LONDON--(BUSINESS WIRE)--Technavio has been monitoring the online education market and it is poised to grow by USD 247.46 billion during 2020-2024, progressing at a CAGR of over 18% during the forecast period. The report offers an up-to-date analysis regarding the current market scenario, latest trends and drivers, and the overall market environment.

Although the COVID-19 pandemic continues to transform the growth of various industries, the immediate impact of the outbreak is varied. While a few industries will register a drop in demand, numerous others will continue to remain unscathed and show promising growth opportunities. Technavios in-depth research has all your needs covered as our research reports include all foreseeable market scenarios, including pre- & post-COVID-19 analysis. Download a Free Sample Report on COVID-19 Impacts

Frequently Asked Questions-

The market is fragmented, and the degree of fragmentation will accelerate during the forecast period. 2U Inc., Ambow Education Holding Ltd., Coursera Inc., edX Inc., iTutorGroup, LinkedIn Corp., McGraw-Hill Education Inc., Pearson Plc, Udacity Inc., and Udemy Inc. are some of the major market participants. The growing advantages of online learning will offer immense growth opportunities. To make most of the opportunities, market vendors should focus more on the growth prospects in the fast-growing segments, while maintaining their positions in the slow-growing segments.

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Technavio's custom research reports offer detailed insights on the impact of COVID-19 at an industry level, a regional level, and subsequent supply chain operations. This customized report will also help clients keep up with new product launches in direct & indirect COVID-19 related markets, upcoming vaccines and pipeline analysis, and significant developments in vendor operations and government regulations.

Online Education Market 2020-2024: Segmentation

Online Education Market is segmented as below:

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Online Education Market 2020-2024: Scope

Technavio presents a detailed picture of the market by the way of study, synthesis, and summation of data from multiple sources. The online education market report covers the following areas:

This study identifies the rapid penetration of Internet-enabled devices as one of the prime reasons driving the online education market growth during the next few years.

Technavio suggests three forecast scenarios (optimistic, probable, and pessimistic) considering the impact of COVID-19. Technavios in-depth research has direct and indirect COVID-19 impacted market research reports.

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Online Education Market 2020-2024: Key Highlights

Table of Contents:

Executive Summary

Market Landscape

Market Sizing

Five Forces Analysis

Market Segmentation by Type

Customer Landscape

Geographic Landscape

Vendor Landscape

Vendor Analysis

Appendix

About Us

Technavio is a leading global technology research and advisory company. Their research and analysis focuses on emerging market trends and provides actionable insights to help businesses identify market opportunities and develop effective strategies to optimize their market positions. With over 500 specialized analysts, Technavios report library consists of more than 17,000 reports and counting, covering 800 technologies, spanning across 50 countries. Their client base consists of enterprises of all sizes, including more than 100 Fortune 500 companies. This growing client base relies on Technavios comprehensive coverage, extensive research, and actionable market insights to identify opportunities in existing and potential markets and assess their competitive positions within changing market scenarios.

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Online Education Market- Roadmap for Recovery from COVID-19 | Growing Advantages of Online Learning to boost the Market Growth | Technavio - Business...

Online learning is exploding and everyone at colleges, universities and trade schools is adapting. Heres how leveraging brand ambassadors and testimonials can be a key differentiator to finding success and can set academic programs apart.

My path to becoming CEO of Investis Digital was shaped profoundly by my experiences achieving an undergraduate and graduate degrees in chemical engineering at Rice University and obtaining a Master of Business Administration at Harvard University. So, its been especially painful to see higher education whipsawed by the ongoing fallout of the COVID-19 pandemic. Colleges and universities are facing an unprecedented challenge to their viability. Many are adopting an online learning model, either fully or partially. The reality is that online learning was already becoming a more popular mode of education.

Don Scales, Investis Digital

Online learning taking hold

It may very well turn out that traditional colleges and universities will adopt the model in some fashion permanently. To do so, they need to adopt a new mindset about online learning: its an attractive format, not a necessary alternative. But colleges need to amplify this message more so than they are doing now. How? I believe colleges and universities need to learn some lessons from educators that adapted the online model a while ago and are succeeding today with it. One of these lessons is levering the power of your students as brand ambassadors.

Students fearful of the online experience need to hear from other students about the reality. They need to know that an online education is the path to greater success. They need to know that you can enjoy a fulfilling college experience online, too. Many online educators are doing that right now.

Happy customers bring in new customersand the education industry is no different. Its especially important to feature testimonials in online education. Prospective students need to hear from other students to get assurance that online programs help people succeed.

