Who should consider taking distance learning classes?

The first step in deciding to enroll in any educational experience is to outline why it is desirable. Why should the learner make all the effort, put in all the hours, go through expenses? What is the end goal or goals that will justify those things? Those unclear about their goals should not engage in educational or training as they will lack the motivation to succeed.

The second step, assuming there is a real need and desire to acquire new knowledge and/or skills, is to analyze the options, benefits, and disadvantages of different modalities. Distance learning is often desirable to those who have set lives with schedules and responsibilities toward work and family. But there might be other reasons to engage in non-traditional forms of instruction such as gaining access to instructors or learners outside our geographical reach.

If the learner concludes that either distance learning has an unparalleled advantage over other modalities OR, if constraints are such that no other modality is available or as efficient, then the learner should make use of distance learning.

How can I identify a good online college? Most for-profit colleges seem like scams.

First, we need to separate out the seeming from the reality, and maybe to talk about why these colleges might seem this way. Then we’ll point you to how to identify good colleges.

Have you ever heard about Clayton Christiansen? Christiansen studies innovation, and he came up with the phrase “disruptive innovation” which applies here. That term refers to how new innovations enter the market at the bottom. They aren’t very good, and they tend to attract people who can’t afford the top end of the market. However, over time these new innovations improve, and change the field in the process. That’s not the only thing going on with online education, but it is part of it. When it was introduced, it was like a new tech toy: cheap and not so good.

Some online schools also consciously reject some of the traditions of higher education. Think about things like the class schedule. A summer break was so students could go home and help on the farm. Why do have it now? Some online schools start classes throughout the year. At the same time, we can admit it: some online schools lack dignity. They are openly businesses, and that makes them seem different from traditional colleges, which are often non-profits.

Now, all that said, there are strong online colleges out there, and some of the schools that seem cheesy may still offer strong programs in the areas you’re interested in. Take the suggestions in steps. First, make sure the school you’re interested in is accredited. That gives you the basics: will others accept your degree?

Second, start using general rating services such as the reviews submitted by actual students at Guide to Online Schools. Take these with a grain of salt, of course, since the students most likely to write a review are often those with particularly strong feelings.

While there, you can also find a useful, unbiased set of online college rankings, which are updated yearly.

For another set of opinions, try browsing a trusted source like U.S. News & World Report. They’ve been evaluating colleges for decades. Their annual ranking is really influential. They also break down their ranking system by category, allowing you to shift rankings according to what matters to you. Finally, they explain their methods, which lets you know how the decisions got made.

The last suggestion is to approach your search from the other end. Contact people working in the field you want to work in, and ask them for suggestions. If you don’t want to go out on a limb and ask them personally, look up rankings of specific disciplines, and look at programs offered by that discipline’s professional organization. For example, if you’re interested in HR, visit human resource organizations and see which degree programs they suggest—and which are online.

Where can I find a master’s program in business statistics?

A very specific search, and I’m going to make it more specific: does it have to be online? And does it have to be business statistics specifically?

 

Let me explain why ask that second question. If you can use a somewhat more general degree, you might consider a getting a master’s in applied statistics, and then, well, applying it to business. Penn State has a program like this, for example. It is a good school with a strong reputation, and the same faculty teach the on-ground and online classes, which helps ensure quality control.

Colorado State recently added a similar program, and you can find a number of other reputable schools that have a master’s program in applied statistics: Rochester Institute of Technology has one, Perdue has a certificate in the same area, and so on. So, if you are flexible at all, you have options.

You can also find more options if you search creatively. For example, Cleveland State offers an MBA with a specialization in operations and supply chain management (which used to be referred to as operations management & statistics). Northwestern—quite a strong school— offers a completely online Master of Science in Predictive Analytics. For any school, review the course descriptions on their website to see exactly what their focus is before making a final decision.

Southern New Hampshire offers an online MBA in quantitative analysis. North Dakota State offers an online master’s in applied statistics. Iowa State offers an online master’s in statistics you should be getting the picture by now.

