ONLINE SCHOOL IN WORLD | DISTANCE EDUCATION

E-EDUCATION ABSTRACT

The educator in the United States has diversified into a full-time crusade in the world of debugging a global network of technologies, the global adoption of the Internet and the demands of the world of laborer capacitada periódicamente for the digital economy and evolution. The educator of the línea is at the forefront of converting the principal to 2025. The editorial document is a fact that has led to the development of the institution and the education of the faculty. Dichos factores incluyen la industry (negocios); gobiernos a nivel local, estatal y federal; leyes del país; Capacidad de las TIC; Internet / tecnología móvil; e ingresos y brecha digital. Brindamos implicaciones para las organizaciones nacionales y mundiales sobre la educación en línea.

Introduction

Much of information technology has influenced almost every aspect of our lives: the way we work, interact with others, process data processing, analyze and share information, entertain ourselves, and enjoy tourism. E-evolution or e-revolution (Palvia, 2013) has witnessed e-mails, e-commerce, e-government, and now e-education. E-education or online education has changed the way we approach teaching and learning. Changes in education delivery models have been rapid and transformative. As institutions around the world adapt to these changes, a highly dynamic educational landscape has brought researchers, educators, administrators, policy makers, policy makers, and businesses to great attention. Instead of the "letter" of courses that began in England in the mid-nineteenth century and involved the sending of hard copy documents that were subjected to a long time ago, e-education was quick to recount and so was educational delivery methods with access to online discussions, chat rooms, and video conferencing. "Online" or "mixed" learning began in the 1990s with the advent of the Internet and the World Wide Web and reached individuals in remote locations, or wanted the convenience of eliminating travel time .

As information and communication technologies continue, online education has become more technologically, economically, and operational. Incentives for universities to offer online programs include financial constraints and rewards (such as reduced infrastructure for classrooms, offices, cafeterias, dorms, and libraries), increased access to nontraditional students working full time, and the advanced state of the technology easily implemented. Dziuban, Picciano, Graham, and Moskal (2016) describe the evolution of online education in four stages using the USA context first: 1990s (distance education on the Internet), 2000-2007 (increasing use of Learning Management Systems - LMS), 2008–2012 (Growing Massive Open Online Courses - MOOCs), and more with the growth of online higher education enrollment that surpasses traditional enrollment in higher education.

This rich and varied history of online education has created a rich body of research, which explores various aspects of online education. Many conferences and journals have themes and special issues that focus on online education. Research related to online business education was first started in the 1990s by Information Systems (IS) researchers such as Alavi and Leidner (2001) focusing on the study of mediated technology (Alavi, 1994; Alavi & Leidner , 2001) and for many years there has been an increase. interest in online business education education.

This essay is both timely and important for a number of reasons. First, it focuses on the analysis of online business education. Second, it covers the period from 2000 to the date. Third, because of our emphasis on business education, we have reviewed a number of articles in journal journals that focus on online education. Fourth, this is a global study and provides a broader perspective on the state of online business education from five regions of the world - North America, Europe, South America, Asia, Asia-Pacific, and Africa

We use the holistic model of Palvia, Kumar, Kumar, and Kumar (2017) as a backdrop to analyze the status of online education in different parts of the world with a focus only on key national levels. A holistic model defines the world; national, institutional; curriculum / program; and micro-level factors in student, professor, course, and technology interactions. Global level factors determine the attainment of online education beyond national borders. The globalization of online education occurs when there are standard technology platforms (such as the Internet), digital divide, accommodation in different languages ​​and cultures, curriculum curricula, and assessment processes.