One of my favorite examples is the University of Florida and its online program testimonial page. Not only does it do a great job in showcasing diversity but also in the variation of the online programsoffered.

Video is a powerful tool and the testimonial of former student Mikeisha whose son was diagnosed with cancer is not only compelling but inspiring. Because of University of Floridas health education and behavior online program, she was able to complete her education and set an example for her daughter who the video goes on to say wants to attend the school just like her mother. The storytelling humanizes the university and gives prospective students examples of what success looks like. To further supplement the video, the page also includes key statistics that a prospective student should knowlike its U.S. News ranking, exclusive benefits when joining the program and financial aid. The site iterates that the online education degree received is no different from one attained on campus.

Schools that excel at offering testimonials do several things well. They:

For instance, Minerva Voices consists of interviews with students who discuss why they chose Minerva. The testimonials feel authentic because the students hit head-on potential objections a student might have. Khan Academy us a nonprofit with the mission to provide a free, world-class education for anyone Khan Academy features powerful testimonials from all over the world stories of people overcoming personal challenges and economic limitations. The testimonials also speak to Khan Academys global impact.

Social media gives educators a powerful way to bring to life what it feels like to receive an online education. When this is done through the eyes of students, social media makes the experience more authentic.

The University of Phoenix does so exceptionally. Its Instagram does a great job using visual stories to give insight into the lives of its community. The university uses filters and hashtags combined with photos of its students integrating the online experience with their everyday lives, such as a recent post that showed students studying at places ranging from the park to their pillow forts. Other Instagram posts help you understand more about students lifestylestheir families, their exercise routines, and many other aspects of their lives that provide a fuller picture.

The only certainty we know is this: higher education is changing forever. Universities that adapt now will make that change work for them.

Don Scales, global chief executive officer of Investis Digital, has more than 30 years of digital experience. He previously led global operations at interactive agencies iCrossing and Agency.com. Investis Digital is publisher of The Connected Content Guide to Online Education, available for download here.

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Unleash your brand ambassadors for online education | - University Business

18 strategies to be better prepared

The Covid-19 pandemic has created massive challenges for the higher education industry worldwide, where one of the significant challenges is for universities to prepare for a complete shift towards online teaching, away from face-to-face teaching.

Universities could not at first imagine the complete transition to online learning -- online learning was an option previously, besides physical or face-to-face learning.

Now, online learning is the only option for students and educators with which to continue education.

In online learning, using the internet, students get access to the learning content, they watch or listen to the recorded lectures or attend the live classes, try to learn for themselves, and finally appear for coursework or final exams.

It is estimated that around 203,200 classes have been conducted by 10,200 faculty members for more than 9.2 million attendees, which is a great success for digital transformation.

Keeping that in mind, here are some tips to make online learning more successful:

1. Stay focused: As a student you need to be focused on your coursework, learning goals, expectations, the grade you want to achieve, your deadlines.

2. Stay confident: Dont get frustrated. If you feel down, believe that there is a reward waiting for you.

3. Maintain self- discipline: You need to follow rules about study time, wake-up time, leisure time. Sometimes you can take a short break from your routine, and get back to it afterwards.

4. Keep track: Checking the online content regularly, keep notes or keep a record on your computer, so that you dont feel lost.

5. Communicate:To communicate with the faculty member, admin, or department, use formal communication language, always introduce yourself, mentioning which courses you are currently taking, your student ID, and then bring up the issues.

6. Have a study station: Make a specific study space which you find suitable, where you feel relaxed, and are away from noise.

Set your mind to study for a fixed amount of time, and dont et distracted by anything in between, such as games or social media.

7. Know the required platform: If you have three to four courses online, make a plan of those courses in terms of what tech you need, such as Zoom or Google Meet.

8. Keep a calendar:Try to keep a calendar. For example, Google Calendar provides reminders for all classes, schedules, and assignment deadlines, or any other scheduled activity.

9. Plan ahead: When you have some free time, think ahead about what you are going to do in the next one or two days. Follow the deadlines and plan accordingly.

Keep yourself mentally engaged, always thinking of how you need to prepare for your courses, or if theres something you have left to do.

10. Stay connected:Try to be in a network, where you have friends, groupmates, peers, with whom you can share feelings and thoughts during the lockdown. It will assist you in keeping motivated, in helping you feel that you are not lost.

11. Have a backup plan:If something goes wrong unexpectedly and you cannot finish your due work, have an alternative plan regarding your study strategies.

12. Know the tools and apps: What are the tools and apps you require for continuing online classes, and are they convenient for laptops or smartphones? Knowing the right devices can give you flexibility.