It boils down to this: if your degree has to be a master’s in business statistics, with those words, you have very few options. If you can study applied statistics, or get an MBA with an emphasis on statistics, you have more options—and at good schools. Sit down and think of all the ways statistics can be referred to or what it can be grouped under, and you’ll find that you may have more options than you realized.

Can I Use Federal Financial Aid to Attend an Online School?

Absolutely. Whether a school is online or not doesn’t affect financial aid directly in any way.

Your ability to receive financial aid is determined by the school's accreditation status, whether or not you fill out the applications appropriately, and whether you are taking enough credits to qualify. Do all of those things, and you can get federal money (assuming you qualify for financial aid—most of it is need-based).

That said, there are several ways that your choice to attend an online school could affect your financial aid situation.

First, a lot of people who go to school online are working people.  They are often taking just one class at a time. Federal financial aid is really designed to support people who are full-time students, so you would get little help going to school part-time. There is also really no support for students who are trying one class at a specific school, to see if they like it.  The term the federal financial aid people like to use is “degree-seeking.” You need to choose a program and commit to it to be awarded aid.

Second, a lot of people who go to school online do it because they can’t find the classes they need locally, and they end up taking classes from more than one online school. Federal financial aid is designed to support students who are attending one school. It isn’t set up to pay for classes at more than one school. This also fits with the idea that a student must be “degree-seeking.” Only one college gives your degree, so financial aid only applies to one school.

Third, even though some online schools have left the old school schedules behind (they start classes more often than traditional schools, and at different times), federal financial aid is still anchored to the idea of the academic year. This means that if your college is one of those that offers accelerated classes, you may have to sign up for a number of classes to show that you’re committed to enough coursework.

Fourth and finally, because some schools have changed schedules, you may have more challenges getting clear answers than a student at a traditional college. For example, the financial aid department at the local state college could give students dates: “If you submitted all of your paperwork by the deadline, your financial aid will be available by Day X.” Since a lot of online students are taking classes at different paces and starting at individual times, you are more likely to get a range of dates (like “45-60 days after you submitted the last…”).

A lot of online schools provide good guidance for their students: they have checklists, videos, and advisors who are available by email and phone. You might look at some of these checklists for more detail.

Who should consider teaching online learning classes?

Teaching online poses the challenge of finding new ways to do what was previously done in the classroom. Instructors that feel frustrated at working hard to find new ways of doing things should not venture into online learning. However, for many instructors this is not only challenging but exciting. Those willing to tackle new technology and to creatively impart knowledge and skills should consider technology-based teaching.

Online learning can benefit the instructor by allowing him/her to replace the monotony of a traditional classroom with the excitement of a new medium. These instructors will find that new forms of learning develop with the new media. They will find that many of their assumptions were in fact incorrect, and those things that they perceived as disadvantages can become advantages. Perhaps this is the reason why in some universities faculty of traditional classes are requesting the use of e-learning systems to supplement their instruction.

Who should consider taking online learning classes?

The first step in deciding to enroll in any educational experience is to outline why this is desirable.

The second step, assuming there is a real need and desire to acquire new knowledge and/or skills, is to analyze the options, benefits, and disadvantages of different modalities of learning.

If the learner concludes that either online learning has an unparalleled advantage over other modalities OR, if constraints are such that no other modality is available or deemed as efficient and effective, then the learner should make user of distance learning.

What are the advantages of asynchronous learning?

Asynchronous learning has the advantage of providing the learner and instructor with a choice of location and time. While it is this flexibility which is often the focus of interest, there are a number of hidden advantages to asynchronous learning. The physical distance that is often seen by many as a disadvantage can have positive effects by making learners and instructors more objective, less fearful of comment or criticism, less prone to cultural barriers (especially as a world wide online culture develops), and more inclined to think through problems before responding. These issues will be addressed in more detail in subsequent pages of this site.

What learning style is online learning suited for?

As in any teaching, on the web instructors must strive to provide a variety of resources catering to the different learning styles. Online learning is uniquely able to fulfill this goal as the instructor can incorporate a myriad of approaches.

