Online Education means those in which scholars, teachers and students participate remotely via computer networks, making intensive use of facilities that provide Internet and information technologies communication, thus achieving a highly interactive educational environment, anytime and from anywhere.
Virtual Education Space is an environment that does not physically exist, it is a heritage site also facilitate the sharing of information, related to a particular area of ??knowledge, allows remote interaction between users interconnected via a computer network.
It is a meeting place that allows students (learners) and teachers (facilitators) to interact with the aim of achieving a common instructional goal without the constraints of space or time. It is a system where you perform the activities involved in the teaching-learning process and from anywhere. As Information Distribution System, in this case the virtual space is used as a complement to the classroom to enrich them with different information materials (notes, pictures, articles, papers), which can be accessed by students from anywhere, allowing complete updating them. As a training system, in this case the medium or virtual environment takes the central role of teaching-learning process as it is in itself where it concentrates and develops the whole process. While UR maintains its commitment to the residential college feel at least on the undergraduate level, UR’s School of Nursing has embraced the trend of online education and plans to expand online offerings in a model that UR President Joel Seligman praised in his Annual Report to the University community given to the UR Faculty Senate last week. The School of Nursing has been offering online learning for about a decade, beginning with elective courses such as physiology and anatomy — basic courses needed to start a nursing degree. About a year after they started offering these classes, the school began building what are now called “hybrid online degree programs” and now offers two: the Family Psychiatric Mental Health Nurse Practitioner program and the Registered Nurse to Bachelor of Science completion program. Dean of the School of Nursing Kathy Rideout said that while the prerequisite courses have minimal interaction with faculty and are entirely self-directed, the hybrid online programs are restricted to a small number of students to maintain a high quality of education.
Despite the success of the School of Nursing’s programs — 41 percent of the curriculum is currently offered online and online education provides 26 percent of the School of Nursing tuition revenue — it remains unclear if this model can and will be extrapolated to other schools within the University or if this success might uniquely pertain to the School of Nursing. Before launching the online curriculum, the School of Nursing solicited student feedback and ascertained that students wanted the online curriculum because most work full-time.
To create a cohesive plan going forward in the expansion of online learning, the School of Nursing created a new position this year — coordinator of online learning — assumed by Andrew Wolf. Wolf said that he loves technology and was attracted to the concept of online technology, but when he started teaching online courses, he found it far more difficult than he thought it would be. He thinks a lot of online learning is not effective, but stressed that the School of Nursing has worked hard to ensure a model of quality analogous to face-to-face instruction. Still, Wolf believes that online learning can be used to “empower face-to-face instruction.” A new buzzword in education is the idea of the “flipped classroom,” which entails holding the lecture outside the classroom online and doing the homework in class with the professor, thereby creating a “really dynamic workshop feeling,” Wolf said. In his address, Seligman stated that it is “uncertain” how generalizable the School of Nursing’s model and approach to online education is. Dean of the Warner School of Education Raffaella Borasi said that the school is “very interested in exploring the potential of online teaching and learning” and that a number of faculty and doctoral students are involved in research on the topic.
The school offered a course on “Online Teaching and Learning” for the first time this fall, open to all graduate students, faculty and staff. For the past four years, the Simon School has offered an online elective class in corporate strategy for executives around the world that Zupan said has had “very positive” results.
Although Zupan said that the Simon School is looking into the model of online learning set forth by the School of Nursing, he believes that the differences in curriculum — notably the fact that classroom discussion is key to graduate business classes — could restrict its dissemination. He also noted that few other top-ranked graduate business schools have extensively entered into online instruction. As a member of a UR sorority, your housing is relegated to special-interest floors in upperclassmen housing.
Senior Mary Bucklin got her start in research the summer before her sophomore year, studying motion analysis and advancing ankle brace technology for patients with posterior tibial tension disorder. Friends and loyal reader, this will be last piece of work as a “humor” writer for the Campus Times.

