Borderless Online Degrees

2020 ◽  
pp. 1-23
Keyword(s):  
Online Education ◽  
Financial Support ◽  
Learning Experience ◽  
Postsecondary Students ◽  
Skilled Workers ◽  
Entry Level ◽  
High School Degree ◽  
Online Degrees ◽  
Market Opportunities ◽  
International Learning

Every worker needs postsecondary training to enable nations to develop strong economies as automation replaces the need for low-skilled workers. A high school degree no longer qualifies students for entry-level jobs. As developing countries struggle to build and finance the campuses and staff needed to meet the growing demand, borderless online degrees are an affordable, scalable solution. The degrees also create new international market opportunities for all higher education at a time of reduced financial support and declining enrollments and enable all postsecondary students to have an international learning experience. The task will be to create a virtual learning class of the same quality and student success as found on campus. This chapter introduces benefits, challenges, and solutions of borderless online education.

scholarly journals Online teaching: a reflection

2021 ◽  
pp. 1-8
Author(s):  
Sam Baddeley
Keyword(s):  
Online Education ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Personal Reflection ◽  
Remote Education ◽  
The Past

This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.

scholarly journals Multicultural Learning and Experiences in Design through Collaborative Online International Learning (COIL) Framework

2019 ◽  
Vol 8 (1) ◽  
pp. 5-16
Author(s):  
Abimbola Oluwatoni Asojo ◽  
Yuliya Kartoshkina ◽  
Babatunde Jaiyeoba ◽  
Dolapo Amole
Keyword(s):  
Interior Design ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
Learning Experiences ◽  
Collaborative Teaching ◽  
Teaching Methodology ◽  
University Of Minnesota ◽  
International Learning ◽  
Social Environmental ◽  
The University

One of the requirements for interior design students by the Council for Interior Design Accreditation (CIDA) is to be “prepared to work in a variety of contexts as well as across geographic, political, social, environmental, cultural, and economic conditions.” To help with this preparation, faculty partners from two institutions- the University of Minnesota Interior Design and the Architecture Obafemi Awolowo University in Nigeria- created unique learning experiences for their students by using Collaborative Online International Learning (COIL). The main goal of this teaching methodology is to develop students’ cross-cultural competence by linking university classes in different countries. Two COIL projects were chosen to help students practice solving design problems while responding to specific socio-cultural contexts. Students from both countries seemed to greatly benefit from this learning experience. Findings from students’ reflections after the learning experiences indicated deeper intercultural sensitivity in their design solutions and appreciation of technology and collaborative teaching in developing this sensitivity. Overall the framework of COIL strengthened the integration of multicultural learning experiences in both settings.  

scholarly journals Service Learning: Bringing The Business Classroom To Life

2010 ◽  
Vol 3 (9) ◽  
pp. 55-60
Author(s):  
Lauren Ayers ◽  
Tristan L. Gartin ◽  
Brannan D. Lahoda ◽  
Shannon R. Veyon ◽  
Megan Rushford ◽  
...  
Keyword(s):  
Service Learning ◽  
Business Students ◽  
Learning Experience ◽  
Or Efficiency ◽  
Management Level ◽  
Entry Level ◽  
For Profit ◽  
Not For Profit ◽  
Service Learning Projects ◽  
Learning Projects

While service-learning may be easily incorporated into medical or legal fields, this type of active learning generally has not been historically integrated into any discipline within the business curriculum. This is unfortunate, as the utilization of business students in not-for-profit environments can provide a triple-win scenario:  the students receive an enriched learning experience, as they likely will confront opportunities at the entry level that are not generally experienced until the middle-management level; the administrators at the not-for-profit have access to business students with skills that are necessary but typically expensive to acquire; and the constituents served by the organization are enriched by having improved delivery or efficiency of service.  Within this paper, we will discuss the service-learning environment and will then detail a project we have worked on in a service-learning-oriented class, with the hope that others may use our experience to facilitate their own service-learning projects as students or within the context of a class.

scholarly journals Using 21st Century Technology In Online Business Education

2011 ◽  
Vol 5 (12) ◽  
Author(s):  
Susan Silverstone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Virtual Classroom ◽  
Online Discussions ◽  
Font Size ◽  
The Future ◽  
National University

