that higher education will become digitized, a process that will both supplant and support existing analog (residential, face-to-face) programs. Smart institutions will find ways to have digital learning complement campus programs to provide more choice for learners and greater resiliency for colleges and universities.

The Great Upheaval joins a chorus of book-length arguments (many published by Johns Hopkins University Press, including my own co-authored book with Eddie Maloney Learning Innovation and the Future of Higher Education) to situate learning and the learner at the center of university design and institutional strategy.

Coming out of the pandemic (hopefully), the time is now to have wide-ranging campus conversations about the future of our institutions.

An ideal way to generate smart campus discussionsones that avoid the traps of ahistoricism or faddish techno-boosterism (no, VR will not revolutionize higher ed) is to book club with the right book.

The Great Upheaval is that right book.

What are you reading?

Read more from the original source:
'The Great Upheaval' and the Coming Learner-/Learning-Centered University | Learning Innovation - Inside Higher Ed

In March 2020, when the emergence of COVID-19 spurred then-Utah Gov. Gary Herbert to order the closure of public schools throughout the state, the jobs of Park City School District teachers changed drastically.

The stress level went up immediately and adding to the difficulty was a 5.7-magnitude earthquake that struck Magna and shook the Wasatch Front and Back on March 18, 2020, the first day of remote teaching.

We basically turned teaching around on a dime and we taught using several modalities, including meeting students in person and online, said Renee Pinkney, a Park City High School social studies teacher. Out of sheer necessity, we had to master technological skills we never dreamed of.

It was challenging to teach both the students sitting in front of her and others who were at home on Zoom at the same time, she said, and teachers had to be more flexible in their teaching.

Then there was the concern about the deadly virus that has now taken the lives of 23 Summit County residents and nearly 1 million people in the United States. Pinkney said people have been in a state of fight-or-flight for two years because no one knew what was coming around the corner, including how the coronavirus would affect them personally.

I dont say that just about teachers but for everyone worrying about getting COVID or exposing family members or having co-morbidities or being high risk, she said.

At the two-year mark of the pandemic, life is starting to get back to normal for teachers or at least a new normal but getting to this point has been tough.

After the pandemic struck, schools in the Park City School District switched to online teaching for the rest of the spring semester until they reopened in August 2020. Students at that point could to go to school in person, opt for remote learning or take some classes in person and others online. Teachers sometimes taught from their homes if they needed to quarantine or take care of family members who were sick.

The uncertainty of what each day was going to bring was really stressful, said Sam Thompson, a fifth-grade teacher at Trailside Elementary. The continual changing of the conditions, mandates and things like that were really difficult.

Teaching was the least effective during the weeks that the schools were closed because online learning is challenging for a lot of students, especially children in the elementary grades, he said.

Once in-person classes resumed, teachers had to implement new protocols, such as keeping track of where kids sat and wearing masks during the period when they were required, Thompson said. It was hard at first to get used to having a mask but he wore one gladly.

I think I speak for a lot of teachers that we would much rather wear the mask and be with the kids in person than have to do the remote thing, and I think their parents would agree with that, as well, Thompson said.

He said its starting to feel as if the schools are a little bit back to normal.

Im impressed by the intelligent people who have been able to come up with a plan to keep the train on the tracks and keep us going forward, Thompson said.

Mary Morgan, who teaches choir and band at Ecker Hill Middle School, said the mask mandate made teaching difficult because she couldnt hear the children sing.

Other challenges have been helping students who get behind because they got COVID or have difficulties at home and filling in for teachers who are out sick, Morgan said. There is a shortage of substitutes in the Park City School District, which adds to teachers workloads, she said.

The Park City Education Association has been working closely with the School District and the board to allow teachers some extra time without having to fill up their days with meetings, said Morgan, who is co-president of the teachers union. Thats already in place right now. Were working on some things to alleviate some stress for teachers.

Morgan has firsthand experience with coronavirus she got COVID in September and was out from work for 10 days. Because she had been vaccinated, her case was mild, she said.

Mary Sue Purzycki, who teaches anatomy and physiology at Park City High School, said this academic year has been a little less stressful because its not so much on the fly.

She prefers teaching in person because a lot of students do not like learning online and it can be hard to get them to engage.

Last year was really hard. I lost probably a good third of my kids that were remote, Purzycki said.

She added that there were students who missed some developmental milestones because of the pandemic. Some ninth-graders who were learning remotely when they made the transition from Treasure Mountain Junior High to the 10th grade at the high school lack the socialization they would have gotten if they had been attending classes in person, Purzycki said.

