Internet classes, a trickle in public schools a decade ago, are rapidly joining the education mainstream — so quickly that it's unclear what all the ramifications may be. Statewide, 10,161 Washington students — mostly in high school — took one...

Aim/Purpose: The goal of the study was to examine the perceptions of senior academic staff who also serve as policymakers in Israeli colleges of education, regarding the integration of technology in teacher education, and the shift to online learning during the Covid-19 pandemic. There is little research on this issue and consequently, the aim of the present study is to fill this lacuna. Background: In Israel, senior academic staff in colleges of education play a particularly important role in formulating institutional policies and vision regarding the training of preservice teachers. They fulfil administrative functions, teach, and engage in research as part of their academic position. During the Covid-19, they led the shift to online learning. However, there is little research on their perceptions of technology integration in teacher education in general, and during the Covid-19, in particular. Methodology: This qualitative study conducted semi-structured interviews with 25 senior academic staff from 13 academic colleges of education in Israel. Contribution: The study has practical implications for the implementation of technology in teacher education, suggesting the importance of establishing open discourse and collaboration between college stakeholders to enable enactment of a vision for equity-that allows programs to move swiftly from crisis-management to innovation and transformation during the Covid-19 pandemic. Findings: The findings obtained from content analysis of the interviews reveals a central concept: “On both sides of the divide”, and points of intersection in the perceptions of the senior academic staff. The central concept encompassed three themes: (1) centralization - between top-down and bottom-up policies, (2) between innovation and conservation, and (3) between crisis and growth. The findings indicate that in times of crisis, the polarity surrounding issues essential to the organisation’s operation is reduced, and a blend is formed to create a new reality in which the various dichotomies merge. Recommendations for Practitioners: The study has practical implications for the scope of discussions on the implementation of technology in teacher education (formulating a vision and policies, and their translation into practice), suggesting that such discussions should consider the perceptions of policymakers. Recommendation for Researchers: The findings reflect the challenges faced by senior academic staff at colleges of education that reflect the ongoing attempts to negotiate and reconcile different concerns. Impact on Society: The findings have implications for colleges of education that are responsible for pre-service teachers' teaching practices. Future Research: An enacted vision for equity-based educator preparation that allows programs to move swiftly from crisis-management to innovation and transformation. Future research might reveal a more complete picture by investigating a broader spectrum of stakeholders both in Israel and elsewhere. Hence, future research should examine the power relations between senior college staff and external bodies such as the Higher Education Council (which determines higher education policies in Israel).

Aim/Purpose: The study aims to supplement existing knowledge of information systems by presenting empirical data on the factors influencing the intentions of doctoral students to learn through online platforms. Background: E-learning platforms have become popular among students and professionals over the past decade. However, the intentions of the doctoral students are not yet known. They are an important source of knowledge production in academics by way of teaching and research. Methodology: The researchers collected data from universities in the Delhi National Capital Region (NCR) using a survey method from doctoral students using a convenience sampling method. The model studied was the Technology Readiness and Acceptance Model (TRAM), an integration of the Technology Readiness Index (TRI) and Technology Acceptance Model (TAM). Contribution: TRAM provides empirical evidence that it positively predicts behavioral intentions to learn from online platforms. Hence, the study validated the model among doctoral students from the perspective of a developing nation. Findings: The model variables predicted 49% of the variance in doctoral students’ intent. The TRAM model identified motivating constructs such as optimism and innovativeness as influencing TAM predictors. Finally, doctoral students have positive opinions about the usefulness and ease of use of online learning platforms. Recommendations for Practitioners: Academic leaders motivate scholars to use online platforms, and application developers to incorporate features that facilitate ease of use. Recommendation for Researchers: Researchers can explore the applicability of TRAM in other developing countries and examine the role of cultural and social factors in the intent to adopt online learning. Future Research: The influence of demographic variables on intentions can lead to additional insights.

In order to improve recommendation coverage, a personalised recommendation method for English online learning resources based on improved collaborative filtering algorithm is studied to enhance the comprehensiveness of personalised recommendation for learning resources. Use matrix decomposition to decompose the user English online learning resource rating matrix. Cluster low dimensional English online learning resources by improving the K-means clustering algorithm. Based on the clustering results, calculate the backfill value of English online learning resources and backfill the information matrix of low dimensional English online learning resources. Using an improved collaborative filtering algorithm to calculate the predicted score of learning resources, personalised recommendation of English online learning resources for users based on the predicted score. Experimental results have shown that this method can effectively backfill English online learning resources, and the resource backfilling effect is excellent, and it has a high recommendation coverage rate.