<p class="Default" style="text-align: justify; margin: 0in 0in 0pt;"><span style="font-family: Times New Roman;"><span style="font-size: 9.5pt; mso-bidi-font-style: italic;">The challenges for education in the 21<sup><span style="position: relative; top: -4pt; mso-text-raise: 4.0pt;">st </span></sup>century are fundamentally the same as they were in each of the past centuries &ndash; holding on to what is of value while discovering and developing what adds value to both teaching and learning. While the future is difficult to predict, the seeds of the future can be seen in the behaviors of the present. Obviously technology will play an even greater role in future education no matter how much and how quickly technology changes. Of greater importance than technology is the thinking needed for knowing how to use technology for advancing education for both students and instructors. Identifying the shifts in behavior that people are experiencing today provides clues on the practices that will be common tomorrow. Basic changes in education include the following: (1) moving from an instructor-centered paradigm focused on teaching to a learner-centered model focused on learning; (2) shifting from an emphasis on textbooks as a preferred source of knowledge to the use of technology as the primary tool for acquiring information and ideas; (3) advancing from knowledge to know-how exemplified in the differences expected from the cognitive, behaviorist and constructivist approaches to learning; and (4) sharing responsibility for learning through increased interaction and continuous communication between and among all individuals engaged in becoming educated persons. Technology, though it may be the key tool for facilitating these changes, has its limitations as well as its advantages, as any instructor knows when comparing face-to-face classroom lecturing with virtual asynchronous online discussions. Today&rsquo;s students are techno-savvy and may be considered the &ldquo;Wi-Fi Generation.&rdquo; In the School of Business at National University, the second largest not-for-profit university in California, a blended approach to learning has been adopted in the accelerated one-month format used for its online education program. This paper explores the effects of some new technological options which were recently provided to marketing students in order to make their online learning experience more exciting and meaningful. National University&rsquo;s online classes are offered on the eCollege platform. Students interact with each other asynchronously through discussion boards and synchronously in weekly chat sessions. Chat sessions had been offered in a text-based format, but the School of Business has invested in iLinc software which provides Voice over Internet Protocol (VoIP) capability. In iLinc, students can see and hear each other as well as the instructor in real time. The system allows application sharing, group web-browsing, the display of PowerPoint</span><span style="font-size: 10pt; mso-bidi-font-style: italic;">&reg; </span><span style="font-size: 9.5pt; mso-bidi-font-style: italic;">slideshows, voting, and independent group work. Using this technology, the instructor acts as both a discussion moderator and a live lecturer. The traditional text-based chats are no longer used due to the high student acceptance and delight with the iLinc system. Outside of the virtual classroom, the marketing students were tasked to analyze and comment on the content of selected television shows. National University&rsquo;s students are adult learners who grew up passively watching television from an early age. These assignments were designed to get them to think beyond the surface entertainment to the underlying marketing and business messages given in these shows. For example, a graduate advertising class was assigned to comment on the reality show, The Apprentice, while an undergraduate class critiqued the Super Bowl advertisements. In both classes the students were told to look at these programs critically and share their comments with the class. The use of these current mass media presentations, (which afforded live action cases that demonstrated the immediate consequences of managerial actions), was shown to be very powerful. </span><span style="font-size: 9.5pt;">Overall, the students appear to thoroughly enjoy this addition of topical and &ldquo;live&rdquo; learning tools to their online learning experience. While not tested empirically as yet, these new classroom tools seem to increase student comprehension and retention of the course material. </span></span></p>

The Impact of MCAST Apprentices on Insurance Companies Operating in Malta - A Manager’s Perspective

2021 ◽  
Vol 5 (1) ◽  
pp. 127-153
Author(s):  
Joseph Schembri
Keyword(s):  
High Performance ◽  
Insurance Industry ◽  
Learning Experience ◽  
Cost Effective ◽  
Research Problem ◽  
Insurance Companies ◽  
Skilled Workers ◽  
Structured Interviews ◽  
Insurance Firms ◽  
The Impact