Alan Krueger, chairman of the White House Council of Economic Advisers said at the Bloomberg Washington Economic Summit, said the U.S.
A recent Bloomberg Government study concluded that the rise of online courses promises to revolutionize higher education. Whether you call it “e-learning,” “online education or “online training,” you can bet that the newest way to be a student is here to stay. In the United States alone, online training is growing at an estimated 30 percent per year. The popularity of online learning comes hand-in-hand with new digital tools (tablets and smart phones), Web-based modes of communication (email) and social interaction (Twitter, Facebook). The preeminence of information technology and digital infrastructure has created new challenges for the field of education, forcing universities to seriously address the rising demand for online education and e-learning.
Coursera, and more broadly online education, is alluring because of the notions of access and affordability.
These are issues that the history department as well as other departments across campus are wrestling with.
The school currently offers five of these prerequisite courses for a Bachelor of Science degree solely online.
The school also offers 44 other hybrid online courses with required in-class and online components. He also highlighted three core principles in a review of online education conducted by Interim Senior Vice President for Research Rob Clark. They have not yet offered online or hybrid courses, but several faculty members are conducting research on the subject, Borasi said. Widespread acceptance of online education may restrain rising college costs, and as many as half of U.S. The advantages of using these technologies to learn include convenience, lower costs and one-on-one teacher-student interaction.
The open environment of the online world is challenging the once-exclusive institutions of higher learning.
As online learning marches toward becoming the de facto mode of learning in the corporate world and in government, application service providers will release more turnkey e-learning solutions. Initially utilized by community colleges and corporate training programs, online education has rapidly become a viable option for many individuals, from those looking to earn a degree to people who simply want to learn something new.
Jumping to the forefront of the demand for online education, Coursera, a for-profit company barely a year old, offers online courses from top universities for free. The economic costs of providing this service are low, making it doubly attractive for the University of Illinois, a public institution that has seen cuts in funding from the state over the past few years due to budget shortfalls and slow economic times. Even though I am a History and Political Science major and not an engineer, I am very interested in the relationship between technology and education, especially how the former can drive change and innovate the latter.
He is currently writing a senior honors thesis on print culture and the state ratification debates over the proposed constitution, 1787-1789. It plans to launch two new hybrid online programs by 2015: a Leadership in Health Care Systems program and a Doctor of Nursing Practice program. Another benefit people often overlook is that learning via technology encourages student participation. By deploying quality education programs online, society can benefit enormously—particularly in remote areas where schools and teachers are scarce. Thanks to lower operational costs, learning providers can deliver high-quality content without the students setting foot in ivy-covered bricks and mortar.

This will be a boon for users who don’t have the means or time to develop their own training programs.
With over five years of experience in Information Technology, he also brings a depth of experience in ensuring that team members are meeting their targets and skill gaps are bridged. Universities have tried to meet this demand by expanding their online course offerings and integrating digital technologies into departmental curricula.
Since the company was launched in February, they have seen 640,000 students from over 190 countries enroll in 1.5 million courses. Online education enables universities a way to continue to offer courses, churn out degrees, and keep enrollment levels high, all without having to tighten their belts too much. Perhaps there isn’t a piece of technology or digital platform that is as effective at building these skills as in-class, face-to-face instruction.
Shy students and those who need a little more time to “get it” can often learn at their own pace and interact with the instructor and one another more freely than in a classroom.
With job descriptions evolving faster and faster, frankly the local community college and its job training programs are probably a little behind the times.
Expensive private schools are re-purposing high-quality versions of their curricula for the online community.
Software-as-a-service companies are innovating online training courses customized for specific industries.
In addition, 33 universities, the University of Illinois being one of them, have partnered with Coursera.
In light of these benefits, the University of Illinois is in the process of putting more courses online as well as rolling out nine classes on Coursera. We are a committee of faculty, graduate, and undergraduate representatives tasked with reporting how and in what ways online education can best be utilized in teaching history and making sure it is done in the right way. Maybe the extent to which online education intersects with the history discipline is in a hybrid type format.
Now and in the future, employers are turning to on-the-job training via online education to push new skills and industry standards to their organizations. In addition, students can avoid many of the costs associated with traditional learning, such as commuting and buying textbooks.
With its deep economic implications for higher education, universities want to approach online education in a serious, sustainable, and pedagogically correct way. With thirty to forty students in a class, grading and evaluation by one professor is doable, but what about 5,000 or 20,000 student classes?
History is a very interpretive discipline and it’s tricky, although not impossible, to mesh that with digital technology in the right way.
We must first analyze its economic and pedagogical implications, important issues that the committee will be examining as we move forward. Quick training online means avoiding the lag time of retreat-based training or classroom courses.
Who has the rights to the intellectual property of a lecture that a professor gives if it’s put out on the internet, freely accessible to anyone with an internet connection?

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