A lot more young people are choosing non-traditional education to get started on and advance in their professions while completing and boosting their formal education. “Typical distance learners are those who you do not have access to programs, employees who work during scheduled class several hours, homebound individuals, self-motivated those who want to take classes for self-knowledge or progression, or those who are unable or unwilling to attend class” (Charp, 2050, p. 10). Three important elements surround the online learner: technology, curriculum, and instructor (Bedore, Bedore, & Bedore, 1997). These elements must be keenly included into one smoothly and operationally functional delivery tool. Cenac Towing
While an online method of education can be a highly effective alternate medium of education for the mature, self-disciplined scholar, it is an incorrect learning environment for more dependent learners. Online asynchronous education gives students control over their learning experience, and allows for overall flexibility of study schedules for non traditional students; however, discuss a greater responsibility on students. In order to successfully participate in an internet program, student must be well organized, self-motivated, and own a high degree of time management skills in order to keep up with the pace of the course. For these reasons, online education or e-learning is not appropriate for young students (i. e. general or secondary school age), and other students who are dependent learners and still have difficulty
assuming tasks required by the online paradigm.
A lot of students use e-learning solutions in over one hundred and forty countries: corporations such as Kodak and Toyota and education providers like ExecuTrain, New Horizons, the Enoch Olinga College (ENOCIS), Phoenix, az University between the hundreds of schools and universities.
Studies show student preservation to depend on 250% better with online learning than with classroom programs. Several recent ones have helped frame the controversy. The Sloan Consortium released a widely distributed record titled “Growing by Levels: Online Education in the United States in 2005” that examined the growing prevalence of online education across U. S. organizations.
Additionally, a study conducted by the Boston-based talking to firm Eduventures found that, while about 50 % of institutions and more than 60 percent of employers generally accept the high quality of online learning, students’ perceptions vary. Only about 33 percent of possible online students said that they understand the caliber of online education to be “as good as or better than” face-to-face education. Ironically, 36 percent of possible students selected cited concern about employers’ acceptance of online education as a reason because of their reluctance to enroll in online courses.
But what actually drives quality? A March 2006 report released by the U. S i9000. Department of Education’s Workplace of Postsecondary Education pinpoints six quality indicators: objective, curriculum and instruction, school support, student and academics services, planning sustainability and growth, and analysis and assessment.
The debate explosion on even though the Pros and Cons of Online Mature Education for today’s international students are constantly reviewed to determine if this type of education program can deliver predictable and measurable results.
The Enoch Olinga College (ENOCIS) is one institution which uses this type of delivery system. ENOCIS enhances their learning experience by providing many other “value added”, cost reducing benefits to students. Online pupils can sign up for scholarships available to students of excellence and other financial aid programs like the Parent Mortgage for Undergraduate Students (PLUS), with attractive interest rates. Additionally, they provide convenient repayment facilities, on line savings, Western Union Quick Pick up, bank cards and a student who is approved a loan may start trying to repay it after 8 several weeks if they have a corporate guarantor.