Top-level factors include industry (business) and local, state, and federal governments. The industry and government sectors have determined the availability of graduates from online programs. Likewise, local and state governments make regulations regarding all education programs, and initiatives include online education. Also included are national laws, Information and Communication Technology (ICT) issues, Internet / mobile technology separation, revenue sharing, and digital divide. Institutional causes include support from administration, marketing, technology, and top management; institutional culture (entrepreneurial, hierarchical and otherwise), be selectively opposed to unelected institutions, public versus private, for profit vs. not for profit. Curriculum / program factors include education level (freshman, sophomore, junior, senior, graduate), part-time or full-time, normal or executive program, online mode (mixed, flip, full online, also sequential / asynchronous). At the micro level, student factors include motivation, culture, learning style, and IT skills level; The professor includes (but is not limited to) roles (shifting from "stage page" to "cyber side guide"), teaching mode (cognitive, affective, managerial) and IT skills level; The reasons for the course include discipline, learning outcomes using perhaps Bloom's famous tax; and the underlying technology includes the platform (LMS type) used, the known usefulness, and the ease of use.

For this editorial, we focus on the factors that are likely to determine the success of online education. To begin with, we provide a historical perspective on the evolution of online education primarily in the US context. Afterwards, we provide details about the most powerful and long-standing United States democracy in America and most of India's population and hard-working democracy. Between the two countries, we cover about 1.6 billion people accounting for about 22% of the world's population. In particular, we cover the regions of Australia, South Africa, China, and the Middle East to get a feel for the online / blended education movement worldwide. To the extent possible, for each country / region, we cover the historical background, present situation, challenges, and future prospects.

Evolution of Online Education

Distance learning in the United States has changed over the last three centuries to what is now known as "online learning", through the basic delivery systems that show that he has the tools he has. in time: the postal system; radio and television; and interactive technologies (Anderson & Dron, 2011; Kentnor, 2015). In 1728, an announcement in the Boston Gazette, which read "The People of the Nation who wish to learn this art was made possible by sending many lessons sent weekly to them, could be fully taught as those. living in Boston, "Caleb Phillipps shows, proposed to teach shorthand 1 to students by exchanging letters nationwide (Gensler, 2014). Unlike today's teachers, he has proven that the level of teaching can be just as good as the traditional face-to-face. Television and television radio delivery systems followed the parcel post with a licensed federal radio station launched in 1919, by a University of Wisconsin professor and in collaboration with universities on television stations. in 1950 to offer college courses for credit. The University of Phoenix, now known for its full online programs, began using online technology with CompuServe (the first online service provider) in 1989, and then the World Wide Web in 1991. The year 1998 marked the beginning of an increase in online programs, when New York University opened NYU Online, which was among many other online programs that followed but did not survive. The initial failure of online programs to meet expectations also led to the concept of "blended" or "hybrid" programs launched in 1999/2000 and the combined face-to-face classes. there are online classes that hope to combine the advantages of both. Online and integrated programs include available technology to offer asynchronous and synchronous / real-time delivery options and tools such as online chat boards, chat rooms, and video conferencing.

INDIA 

As mentioned by KPMG India and Google, developing countries such as India are in a better position to ignore the flawed models adopted earlier by advanced countries such as the USA and use the latest developments such as hybrid models, new and offbeat topics, gamification, peer- peer learning, identity, and profile mapping (Bansal, 2017). According to a study conducted by KPMG India and Google (2017), India's online education system currently stands at US $ 247 million with an average of 1.6 million users; it is expected to grow to US $ 1.96 billion with almost 9.6 million users by 2021. According to KPMG India and Google, the top drivers for online / blended education in India are (a) remarkable growth of Internet2 and penetration of smartphone 3; (b) low cost online education; (c) digital-friendly government policies; and (d) an increasing demand for working professionals and job seekers for continuing education (Bansal, 2017).

Digital India and Skill India is one of several government initiatives launched to spread digital literacy in India. More examples are e-Just (books in digital form schools), e-Education (all broadband-related schools and free WiFi) in all schools, development of pilots in MOOCs (Massive Online Open Courses), Nand Ghar (digital tools as teaching tools), SWAYAM (curriculum-based MOOCs taught in classes from 9th grade through graduation ), and India Skills Online (a learning portal for skills training). Clearly, government initiatives have long benefited from online education.