13. Before the final exam:When the final exam is near, plan very carefully, finish the online lectures, check if you have submitted all the coursework, or if there is anything left. Dont panic -- believe in yourself.

14. Take regular breaks: Take a break from your study to maintain a healthy diet, do some exercise, or do some recreational activities.

15. Stay motivated:Reward yourself when you meet deadlines and are done with all your coursework. Time to celebrate.

16. Ask questions: When you find things unclear, discuss with your faculty member or group members.

17. Enjoy study time:Devote your time and patience to learning online, and enjoy enriching yourself with knowledge.

18. Make time for family and leisure activities:To get the most out of of online learning, its very important for students to arrange family time.

This will allow you to refresh yourself so you can start again, energized.

Tania Akter is Lecturer, BRAC Business School, BRAC University.

More here:
OP-ED: Online education doesn't have to be daunting - Dhaka Tribune

This article was originally published here

Clin Rheumatol. 2020 Sep 17. doi: 10.1007/s10067-020-05405-9. Online ahead of print.

ABSTRACT

The coronavirus disease-2019 (COVID-19) pandemic has unsettled conventional medical education, hastening a switch to digital platforms and open-access publishing. Rheumatology is a fast evolving academic discipline that stands to gain by this switch. Most rheumatology textbooks are now available in digital formats, and these are complemented with live updating educational hubs such as UpToDate and ClinicalKey. Emerging topics of COVID-19 on these proprietary platforms are now freely available to all specialists. Social media channels, particularly Twitter, are becoming major players in the era of COVID-19 by offering online journal clubs, enabling fast dissemination of influential articles, and facilitating interactive education. Indexed rheumatology journals, in turn, aid online education by opening access to recommendations and other materials that are rapidly changing research and practice worldwide. Research peer review additionally offers learning experience to novice and seasoned researchers and authors. Global rheumatology societies have online learning resources, which are changing their format and geographic reach to meet the changing needs in the times of pandemic. While online teaching lacks emotional connections between mentors and mentees, switch to a more interactive format of education and regular contacts may partly solve the issue. Rheumatologists can take the lead in these challenging times and contribute more to online scholarly activities which are aimed to maintain and enrich education. Key Points Disparities in rheumatology education are likely to be widened during the COVID-19 pandemic. Barriers to rheumatology education include limited number of instructors and their limited experience in online teaching. Online textbooks, didactic materials of indexed rheumatology journals, and frequently updated online educational hubs such as UpToDate serve as a foundation of online rheumatology education. Online rheumatology education is enriched by peer review and social media activities, which are becoming major players in the time of the COVID-19 pandemic.

PMID:32939569 | DOI:10.1007/s10067-020-05405-9

Continue reading here:
Moving towards online rheumatology education in the era of COVID-19 - DocWire News

51Talk also continued to maintain a high gross margin of more than 70% and record high gross billings of RMB676.4 million. Operating cash flow was RMB172.1 million, a year-over-year increase of RMB72.9 million while net revenue was RMB493.5 million, a 40% increase year-over-year.

51Talk maintains leading position in market share

China's K-12 Online English Development Blue Book 2020 ("Blue Book"), released by Southern Weekly, a well-known Chinese media, and the big-data research center of Chinese Academy of Social Sciences, shows that 51Talk ranks first among its industry peers at 46% market share, with the next two peers coming in at 18% and 16%. The Blue Bookalso shows that Chinese parents believe 51Talk provides the most superior service offering when it comes toimproving their children's English listening and speaking skills. The parents also noted that their children's speaking skills improved significantly after enrolling in 51Talk.

According to K-12 Online English One-on-One User Trend Research released byCTR Market Research, 51Talk enjoys total brand leadership with its cumulative 100 million classes delivered since its establishment in 2011. Its customer satisfaction rating also ranks first in the industry.

Strong market penetration in China and the Philippines fueled consistent profitability

In the second quarter of 2020, 71.3% of gross billings from the K-12 one-on-one mass market courses are from non-tier-one cities while 28.7% are from first-tier cities. Over the past two years, the growth of users in non-tier-one cities has exceeded that of first-tier cities. The success of this continuous downward market penetration has enabled 51Talk to attract customers with its competitive pricing, which further contributed to revenue growth.

51Talk's strong market growth has made it possible for its online teachers, a bulk of whom reside in thePhilippines, to enjoy better profits with their one-on-one courses. In the three most recent financial quarters, 51Talk has maintained a high gross margin of 70%. Instead of allocating a big chunk of its resources in traditional advertising and marketing, 51Talk focused on teaching quality and effectiveness as well as word-of-mouth referrals, to greatly reduce operating costs.