Some forgot how to do school and missed deadlines and didnt turn in assignments, she said.

One of the biggest problems was that although every student had a computer, not all of them had good reliable internet, she said.

Not knowing whether youre going to have a good internet day or a bad internet day was hard for a lot of kids, Purzycki said.

There were some positives, including learning how to teach and deliver content in a different way, she said.

Ive seen a lot of changes in education and COVID just gave us another reason to change, Purzycki said.

The teachers said the students motivated them to keep going.

Morgan said students need them now more than ever, and not just for academics but for mental health reasons as well.

Pinkney, president-elect of the Utah Education Association, a statewide teachers union, said her other job is to advocate for strong public schools and to make sure they meet the needs of a diverse student population.

I truly believe in the promise of public education and I knew how important it was for our students to have role models who were resilient and doing everything that we humanly could to make sure that they could continue learning despite the fact that we were teaching during a pandemic and having to readjust continually, she said.

See the original post here:
At the 2-year mark of pandemic, Park City teachers say they've overcome coronavirus challenges - The Park Record

U.S. Market recovers fast; In a release on May 4th 2021, the U.S. Bureau and Economic Analsysis and U.S. Census Bureau mentions the recovery in the U.S. International trade in March 2021. Exports in the country reached $200 billion, up by $12.4 billion in Feb 2021. Following the continuous incremental trend, imports tallied at $274.5 billion, picked up by $16.4 billion in Feb 2021. However, as COVID19 still haunts the economies across the globe, year-over-year (y-o-y) avergae exports in the U.S. declined by $7.0 billion from March 2020 till March 2021 whilest imports increased by $20.7 billion during the same time. This definitely shows how the market is trying to recover back and this will have a direct impact on the Healthcare/ICT/Chemical industries, creating a huge demand for Malaysia Online Education (e-education) Market products.

Download Sample of This Strategic Report-:https://www.kennethresearch.com/sample-request-10075379

The Report Title Malaysia Online Education Market has been added by Kenneth Research, provides detailed insights of the market scenario which is further classified on the basis of market size and market volume, along with the compound annual growth rate (CAGR) of the market over the forecast period, i.e., 2021-2023.

The online education system is a software application designed to provide education through the use of web services. The system enables the learner to access the service anywhere and anytime across the globe. Advancement in information technology has led the online education system to great horizons. Owing to the presence of international branch campuses coupled with moderate tuition fees, the Malaysian online education market is considered one of the most attractive markets for higher studies across the globe.

The Final Report will cover the impact analysis of COVID-19 on this industry.

Malaysias educational capacity and the quality of its educational system is an important aspect of the regional and global markets. The Malaysian government is more focused on building an education system that enhances the unique identity of students by providing the specified education they actually need which can be very easy for the online education platform. The government of Malaysia is partnering with social and private sectors making students better prepared for higher education and the job market.

Market Size & Forecast

Malaysias online education market is anticipated to project a promising compound annual growth rate of 16.4% over the forecast period i.e. 2016-2023owing to the strong government initiatives and rising smartphone and tablet users in the country. The Mobile e-learning segment is anticipated to dominate the market over the forecast period. the segment is estimated to account for a market share of 35% by the end of 2023 due to increasing internet penetration and rising mobile and tablet users in the country.

The Final Report will cover the impact analysis of COVID-19 on this industry.

Key Players

Appstronic Sdn. BhdDeskeraFrogAsia Sdn BhdSchoology, Inc.HicommandsWhite House Business SolutionsDigital SambaMoodle Pty LtdPearsonAlisonNotable key players.

Table of Content:

Key Answers Captured in Report?

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Growth Drivers and Challenges

The rapid adoption of mobile technology is playing a vital role in the online education system. Students are more comfortable with the online education system these days as they can access the content more effectively and can spend more time in the learning process, this will further spur the growth of the Malaysian online education market. Malaysias government is taking initiatives to promote education through an online platform in order to increase the adoption of technology among the younger generation and to provide affordable and convenient education to overcome the shortage of quality education. The strong government initiatives are pushing students to enroll in the online education platform for higher education; this will further propel the market growth at an ever-increasing rate.