United States of America (USA)

The growth of online enrollments in the U.S. has increased for the 14th consecutive year irrespective of an expanding or shrinking economy and rising or declining overall college enrollments. At the same time, the number of students exclusively taking face-to-face classes on a brick and mortar campus has been dropping (Seaman, Allen, & Seaman, 2018). In 2016, there were over 6 million students in the U.S. who enrolled in at least one online course (Lederman, 2018), and the proportion of students enrolled in at least one online course has risen to over 30%. Public institutions and not-for-profit institutions have the largest percentage of students taking online classes. Continued growth of online programs, especially for business education, seems to be on the horizon in the next five years. Surprisingly, over half the students that took at least one online class also took a course on campus, and students not physically present in the U.S. who enrolled in U.S. online degree programs were only 1 percent of all students taking online classes. This implies that the majority of online programs are not currently attracting students who live far from the university. Effectively continuing to increase the number of students from faraway locations within and outside the U.S. presents both an opportunity and a challenge to universities.

The obvious advantages of online programs to the university include increasing enrollments and profits, extending university reach, increasing student technological skills, mitigating the projected shortfall in instructors, eliminating overcrowding of classrooms, reducing infrastructure cost, allowing students to work at their own pace and learning style, reducing faculty bias, and improving retention and graduation rates (Popovich & Neel, 2005).

However, educational institutions also face a variety of institutional-, instructor-, and student-related impediments to successful implementation, maintenance, and growth of online programs.

First, there has been a steady decline in college enrollment in the U.S., from 20.6 million in 2011 to 19 million in 2016 (Hildreth, 2017), and is expected to be significant in the late 2020s (Hoover, 2017). Reasons for declining college enrollments include (a) increasing cost of a college education, (b) skepticism about the incremental value of higher education, (c) decline in the rate of timely degree completion, (d) unwillingness to travel long distances, (e) increasing cost of commuting, (f) unwillingness to incur long-term debts, and (g) social concerns, such as perceived insufficient institutional support for low-income, minority, and foreign students, and peers from different backgrounds, culture, or interests. Top-tier universities are less likely to face this declining enrollment problem. Due to stiff competition, universities in the Northeast are more likely to face the challenge of declining enrollments.

Besides the challenge of declining enrollments, there is the challenge of change in student profile. Research shows that students in above 25 years of age category will increase. Hoover (2017) suggests that the solution involves creative thinking such as exploring educational programs to attract international students, implementing online or blended courses that could help reduce commuting costs and student travel time, and accelerating graduation rates, especially for students working full time.

Institutional factors such as lack of understanding of online pedagogy and online learning styles, lack of administrative support for online education and for marketing the program, number of students enrolled, faculty qualifications, tuition rates, and length of the program (Kentnor, 2015) can also doom the program to failure. In addition, Popovich and Neel (2005) investigated a variety of institutional characteristics that relate to online courses and programs at AACSB-accredited business schools. They noted disadvantages such as potentially reduced quality of education, increased faculty training costs, faculty resistance, financial aid constraints, employer bias against online degrees, lack of appropriateness for all subjects/course content, increased cost of technological update, program startup costs and challenges, potentially reduced student/professor interaction, irrelevance of previous location advantage, and potential infringement on existing programs.

Institutions also need to take student concerns seriously. Valid student concerns include experiencing isolation from peers and professors, concerns about mastering new technology and software, potential for negative perception of online degrees by employers, and potential for reduced quality of instruction relative to the same courses taught as traditional face-to-face classes. Graduates of online programs voice concerns such as regret that they did not conduct more detailed research about the program to ensure a good fit for them and lack of full information about cost and financial aid, provided by the university.