Since 51Talk started its operations in the Philippines, it has developed programs and campaigns to create awareness about the benefits of being an online English teacher. This year, the company welcomed Miss Universe 2015 Pia Wurtzbach as its brand ambassador to attract more Filipino teachers.

Philippine teachers now more popular in China

In China, parents prefer Filipino teachers compared with counterparts from Europe and United States, according to the CTR Market Research. Although Filipinos are not native English speakers, the Philippine education system as well as businesses, use the English language, and thus the country consistently maintains top English proficiency ratings. Filipino teachers have been studying and learning English as a second language for years, so they are equipped with a deeper and more technical understanding of how to teach the English language.

Filipinos also take pride in their strong customer service. They are generally mild-mannered, modest, passionate, enthusiastic, cheerful and patient, which are ideal qualities to possess in order to effectively teach English to young kids. In addition, there is no time difference between the Philippines and China, so students and teachers can easily connect with more flexible class schedules. With all these advantages, Filipino teachers have gradually become the face of online English teachers in China.

51Talk's "Education for All" strategy, its downward market penetration approach, and its high-quality "Filipino Teachers' One-On-One Model" have helped the leading platform achieve excellent results in the second quarter of 2020. Brighter prospects also await the online English education industry as studies have shown that the scale of China's K-12 online education market is expected to exceed RMB304.5 billion in 2020. 51Talk, which leverages "Filipino Teachers' One-On-One Model" with a cost-effective and sustainable strategy, will surely continue to improve profitability in the future.

SOURCE China Online Education Group

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Online English Education Platform 51Talk Reports Its Third Consecutive Quarterly Profit - PRNewswire

Sep 15, 2020 11:15 AM ET iCrowd Newswire Sep 15, 2020

Zion Market Research has published a new report titled Online Education Market, by Product (Content, Services), by Technology (Mobile Learning, Learning Management System, Virtual Class, Others), by Vertical (K-12, Higher Education, Corporate, Others), and by Region: Global Industry Perspective, Comprehensive Analysis and Forecast, 2019 2026. According to the report, the global online education market was valued at USD 29.45 Billion in 2019 and is expected to reach over USD 205.4 Billion by 2026, growing at a CAGR of around 32.7% during the forecast period from 2020 to 2026.

Online Education is the process of acquiring knowledge through electronic technologies and resources. A rise in the number of internet users has increased the market demand for sophisticated online learning courses. According to the Office for National Statistics, nearly all adults in the age group of 16 to 44 years in the UK were recent internet users (99%) in 2019.

According to the World Economic Forum, around 1.2 billion children are out of classrooms with schools shut down globally due to COVID-19 pandemic. Electronic Learning Management Systems such as Google Classroom are helping classes to connect distantly, communicate efficiently, and stay organized. Large-scale national efforts to leverage technology to the market players in support of distance education, remote, and online learning are emerging and evolving rapidly.

Recent technological advancements have seen exponential growth. In the education services sector, digital technology has advanced the concept of online education, which allows students from around the globe access educational content anytime and anywhere. In addition, there is no geographic barrier in the online education system which allows students from anywhere in the world to enrol in educational services. Furthermore, advances in interactive teaching methods in the online education field and highly cost-friendly technology make it possible for educational institutions to implement online education systems rapidly. In addition, due to the growing need for active learning the market is also expected to be improved. The availability of abundant free content and lack of knowledge, however, is constraining market development.

On the basis of segmentation the online education market is segmented by product, technology, vertical, and region. On the basis of product the market is segmented as content, services. Also, by technology, it is segmented as mobile learning, learning management system, virtual class, others. Further, on the basis of vertical it is segmented as K-12, higher education, corporate, others. Higher education is the largest category in terms of online education, due to its prominence among end users. Online education provides students with various courses and certifications in higher education while training users in online learning elements such as videos and chat rooms. Lastly, on the basis of region it is segmented as North America, Europe, Asia Pacific, Latin America, and Middle East & Africa. North America accounted for the largest market share. The market for online education in North America is driven by well-established infrastructure, highly skilled workforce and growing demand for BYOD by corporate organizations.

Get Sample of this Report https://www.zionmarketresearch.com/sample/online-education-market

The key players in global online education marketare Lynda.Com, Pearson PLC, McGraw-Hill Education, Blackboard Inc., Aptara Inc., Adobe Systems Inc., Docebo, Edmodo, PowerSchool Group LLC, Tata Interactive Systems among others.

