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Showing posts with the label online schools

Drop Out Rates: Should Traditional and Online Schools Have Their Own Rates?

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Dropout rates are a primary concern for universities and governments that want to create accountability in higher education . How dropout rates are defined has a large impact on the future success of schools and may influence those that will be around in the future . Some have argued that the timetables and lack of understanding put online schools at a disadvantage under definitions more in tune with the needs of traditional schools . How Drop Out Rates are Defined The way in which dropout rates are set can make a large difference in the final rate . For example , if a dropout rate is by course level it will have one value while if it is calculated over a year , or two years , will have another . If calculated over longer periods of times the rates may capture students who bounce in and out of classes but have not given up on their education . When a student drops is confusing . The

Online Education Encourages Stronger Scholarship Cultures

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One of the greatest advantages of traditional education is its ability to create knowledge based cultures through face-to-face communication.  It is believed that on-campus social interaction creates norms, values, and expectations that lead people to higher forms of scholarship.  This is not always the case when negative cultural influences restrict the ability of students to be successful.  New research shows that online courses help to enhance the scholastic nature of colleges by countering some of the destructive norms in society that limit intellectual growth. When people interact and socialize with each other they create social expectations that can either lead to more scholastic behavior or lessen that behavior. For example, cultural norms can encourage greater research and knowledge sharing or it can socially restrict the transference of knowledge. When negative cultures are developed in face-to-face environments they can be extremely difficult to reverse. Online education

Why do People Enroll in Online Education?

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All students have hopes, goals, dreams and desires; some are more realistic than others. Each is limited in their available time and resources to make those dreams a reality. Higher education affords the opportunity for people to achieve parts of their dreams and find ways of moving up the social ladder. Unfortunately, life has many different types of roadblocks people must navigate to achieve their goals. According to a study in the Journal of Educators the students who choose online education do so for scheduling purposes (Fontenot, et. al., 2015). Many of today's students are older than those of the past and the ever changing market requires them to be adjustable while continually learning new ideas and concepts. That new knowledge can come from informal and formal sources. Education is one of those formal educational processes that leads to a degree that can be used to apply for job openings. People don't always go to college right out of high school nor do they have

Report on Cyberbullying in Online Higher Education

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Donna DiMatteo-Gibson, PhD Paula J. Zobisch, PhD Andree Swanson, EdD The research in cyberbullying has been heavily focused on elementary and secondary education; however, cyberbullying permeates throughout online higher education. The challenges regarding bullying in higher education are the need to define cyberbullying, detect cyberbullying, and how to respond to cyberbullying when it is occurring. Policies and best practices must be in place to minimize these occurrences for students and professors. Procedures on what students and faculty can utilize will be recommended based on survey results. Literature Review Misawa and Rowland (2015) reviewed academic bullying as it takes place in adult education, higher education, continuing education, and professional education. Misawa and Rowland found that in higher education, cyberbullying frequently was focused on racism and homophobia. Unbelievably, Misawa and Rowland also found evidence of gender and race cyberbullying