While the market for more online programs with global coverage appears to exist, adequate planning and implementation of best practices and innovative strategies is necessary for a university to successfully introduce and/or expand online education given the challenges outlined above. To implement a successful online program, or launch a successful online course, the program/course being offered needs to harness innovative technology in a way that enhances student learning beyond face-to-face classes rather than water down the curriculum, promote reduced learning, deliver an inferior product, and heighten student and faculty frustration. Any online program or course should provide extra (over and above traditional program or course) benefits to its various stakeholders: students, faculty, administrators, and employers.

Australia and New Zealand

Mirroring global trends, the 2000–2011 saw a dramatic growth in open access online education in Australia and the Asia Pacific Region (Greenland, 2011). Swinburne University of Technology (SUT), a pioneer in Australia’s online tertiary education sector, reflected the national growth in the online education scenario and the experience of many of Australia’s online tertiary providers (Greenland & Moore, 2014). SUT’s growth in open access online education was achieved in partnership with Open Universities Australia (OUA) “a national leader in online higher education” (OUA, 2013). OUA is a collaborative venture with several Australian leading universities, of which SUT is a shareholder and provider partner (Greenland & Moore, 2014). On the technology side, Hillier (2018) recognized the lack of infrastructure in Australia especially high bandwidth connectivity among remote locations as a major bottleneck that can be alleviated by providing an offline processing capability. This would typically call for a rapidly synchronizing setup between offline and online systems to assure the best quality of learning for the end user. The factors identified by Smyrnova-Trybulska et al. (2016) for the popularity and adoption of MOOCs in Australia include (a) motivation among students as they have to operate in an increasingly digital and global economy; (b) need for lifelong learning in a fast-changing macroeconomy; (c) preference for self-learning; (d) greater chances of acceptance of online certificates by regulatory bodies; and (e) possibility of cross acceptance of offline and online learning credits bringing formal and informal learning both as the norms of education. A report submitted by Wright (2010) to Ministry of Education, Government of New Zealand recognizes that e-learning is a potent tool for peer and collaborative learning in a technologically rich context of New Zealand and is expected that it would lead to better learning outcomes and better student–teacher relationships in future.

Africa

South Africa is amongst the most developed African country with an evolved digital infrastructure and has a clear e-education policy in place. Exploring the e-education policy in South Africa, Vandeyar (2015) argues that there are gaps in the policy comprehension by intermediaries like district and province officials resulting in several problems in the actual implementation of national e-education policy. Authors call for greater participation of intermediaries in policy formulation for them to be relevant stakeholders. According to Kotoura, Ilkana, and Kilicb (2015), Ghana is among the most progressive countries in Africa with much better access to Internet and other resources at the disposal of its citizens. The authors argue that online availability of academic credentials has helped the working class improve their skills without giving up their jobs although the overall perception of online education is still not very positive (Kotoura et al., 2015). In another recent study aiming to assess ICT capacity across Africa, Mulhanga and Lima (2018) analyzed existing technological and scientific ecosystems in place in Africa in general and Mozambique in particular. This article reviews existing challenges for National Research and Education Networks (which form a bedrock for both scientific research and e-learning across many nations) and their deployment in Africa and proposes a service model for fostering e-learning. An interesting study by Porter et al. (2016) argues that majority of African students might access Internet and related education content on their mobiles, but it is important that the harmful impact such as addiction to smartphones is also taken into consideration while formulating policy (especially for school going students) to ensure better educational outcomes. This study contrasts the positive and negative impacts of mobile e-education across Ghana, South Africa, and Malawi. Overall, ICT capacity across Africa is not evolved much although mobile-based learning seems to be heading toward a critical mass and may have a major impact. Jaffer, Ng’ambi, and Czerniewicz (2007) have argued that multiple levels of challenges exist among developing nations with regard to education, and ICT intervention in education should be driven by actual gaps rather than available technology choices. Joshua, Nehemiah, and Ernest (2015) take this further and emphasize the role of understanding cultural and local issues before designing an e-learning system for improved outcomes.