The report segments global online education market into:

GlobalOnline EducationMarket: Product Segment Analysis

GlobalOnline EducationMarket: Technology Segment Analysis

GlobalOnline EducationMarket: Vertical Segment Analysis

GlobalOnline EducationMarket: Regional Segment Analysis

About Us:

Zion Market Research is an obligated company. We create futuristic, cutting-edge, informative reports ranging from industry reports, the company reports to country reports. We provide our clients not only with market statistics unveiled by avowed private publishers and public organizations but also with vogue and newest industry reports along with pre-eminent and niche company profiles. Our database of market research reports comprises a wide variety of reports from cardinal industries. Our database is been updated constantly in order to fulfill our clients with prompt and direct online access to our database. Keeping in mind the clients needs, we have included expert insights on global industries, products, and market trends in this database. Last but not the least, we make it our duty to ensure the success of clients connected to usafter allif you do well, a little of the light shines on us.

Zion Market Research 244 Fifth Avenue, Suite N202 New York, 10001, United States Tel: +49-322 210 92714 USA/Canada Toll-Free No.1-855-465-4651 Email: [emailprotected] Website: https://www.zionmarketresearch.com

Keywords:Online Education Market

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Online Education Market is set for a Rapid Growth and is expected to reach USD 205.4 Billion Globally by 2026 Zion Market Research - Reported Times

Shayla R. Griffin Published 8:00 a.m. ET Sept. 16, 2020 | Updated 12:27 p.m. ET Sept. 16, 2020

Detroit Public Schools Community District is equipping students with a tablet-style laptop from Detroit Connected Futures for online learning.(Photo: Rodney Coleman-Robinson, Detroit Free Press)

Here in Detroit, school has been in session for less than a week. If I had a dollar for every educator, parentand student who has reached out to me in the last week lamenting the hot mess of online learning this year, well ... Id have a lot of dollars.

Maybe its too late to write this. Maybe were too far down the path of scotch-taping together this broken school year to consider throwing it out and starting again, but Ive never been good at shutting up when it is clear we can do better.

So Im telling you all (again): "This school year is going to be mostly remote. We have to do online education better (or families will opt out)."

Shayla R. Griffin(Photo: Shayla R. Griffin)

I think the fundamental issue with many virtual education plans is one of perspective. Heres a test: Which of these statements best describes how your school district is thinking about online learning?

A. Virtual education is a temporary inconvenience for a short time while we focus on transitioning back to traditional face-to-face schooling as rapidly as possible.

OR

B. Virtual education is the primary method through which most students will learn this year. It is not something the majority of us were trained to do well, but getting it right is essential to the success and health of our students, educators, and families.

If you are operating from perspective A, theres little incentive to do virtual learning in a way that is innovative or takes you outside of your own comfort zone. Youre probably not giving much thought to whats best practice, whats developmentally appropriateor what makes sense for families. From this perspective, virtual learning is simply a stop-gap measure until we can get back to "real teaching and learning."

More: Online school is a nightmare. No one is fixing it.

More: Kids dodge online teachers with fake glitch, while some schools see real challenges

Leaders of districts like this are prioritizing things like "keeping the schedule the same"so we dont have to redo it once "real"school starts back up.

Even though there is no research-based correlation between the number of "live"online learning hours and learning outcomes, these virtual learning plans simply took the regular school day schedule sevenhours a day, fivedays a week, with six to eighttransitions and pasted "virtual"across the top,rather than doing what those who have long taught online know is best practice: mixing in asynchronous modules and reserving limited "live"teaching time for active learning, small groups, one-on-oneteaching, opportunities for questionsand student engagement.

Models based on this perspective present impossible challenges for parents juggling work and multiple children and turn students into "Zoom zombies"without opportunities for the human interactions that make face-to-face settings valuable, such as being able to privately ask a teacher or classmate a question.

More: 'Where are the kids? Inside the first day of online learning for one Detroit school

More: Schools in Detroit and elsewhere return to class. Here's what to expect

In contrast, if youre operating from perspective B (andIm suggesting you should be), you recognize that COVID-19 isnt going anywhere any time soon, and that huge numbers of families and educators are choosing online education even when given the face-to-face option.

In other words, you approach getting virtual learning right as difficult, but essential. You acknowledge that success is going to require more than devices and internet for all students (as important as that is), andadvocate for virtual learning plans that build on the knowledge of educators who have done it for decades you know, experts. You pay attention to the Michigan Department of Educations "Learning At a Distance Guidance"which warns leaders that: "Learning at a distance will not look anything like learning in a classroom ... Remember that the goal is not to replicate a normal six to seven hour day; that is not feasible or advisable during this extraordinary time."