This study probes the MCAST insurance apprenticeship scheme and the impact of apprentices on the local insurance companies, acting as sponsors. This study is of particular relevance since the local insurance firms are experiencing growth but have the challenge of employee turnover and skills shortage. This research study investigates the work-based learning experience of students, the mentoring of apprentices and the supervising procedures adopted by MCAST and the insurance firms. The purpose is to analyse the impact of MCAST trainees on local insurance firms and depict practical recommendations to ameliorate the learning experience of the apprentices. The recommendations emanating from this study, assist MCAST to develop high-performance apprenticeship schemes and assist the local insurance industry, in the recruiting and training of young employees. This qualitative research gathers data through nine in-depth, semi-structured interviews and adopts the Grounded Theory Methodology to address the research problem and attain the stated objectives. The researcher adopts the constructivist approach incorporating an inductive and abductive stance. The findings emanating from the data illustrate the need to promote the insurance industry as a provider of stable and fulfilling careers with the possibility of job mobility. MCAST and the insurance firms need to enhance their collaboration to promote the insurance apprenticeship, among young learners, even at secondary level. An overhaul of the mentoring and supervising approach is needed to provide a work-based learning experience of excellence to MCAST apprentices. MCAST apprenticeship is considered by the insurance executives as the best training opportunity to recruit skilled workers and create networks. The scheme is cost effective to the firms and is considered as a long-term investment in human resources. A well-planned strategy to enhance collaboration and share knowledge between the leading VET provider of the Maltese Islands and the insurance industry is required for the benefit of the apprentices who are the future employees of the local insurance firms.

Income Contingency and the Repayment of Student Loans

1994 ◽  
Author(s):  
J. C.R. Rowley
Keyword(s):  
Interest Rates ◽  
Financial Support ◽  
Student Loans ◽  
Income Growth ◽  
Practical Implementation ◽  
Postsecondary Students ◽  
Tax System ◽  
Financial Flows ◽  
Salient Features ◽  
Current Systems

The current systems of financial support to postsecondary students in Canada and elsewhere are clearly inadequate. Their evident deficiencies have revived interest in the possibility of income-contingent loans and in the use of the tax system to deal with repayments. Some simulative experiments are used here to explore the feasibility of income contingency and to explore the sensitivity of financial flows to various assumptions about interest rates, income growth, age-earning profiles, default, and take-up rates for loans. Evidence from these experiments points to some salient features in the design of new schemes or the support of postsecondary students, and it also permits the identification of relevant issues which might significantly affect the practical implementation of any scheme involving income contingence as a basis for repayments.

scholarly journals Blended Learning Experience of Students Participating Pedagogical Formation Program: Advantages and Limitation of Blended Education

2016 ◽  
Vol 6 (1) ◽  
pp. 63 ◽  
Author(s):  
Fatih Saltan
Keyword(s):  
Online Education ◽  
Qualitative Case Study ◽  
Learning Experience ◽  
Teaching Profession ◽  
Face To Face ◽  
Arts And Sciences ◽  
Study Approach ◽  
Self Confidence ◽  
Group Interviews

The aim of this study was to investigate the learning experience of students studying pedagogic formation in blended design with regard to attendance, self confidence, and attitudes toward both Pedagogic Formation Program (PFP) and the teaching profession. In order to achieve this aim, a qualitative case study approach was carried out. The participants of this study consisted of 154 graduated Faculty of Arts and Sciences students who were enrolled in the first blended PFP in Turkey. A qualitative case study was conducted. Data were obtained through an open-ended questionnaire (n=154) and focus group interviews (n=8). The qualitative data were analyzed by using content analysis techniques. Overall, the results indicated that blended PFP was highly promising regarding professional development, self-confidence, accessibility and eliminating some disadvantages of distance education. Specifically, inherent problems of online education continued to take place in blended design but a balanced blended approach could minimize these weaknesses. Participants indicated that face-to-face sections were more applied, authentic and effective than the online part. On the other hand, most of the participants preferred to attend the online lessons regularly.  It was mainly because of availability concerns, travelling, and comfort of their home.

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