Introduction of new and effective mandates for the digitization of textbooks in the academic sector and promotion of online education platform by providing tablets and laptops to the students of schools, colleges and universities are expected to expand the market growth over the forecast period. The online education system provides advanced technology graphics and simulation which makes easy to understand the concepts. This is further expected to raise the growth of the online education market in Malaysia. The growing need for highly developed IT infrastructure and a lack of professional academic staff are some of the factors that can restrain the market growth over the forecast period.

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Malaysia Online Education (e-education) Market Size 2022, Share, Growth with Recent Trends, Development, Revenue, Demand and Forecast to 2031 ...

LONDON, UK / ACCESSWIRE / March 21, 2022 / UK Ed-Tech start-up, Sophia Technologies Ltd., is inspiring a better, more equitable vision for the future of education through online education and immersive virtual learning.

A female-founded education technology start-up has announced its arrival in the Metaverse. Sophia Technologies offers a best-in-class affordable online British education program for students from across the globe and has now set its sights on shaping education inside the Metaverse.

London based Sophia Technologies, founded in 2018 by CEO Melissa McBride, is reimagining education in the digital age through its leading British Online School, Sophia High School, and its pioneering Athena Labs Immersive Virtual Reality learning program for children. The company has students in over 24+ countries joining its leading online education program since its launching in September 2020, and its arrival into the Metaverse is the next step of its reimagining education mandate.

Through a partnership with Tokens.com subsidiary, Metaverse Group, they are one of the first British Education providers to enter the Metaverse, in the Ethereum blockchain-based Somnium Space, and is pioneering a vision for a better, more equitable era of education.

Melissa McBride, the Sophia CEO, said the challenge for education is to move from an analogue model to a future of education fit for learning and life in the digital age. But Sophia doesn't just want to be considered as another online school. They believe there is no greater opportunity than to be leaders of the community that is reimagining education in the digital age and embracing the full potential of Web3.

Melissa is part of a growing set of female leaders in Web3 who are already rising to the top as they shape the emerging futuristic internet platforms of the Metaverse. According to a recent estimate, in the crypto landscape, only 5% of companies are being led by women. But in this next version of the online world, it is becoming clear that there is an opportunity for an inclusive, diverse and accessible community, open to whoever is willing to develop in it.

Story continues

McBride, who previously founded several outstanding Independent Schools and worked for global player Cognita Schools, said the metaverse could be the best thing for education.

"The immersive environments of the metaverse opens the door to hands-on real-life activities not possible in the classroom. We have seen that virtual reality experiences engage students in ways that simply have not been possible before. The impact of this learning is felt both inside the VR setting and in the real world. Children learn without them realising it, which is the holy grail of education," she said.

According to Bloomberg, the metaverse is on its way to becoming an $800 billion market by 2024. It's this growth potential and the certainty that students will need to have the skills for life and work in a cyber focused world, which make shaping education inside of the metaverse a compelling proposition.

Everybody in the education world knows that this will eventually happen, but someone has to be the one to get it off the ground. Sophia is happy to be a catalyst but recognises the need for a community to build a world for education in Web3. What this community needs are educators, creators, developers, investors, entrepreneurs, corporations, parents and students to come together. The future is now and this is just the beginning. Sophia believes Metaverse Education raises the potential for an accessible, decentralised, and more equitable vision of education to be achieved. Virtual reality learning has the potential to address the two greatest challenges perhaps facing education; income and geography.

Whilst income is partly addressed through a digital approach (reducing the need for physical school buildings and dramatically driving down the cost of educating students), the most impressive improvement comes from making geography irrelevant.

In a school deployed through online education and virtual reality, students, regardless of their physical location, may find the learning environment and curriculum that best suits their needs and have access to a quality of education not previously available to them. This is the power of a future of education driven by online education. The difference between Sophia's approach and wider technology and business-driven solutions is that Sophia puts the needs and interests of students first.

McBride and her team drive their core philosophy of developing global citizens within their online learning community. Like other organisations looking for ways to support the developing situation in Ukraine, the company has even committed to offering remaining places in the school, for free, to Ukrainian children in their network who have been displaced by the war. We saw it with school closures during covid, and we are sadly experiencing it now with the crisis in Ukraine.' When situations arise that mean children can no longer go to school, online education has the power to bring the school to them, wherever they are in the world.

"It's the right thing to do," says McBride. Global citizenship is a very important part of our purpose and direction. "We believe that online education and virtual reality will play a key role in the development of humankind, and this small gesture is a simple yet powerful way of showcasing the potential digital education holds for the world."

This is education reimagined.