School districts operating from this perspective would accept that online is this year's norm, and build district-wide schedules with reasonable start times (that arent connected to irrelevant bus schedules), block scheduling to reduce transitions and "resets,"and common lunch breaks to accommodate families with children in multiple buildings. Michigan's recently passed student count policies allow districts to prioritize this crucial flexibility for educators and families.

Interacting with district leaders across Michigan over the past few weeks, Ive asked what research, dataand best practices support their online learning plans. Mostly what Ive heard back is some version of: This is all so new, we dont have any data. We dont know what will work yet. Lets give it nine weeks and reassess ... and hopefully well be back to face-to-face by then, anyway.

These responses are misguided.

We actually do know a lot about virtual learning weve been doing it for decades and we have a lot of data about how it went this spring. Waiting until the disaster is apparent to everyone amounts to educational malpractice, and gives the most vulnerable students and families more reasons to opt out or drop out. Until we have a widely distributed and effective vaccine for COVID-19, even schools primarily doing face-to-face instruction will have to deal with closures and quarantines when cases emerge in their buildings that will necessitate some level of online education. There is no way around this.

Perhaps ironically, I personally have the kind of responsive program I am advocating for. My school-aged child, the oldest of my three, is in a special education program in which teachers are working with parents to figure out individual approaches for each student.

But there are 100,000 other students in Detroit, and 1.5 million across Michigan, who all deserve plans that are rooted in best practice, that are developmentally appropriate, and that acknowledge that no miracles are coming in the next few months that would make these efforts unnecessary.

Students and families need school leaders to get it together before its too late.

Shayla R. Griffin, Ph.D., M.S.W., is co-founder of Justice Leaders Collaborative.

Read or Share this story: https://www.freep.com/story/opinion/contributors/2020/09/16/online-learning-covid/5797384002/

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It's not too late to make this online school year better - Detroit Free Press

DDoS Protection , Forensics , Fraud Management & Cybercrime

Check Point Research analysts have observed a significant rise in online attacks against the educational sector worldwide since July.

See Also: Rising IoT Botnets and Shifting Ransomware Escalate Enterprise Risk

The U.S. faces a rise in distributed denial-of-service attacks, while Europe is seeing an increase in information disclosures attempts - many of them resulting from ransomware incidents, the researchers say. Meanwhile, in Asia, cybercriminals are taking advantage of vulnerabilities in the IT systems that support schools and universities to wage a variety of attacks.

DDoS and other attacks are surging because threat actors see an opportunity to disrupt schools resuming online education and potentially earn a ransom for ending an attack, according to Check Point and other security researchers.

"Distributed denial-of-service attacks are on the rise and a major cause of network downtime," the new Check Point report notes. "Whether executed by hacktivists to draw attention to a cause, fraudsters trying to illegally obtain data or funds or a result of geopolitical events, DDoS attacks are a destructive cyber weapon. Beyond education and research, organizations from across all sectors face such attacks daily."

In the U.S., the Cybersecurity and Infrastructure Security Agency has warned of an increase in targeted DDoS attacks against financial organizations and government agencies (see: CISA Warns of Increased DDoS Attacks).

As of Aug. 18, 20 of the 25 largest U.S. school districts have moved entirely to online platforms for instruction, which equates to about 4.3 million students learning remotely, according to a report by Education Week.

Check Point researchers found that, in the U.S., the average number of attacks against educational organizations increased 30% to 608 per week in August, compared to July. When all sectors are considered, attacks rose 6.5%.

Check Point says the majority of the U.S. increase is due to DDoS attacks. One such attack led Miami-Dade County Public Schools in Florida to cancel online classes for 200,000 students on Sept. 2 (see: Ransomware and DDoS Attacks Disrupt More Schools).

European educational institutions are also facing more cyberthreats, with surges in ransomware incidents and attempted information disclosures, rather than DDoS attacks, according to the report.

Check Point says the average number of attacks against educational organizations was 793 per week in August, up 24% from the previous month, while the average increase across all sectors stood at about 9%.

On Aug. 30, Newcastle University in the U.K. reportedly was targeted in a cyber incident that crippled its IT systems.

On Thursday, Britain's National Cyber Security Centre released a report that found ransomware attacks against schools and universities had increased in August.

"The NCSC dealt with several ransomware attacks against education establishments in August, which caused varying levels of disruption, depending on the level of security [these] establishments had in place," according to the report.

Meanwhile, in Asia, hackers are exploiting IT system vulnerabilities that open the door to DDoS attacks, remote code execution and information disclosures, Check Point reports. Across the continent, attacks targeting educational organizations surged 21% in August, compared to July. When all sectors are considered, attacks increased only 3.5%, Check Point says.

