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2. Attracting Prospects When high-school graduates are going to enroll in particular educational institutions, they are more than likely to follow them on social media to get more information about them. Current students can share their experience, thoughts, and opinions on the platforms so that candidates and their parents can get a deeper insight into the on-campus life. In a nutshell, online collaboration helps universities to stand out from the crowd.

When someone wants to complain about or give recognition to a particular service provider, they prefer doing that through online collaboration. This is mainly because there are many users who are ready to pass their own opinion on this issue instantly. This is how universities can use social media to monitor what has been said about their services and find a way to maintain or restore their reputation. It is important for unis to have a good reputation; otherwise, they may face problems associated with funding and recruitment.

In spite of the notion that students could conceivably take online courses from an institution anywhere in the world, two-thirds stick close to home — choosing a college or university within 50 miles of where they live. In fact, 44 percent selected a school within 25 miles of their homes. And the share of students enrolling in a school more than 100 miles from home fell from 37 percent in 2014 to 15 percent in 2019.

An advantage of going local is that the institutions "have greater visibility among employers and others in the community,"

If there were any such being as a "typical" online student, according to the results, she would be female (making up six in 10 students), nearly 32 years old, employed full-time, likely single and childless. Also, she wouldn't be the first in her family to attend college and she would have transfer credits to apply to her degree.

Interactive learning online (ILO) produces essentially the same outcomes as traditional face-to-face education at the university level, according to a recent report from Ithaka S+R. The report, "Interactive Learning Online at Public Universities: Evidence from Randomized Tests," suggested that educational institutions looking to reduce costs in the face of shrinking budgets can confidently turn to online education as a means of saving money without diminishing educational outcomes.

The Flipped Classroom continues to emerge as one of the most exciting grassroots movements in the academic world. Teachers all across the world are trying it and loving it. Make no mistake, the flipped classroom is no “trend” – it is a clear reflection of how technology truly can be a powerful tool for educators who are inspired to do the very best by their students

Social Learning in Online Courses I truly believe that better incorporation of social learning is vital to making online learning more engaging. Many online programs struggle to attain retention rates similar to most in-seat programs. One of the elements generally lacking in online learning (but natural to the face-to-face classroom) is a healthy level of social interaction. When online teachers make the effort to build social interaction into the digital classroom, they create multiple opportunities to enhance engagement and improve learning outcomes.

Tools to Embed Questions in Videos Admittedly, this is not the kind of game changing ed tech idea that others on this list are, but I still think it is worth noting. Over the last year, EdPuzzle, EduCanon, and Zaption are a few of the tools that I have seen mentioned over and over in the ed tech social media over the last year. This capability has just ‘blown up’ over the last year or so, getting a lot of attention, and for good reason

A user survey conducted by TV Guide has 15 percent of respondents saying they watch more than six hours of online video a week. Last year, that number was still at four percent. Sixty-two percent of all respondents said they watch more online video than just a year ago.

Despite the hoopla surrounding the launch of MOOCs and edX, smaller institutions and for-profits have been steadily improving online learning for years. Post University shares its strategy for online success.

“We are living in an incredible age for learning, when there’s so much knowledge available, that one would think that this is good news for higher education,” Bryan Alexander told me recently. Alexander writes often about the future of higher education and is finishing a book on the subject for Johns Hopkins University Press. “Yet we’ve seen enrollment in higher education drop for six consecutive years.”

In 2015, Georgia Tech formed a commission on the future of higher education, and its 48 members were asked to imagine what a public research institution might look like in 2040.

The primary recommendation of the Georgia Tech report is that the university turn itself into a venue for lifelong learning that allows students to “associate rather than enroll.” Such a system would provide easy entry and exit points into the university and imagines a future in which students take courses either online or face-to-face

Survey: Online, Blended Dominate Today’s Learning Environments

Coursera's on a growing streak. The number of new institutions of higher education to sign onto the free online course site has more than doubled, bringing the total count of colleges and universities participating to 33 from 16. Among the new schools participating: Berklee College of Music, Columbia University, Ohio State, Vanderbilt, and Wesleyan.

One new participant is the University of California Irvine, which has added seven courses and is already involved in a Coursera-like initiative run by the OpenCourseWare Consortium, but without the interactive components that Coursera provides. UCI also offers educational materials on iTunes U, YouTube, Connexions,

30% of the general broadband population — and nearly 30% in Italy and 40% in Spain in particular — prefer the PC to TV as a video platform compared with US viewers, where only 13% of broadband households would make the same choice.

he aforementioned strong corresponding preference for free online video sources could mean that it could not truly be monetised

44% of French video service subscribers would switch to a provider that offers free on-demand services.

Lecture capture has attracted a good deal of hostility recently. One article in Times Higher Education reported reservations from academics about the effect that recording lectures for online viewing could have on student participation and attendance (“University of Huddersfield gives tutorial filming plan green light”, News, 5 July). Another article aired worries that editing recorded lectures might eat into academics’ time, and that they may be used by management to assess performance, or by students to expose staff to ridicule (“Disability cuts lead to universal lecture capture policy”, 28 July). My own experience has led me to a very different view. Early this year, after more students enrolled on my ethics and society course than our school’s largest lecture theatre could hold, arrangements were made to live-stream the lectures into an overflow room. Because the capture system also recorded the lectures, we decided to post them on the course’s online learning platform and see what happened. The results were very positive.

48 per cent of respondents said that the recordings greatly enhanced their learning, with 94 per cent acknowledging some positive impact.

on average, each student viewed the library of 31 lectures 14 times, for a total duration of five hours. Lectures were watched for an average of 22 minutes, indicating selective use rather than passive reception.

Approximately 65 percent of people are visual learners and their propensity for watching videos online shows no signs of slowing down. The video component of e-learning helps to increase engagement by delivering content in a familiar, episodic fashion.

This ties in with microlearning, which is known to increase both engagement and knowledge retention by breaking learning down into manageable increments.

E-learning is scalable, and can be rolled out to more departments as the needs of the company change. As the skills needed for certain roles evolve, e-learning can be customized to specific, relevant content for employees without breaking the bank. As the saying goes, time is money, and e-learning has been shown to provide considerable savings by reducing time spent on training. It also offers savings on costs for external trainers, travel, materials and time spent out of the business. Case in point, after switching from traditional to online training, IBM delivered five times the amount of training for only one third of the cost – a saving of $200 million dollars. An IBM report found that investing in training can positively impact employee retention rates, with new employees 43% more likely to stay at a new job when training is provided

urvey: Most Students Say Online Learning Is as Good or Better Than Face-to-Face

Seven Facts about the State of Online University Courses in 2019 (Infographic)

7 Reasons Why You Should Conduct Assessments Online According To Students

he Consortium for School Networking on Wednesday announced a new initiative in partnership with the online educator network edWeb.net designed to improve technology for rural school districts. The project, “Tech for Rural Districts,” will offer support for district leaders through a webinar series and a new online platform.

Topics will include broadband access, avenues to acquire technology funding, and community involvement. The webinars will be archived on the initiative’s online learning community, which launched today and is open to the public.