Based in the UK, Sophia is a female-founded fast-growing Ed-Tech Company. With over 60 years of educational leadership experience, Sophia reimagines education for the digital age. It is a leading UK provider of British online education, immersive learning, and VR learning for children of four to 14.

More than just an EdTech company, Sophia is led by a team who share over 60+ years of educational leadership experience in some of the best British schools in the UK and international schools overseas. This deep-rooted expertise in the sector drives their team to innovate through the use of technology in the online educational setting to create a high-quality model of digital learning which is personalised and engaging for students.

Sophia is one of only a handful of online school providers working with both the UK Department for Education towards their soon to launch Online Education Provider Accreditation Scheme and is already a Member School with the globally recognized Council of International Schools.

For Press Enquiries Please Contact:

Melissa McBride (CEO / Founder)Sophia Technologies Ltdmelissa.mcbride@sophia.app+44 79 1720 0587+44 20 4547 5870

SOURCE: Sophia Technologies Ltd

View source version on accesswire.com: https://www.accesswire.com/693923/The-Female-Founded-Start-up-that-is-Shaping-Education-in-the-Metaverse

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The Female Founded Start-up that is Shaping Education in the Metaverse - Yahoo Finance

For Youth Golfers Looking to Improve Their Game, Laurel Springs' Popular Online, Asynchronous Learning Model Allows Student-Athletes the Flexibility to Train and Receive a Proven Private School Education

ONTARIO, Calif., March 23, 2022 /PRNewswire/ -- The Southern California Section of the PGA of America is excited to announce Laurel Springs School as its official online education partner.

As part of the agreement, the leading K12 online private school will have a presence on-site at various SCPGA events in 2022 and through digital mediums, raising awareness of its proven asynchronous learning model for youth golfers who are looking to take their game to the next level.

Laurel Springs has a 30-plus year incomparable track record of successful alumni including collegiate and professional golfers, Olympians, performing artists, professional athletes in all sports, and accelerated learners.

"Our partnership with Laurel Springs School creates a unique opportunity to help our membership set exceptional educational goals through a flexible online approach. Their diverse curriculum is designed to accommodate schedules that foster interests and passions that extend beyond the classroom such as the game of golf," said SCPGA Chief Operating Officer, Nikki Gatch, PGA.

"There are more than 180,000 kids between 12 to 18 years of age, golfing competitively more than two times per week", said Laurel Springs School President, Arra Yeganian. "Through our proven, self-paced, mastery-based educational model, we provide young people the flexibility to pursue their interests and passions. The Laurel Springs model allows student athletes to train, travel, and compete at the highest level, while receiving a top-tier college-preparatory education."

Laurel Springs' Class of 2021 graduates were accepted to 59 percent of NCAA Division I Schools. Ranked by Newsweek in 2021 as one of the best online private schools in America, Laurel Springs' academic experiences help pave each student's learning path and pace.

ABOUT THE SOUTHERN CALIFORNIA PGA

The Southern California Section was established in 1924, and today, is comprised of more than 1,700 golf Professionals working at over 500 facilities within the Section. The mission of the Southern California Section (SCPGA) is that Purpose of the PGA of America, to promote the enjoyment and involvement in the game of golf and to contribute to its growth by providing services to golf professionals and the golf industry. The SCPGA provides competitive playing opportunities, educational seminars, and growth of the game initiatives, within a geographic area that stretches from San Luis Obispo to the Tijuana Border, and from the Pacific Ocean to the Nevada and Arizona borders.

ABOUT LAUREL SPRINGS SCHOOL

Laurel Springs School has offered accredited private online K-12 and postgraduate academic programs since its establishment in 1991. Laurel Springs values and encourages student individuality and recognizes the need to aid them in aligning their passions and pursuits with their academic aspirations. By providing expert faculty to teach more than 200 college prep courses paired with a student-driven personalization for academic design and vibrant student life of over 30 clubs and activities, Laurel Springs fosters inquiry, growth, mastery, purpose, and independence within each student. On average, students attending Laurel Springs earn higher than the national average scores on the SAT and ACT, which has led to acceptance to the top colleges and universities. Of the more than 4,500 graduates from over 100 countries, Laurel Springs alumni can be found leading today's business, education, athletics, and entertainment industries. Learn more at http://www.laurelsprings.com

SOURCE Laurel Springs School

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SOUTHERN CALIFORNIA SECTION OF THE PGA OF AMERICA NAMES LAUREL SPRINGS SCHOOL ITS OFFICIAL ONLINE EDUCATION PARTNER - PR Newswire