A report released by security firm Kaspersky earlier this year noted DDoS attacks affecting educational resources between January and June were up 350% compared to the same period a year ago.

"And a large portion of that increase can be attributed to the growing number of attacks against distance e-learning services," according to Kaspersky.

In a report earlier this month, Check Point found that, between May and August, suspected hackers registered over 35,000 domains with back-to-school themes, with 512 considered malicious and 3,400 tagged as suspicious.

Rautmare is senior correspondent on Information Security Media Group's Global News Desk. He previously worked with Reuters News, as a correspondent for the North America Headline News operations and reported on companies in the technology, media and telecom sectors. Before Reuters he put in a stint in broadcast journalism with a business channel, where he helped produced multimedia content and daily market shows. Rautmare is a keen follower of geo-political news and defense technology in his free time.

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Analysis: Cyberthreats in the Educational Sector Worldwide - BankInfoSecurity.com

To be successful in the virtual classroom, we need to incorporate the 4 Cs of online education: communication, commitment, community, and collaboration. Pupils that include these virtues in their studies often find learning online much easier and more doable.

We will be discussing how you can address the 4 Cs of education in your online learning experience.

Communication

If you want to understand your work and what you have to do correctly, you need to read everything. This includes the course syllabus, lesson instructions, and announcements.

Communication between students, professors, and classmates is essential for successful online learning. If you dont understand specific instructions, you need to communicate your confusion with your peers or instructor. Many people believe that online courses require individual work, but this is simply not the case.

There are various tools that you can use to communicate with your classmates and professors. For example, Pedagogue can be used to form class discussions and hold video conference calls with students. It can also be used to talk to other educators about tools, advice, tips, and hacks they have.

Commitment

If you want to be successful at your online studying, you need to be committed and self-disciplined.

Unlike regular school, you will not have specific class times in which you study. This means that you will have to set aside time each day to get your work done, which many people are not disciplined enough to do.

More so, you will not have a teacher to monitor how far along you are with your work or to remind you of due dates. You will have to remember everything yourself. For this reason, it might be a good idea to use a calendar or a diary to keep track of all your deadlines.

Community

You will enjoy your studies much more if you feel a sense of community. This is why it is so important to get to know your classmates, even if you may never physically see them. You could also gain academic support and a sense of community from a tutor, sibling, or parent.

Your peers will be able to help you with your schoolwork if you ever get stuck. More so, since you are studying virtually, your classmates are likely to live worldwide. This means that you can also learn about various cultures and ways of life during your online learning experience.

Collaboration

You will sometimes need to work on group projects and assignments. Collaboration is an essential skill that everybody will have to use at least once in their lives. This is why communicating and working with your peers is so important, even for an online course.

As we have mentioned, there are various tools that you can use to help you collaborate with your classmates, such as Pedagogue.

Conclusion

The four Cs of online education are communication, commitment, community, and collaboration. You can use various tools, such as Pedagogue, to help you maintain these virtues while studying online.

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How Can We Address The 4 Cs Of Education Online? - The Tech Edvocate

Photo courtesy California Department of Education

Heather Calomese started in August as California's new director of special education.

Heather Calomese started in August as California's new director of special education.

Special education in California may face vast challenges funding shortfalls, teacher shortages and distance learning, to name a few but Heather Calomese is undeterred.

Calomese, the states newly appointed director of special education, has an ambitious vision to improve equity and outcomes for the states 800,000 students enrolled in special education.

Social justice, enhancing online education and improving conditions for teachers are among her top priorities.

State Superintendent of Public Instruction Tony Thurmond appointed Calomese on Aug. 14 to fill the position formerly held by Kristin Wright, who resigned in the spring. Calomese was formerly the executive director of special education for the Illinois State Board of Education and served for almost a decade as a special education teacher in Chicago and Iowa.

Thurmond called her a strong advocate and champion for all students who has extensive leadership experience and knowledge of special education policy.

Approximately 13% of Californias 6 million K-12 students are enrolled in special education in California, receiving services for conditions such as dyslexia, autism and Down syndrome. The Department of Educations special education division provides resources and guidance for the states 1,000 public school districts.

Calomese talked to EdSource last week about her goals and vision for special education in California. This interview has been edited and condensed for clarity.

EdSource: Tell us a bit about yourself. How did you become a special educator?

Heather Calomese: I actually came to this field as a former journalist. I worked as a reporter and editor at a small weekly paper in New York. While I enjoy journalism, I just didnt see myself in the newsroom long term. Education had always interested me, and so I entered the special education field through a program at the University of Iowa.