Aim/Purpose: To understand readiness of students for learning in online environments across different age groups. Background: Online learners today are diverse in age due to increasing adult/mature students who continue their higher education while they are working. Understanding the influence of the learners’ age on their online learning experience is limited. Methodology: A survey methodology approach was followed. A sample of one thousand nine hundred and twenty surveys were used. Correlation analysis was performed. Contribution: The study contributes by adding to the limited body of knowledge in this area and adds to the dimensions of the Online Learning Readiness Survey additional dimensions such as usefulness, tendency, anxiety, and attitudes. Findings: Older students have more confidence than younger ones in computer proficiency and learning skills. They are more motivated, show better attitudes and are less anxious. Recommendations for Practitioners: Practitioners should consider preferences that allow students to configure the learning approach to their age. These preferences should be tied to the dimensions of the online learning readiness survey (OLRS). Recommendations for Researchers: More empirical research is required using OLRS for online learning environments. OLRS factors are strong and can predict student readiness and performance. These are opportunities for artificial intelligence in the support of technology-mediated tools for learning.

What should employers and environmental, health and safety professionals consider when choosing virtual training for workers?

NetCom Learning achieves this prestigious recognition for the first time, highlighting its commitment to providing innovative, high-quality online learning resources and its growing impact in the e-learning industry.

Copyright 2020 NPR. To see more, visit STEVE INSKEEP, HOST: Distance learning in the pandemic highlights a problem that experts have warned about for years - some students have good access to the Internet, and others do not. It's called the digital divide. Many districts are about to start the school year with more distance learning, so how can they narrow that divide? Rachel Martin spoke with Nicol Turner Lee, who studies it. RACHEL MARTIN, BYLINE: When you look back at those two, sometimes three, months that students in this country were doing distance learning, what worked and what didn't? NICOL TURNER LEE: You know, I think, generally, I am in agreement with some of the folks that have looked at this short period time as somewhat of an abject failure for our children. What worked was that, you know, schools had the attention of their households to figure out what to do during a time of crisis. What didn't work was that schools were not necessarily ready to move to an online

Acellus Learning Accelerator, used by 6,000 schools nationwide, is under fire for lessons that parents and educators have decried as racist, sexist, and age-inappropriate.

Title: One Benefit of Online Learning: Better Sleep for Kids
Category: Health News
Created: 8/27/2021 12:00:00 AM
Last Editorial Review: 8/27/2021 12:00:00 AM

Welcome to the fast and furious world of online learning in India, where education meets the digital age with a dash of chutney.

The subjects are rarely discussed and have great potential, says its MD Munishwar Vasudeva

It has exposed the huge economic disparities in homes that enhance social inequalities.

DDoS attacks during the first three months of this year have seen a significant spike in attacks on educational websites.

DDoS attacks during the first three months of this year have seen a significant spike in attacks on educational websites.

A look at an exemplary online learning institution and some key points to consider in your choice of an online or distance learning education and institution.

Online education (or 'webucation') has become incredibly popular over the past few years, and many universities are now offering part or all of their courses online. This article explores the reasons for the sudden surge in popularity and helps readers evaluate whether online education is a good option for them.

Amid the outbreak of COVID-19, EC-Council introduces flexible online learning solutions to their students, enabling them to pursue cybersecurity training and ensure learning continuity.

The founder of the Khan Academy talks with HBR senior editor Alison Beard.

San Francisco Unified is pushing to get all students online and learning . We’ll hear why getting families computers and internet access in the age of COVID-19 is complicated. Then, we talk to body image activist Virgie Tovar about the new hidden messaging to teenage girls. And, we’ll continue our New Arrivals series featuring local authors.

Tasmanian public schools will remain open "for the time being", while pubs, clubs, sporting venues and churches close from midday.

Most students in Colorado’s two largest school districts are participating in remote learning, according to data from the districts. But statewide, it’s harder to tell how many Colorado children are learning from home while school buildings are closed due to the coronavirus.

L.A. school chief says district is moving fast to set everything up and racing to find unconnected students. The number drops substantially in a week.

Abbe Herzig, AMS Director of Education In the midst of the upheaval due to the Coronavirus, students and faculty are transitioning to new virtual classrooms. Many of us haven’t chosen to learn or teach, but here we are, making the … Continue reading →

One of the biggest pieces of unfinished business for education groups when it comes to federal help with the coronavirus is connectivity and online learning. But what's the state of play?

Schools and tech companies in the U.S. and abroad have experience deploying virtual learning should a coronavirus emergency arise.

It will take more than online tools to activate student learning during a school closure. Kate Ehrenfeld Gardoqui offers five sample assignments.

The Education Department says federal law should not be used to prevent schools from offering online learning to all students, including those with disabilities.

In an interview with Natasa Meli, SACAP’s Head of Online Campus, she discusses how resistance to online learning has changed.

The surge in online learning in the People’s Republic of China during the coronavirus outbreak highlights the importance of infrastructure, platforms and the preparedness of teachers, students and parents.

There is one golden rule for flying with an infant or toddler: Do whatever it takes to get through the flight peacefully with no harm done. Every parent knows this means relaxing their standards. Planting your kid in front of an iPad screen or giving them not so healthy treats might not win you a…

For perhaps the first time in recent memory, parents and teachers may be actively encouraging their children to spend more time on their electronic devices. Online learning has moved to the front stage as 90 percent of high-income countries are using it as the primary means of educational continuity amid the COVID-19 pandemic. If March will forever…