Special education has allowed me to be part of the lives of so many students and families. I have grown so much as a person by being a part of this community. And to me, the students and families that I have served with over the years are always close to my heart and continue to drive my work. Supporting and being of service to others and really maximizing independence for students and families is what drives me in this role.

From your perspective, what are the biggest challenges right now in special education, not just here but across the country?

I think one of the main challenges is providing a free, appropriate public education while school campuses remain closed. As we know, distance learning can present a hurdle for students that receive support and services.

But I will say that in my brief time in this role, I have seen our talented community come together to collectively address these really deeply complex issues. As special educators, we are used to being flexible. Its who we are and what draws us to the work. And I have seen encouraging practices. Its an incredible challenge but I know that were here to solve the problem.

Some of these problems seem almost unsolvable. For example, how do you provide occupational therapy over Zoom?

Nothing is insurmountable. There is a lot of talent and expertise across our state. We can engage in partnerships and dialogues, and really try things out and learn from one another during this time. And when we find successful practices, can we elevate and amplify those practices so others can experience that success as well.

Districts, individual schools and even individual teachers have a lot of latitude as to how they want to proceed with distance learning. What do you see as the states role right now?

First and foremost, the states role is to provide relevant, timely guidance, thought partnerships, support and resources, technical assistance and general oversight. I really want to emphasize and underscore relevant and timely guidance. Thats what districts need, thats what they want. So its incumbent upon the special education division to really be nimble and flexible and responsive to the field during this time.

What can the state do to make sure students individualized education programs (IEPs) are followed during distance learning?

The federal guidance states that schools must meet students IEP requirements during distance learning. Parents and schools should collaborate on what those services look like, but its the states expectation that IEPs are followed.

I hate to ask this question because youve only been on the job since August, but what do you see as priorities in California, given the variety of needs?

A mentor once said to me that a flower doesnt always bloom on your watch. Ive really committed myself to creating the right conditions in California so flowers can blossom not just right now, but into the future. Its clear to me in just in my short time here that California is really committed to ensuring that the needs of students with disabilities are at the forefront, and we can come up with creative solutions to address the issues that have faced our community for decades. So thats very exciting for me.

An overarching goal is that we, as a state, improve outcomes and opportunities for students with disabilities. That, for me, is the ultimate North Star. There are opportunities in the system from pre-K to postsecondary to make progress, and I want to continue to refine those systems and collaborate with the many agencies that play a part in the lives of our students and families.

Another goal of mine is to bring conversations about race and equity to the table. We need to continually examine our system and address issues that oftentimes have an adverse impact on our students and families of color.

And finally, Im interested in elevating best practices for supporting English learners with disabilities. This is an area for growth that Im very interested in.

In California, there are many issues related to special education and race and inequity. For example, students of color are more likely to be improperly placed in special education, and also less likely to receive the services they need. Can you talk about what you see as the main challenges?

We see these issues play out very early on, oftentimes as early as pre-K, and can spiral from there. The issues bubble up in terms of identification, suspension, discipline, expulsion. But I also see it play out through implicit biases in school settings, and in philosophy and belief systems. And we see the disparities in graduation rates as well as college and career outcomes. Even beyond that, we can look at unemployment rates for adults with disabilities, limited career options or high rates of incarceration and substance abuse.

State Superintendent of Public Instruction Tony Thurmond has launched initiatives looking at student discipline, school policing and a variety of race and equity issues. Do you see special education as being part of those conversations?

Absolutely. When we look at exclusionary practices suspension, expulsion, restraint I think special education is certainly an important part of that. We have the research, we have the data. Its really incumbent on us to take a hard look and engage in a broad conversation about how we can improve these systems. Its the right thing to do, and Im absolutely committed to doing it.

How important is inclusion, the idea that students with special needs spend as much time as possible in mainstream classrooms?

Students need to be with their peers, make those social connections, have access to that curriculum and learn in the least restrictive environment possible. There will always be a continuum, because we do have students that need intensive supports. However, we have to ensure that students are being educated with their non-disabled peers as much as possible. And sometimes that means taking risks, right? Obviously, we want our students to be supported, but its also important to push students out of their comfort zone (with supports) so that they can continue to learn and grow and develop.

What will you do to address the special education teacher shortage?

As you know, the shortage of special education teachers is a nationwide issue, and one thats very concerning for me. We need to attract people to the field, but we also need to look at the bigger picture. We need to look at ways we can support new teachers and provide opportunities for mentorship, and also support teachers who are well established. We also need to consider how we support our special education administrators. We need to look at ways to attract and retain our special education workforce at all levels, because we have teachers leaving the profession at concerning rates.

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For Californias new head of special education, nothing is insurmountable - EdSource