For example, the instructor can provide screen text and graphics for visual learners but can also provide streaming presentations with audio for auditory learners. To reach and motivate experiential learners the instructor and use simulations or cases as part of the class. The instructor can also add research and exploration opportunities to further challenge the students and allow them to use their senses. In addition, because web-based courses are not limited to rigid class periods, learners can put time as needed.

In short, with all its tools and ease of communication, what online learning allows is the building of student-centered teaching.

How is class communication affected by online learning?

While not originally expected, student-to-student and faculty-to-student communication is enhanced when this medium is used correctly. According to Kubala, online students are " more willing to participate [due to] a measure of anonymity, which serves as a motivator." "People feel more empowered. They are daring and confrontational regarding the expression of idea." (Kubala, 1998) The reason for this behavior seems to be that the tools of the web, including forums, chats, and e-mail, increase student motivation and involvement in class activities. If dealing with younger learners or avid Internet users, they interact freely as they are very comfortable with the medium.

There are several reasons for the increase in student involvement in online classes as seen below. I suspect some of these factors are also an incentive to interact freely.

1. Students view each others answers and learn through exposure to differing opinions. This helps them develop critical thinking and their own opinions.
2. In this medium all students are equal and have the same opportunity to speak. No gender bias or other such issues exist and there is no issue of embarrassment of public speaking. In fact even shy students excel and interact aggressively in when in forums, chat, or via postings.
3. Students have time to read, think and then express their ideas backing them with facts and searched information. This makes them feel more comfortable than speaking up in a traditional class without researching and backing their argument.
4. Instructors are more accessible via chat, asynchronous posting, or e-mail. In this medium the instructors is more of an "equal", a peer with whom one interacts in the search of answers, rather than a class manager.

Is online learning effective?

Online learning is as effective, and sometimes more effective, than traditional classroom learning. This is in line with Tom Russell's conclusion in his 1999 meta-analysis "The No-Significant-Difference Phenomenon". This conclusion was not surprising to me as I was involved in the development of the first online program approved by the Middle States Association. As part of the approval process we had to show that students put as much time, performed as much work, and realized the same outcomes as those in the traditional classroom. In fact all of those things proved true in spite of the difference in the medium used for the instruction.

One reason why online learning is effective is its ability to offer just-in-time student assessment and evaluation. This capability has two effects. First, it provides instructors with data regarding the progress of the class and whether the objectives are being met. Second, it provides reinforcement of the concepts taught and provides opportunity for remediation.

Another reason why this kind of learning is effective is that it can offer 24/7 access. In this way students can not only study when they are available without interfering with their job or other responsibilities, but they can also study when they are most productive. Some people are more productive in the morning while others are in the evening. Learners appreciate the flexibility which not only open opportunity and reduces the stress of getting to class or to resources on time, but it also can result in extra alertness and the related accomplishments.

What are the benefits of online learning?

Benefits may vary depending on the teaching approach. The perception of whether something is a benefit or a challenge is based on learning style and learner needs. However, below is a list of the most common things learners have listed as benefits of online learning:

1. Allows the learner to study when and where they are most productive.
2. Allows the learner to update his/her skills without interruption of career or personal commitments.
3. In many instances allows for the tailoring to individual needs or schedules.
4. Allows employed learners to put new knowledge to work for their company even while they learn.
5. Opens the door of opportunity to those that could not attend a traditional campus.
6. Allows learners to become part of a community, class, or cohort of learners with similar needs. Those communities may continue to exist in forums after completion of the course.
7. Allows for real time exchanges as well as asynchronous exchanges eliminating time and distance barriers to communication
8. Allows the integration of Internet resources.

What is Online Learning?

Online learning, also referred to as Web-based learning, is learning that takes place via a computer connected to the Internet. Typically the learner logs into a system and accesses information from an instructor or tutorial. The learner then follows an established sequence. At each step the learner interacts with the computer to access more information or supporting resources from the Internet.

In the web environment lessons can require readings (posted on web pages, downloadable files) or interacting with web-based software applications that may allow viewing of demonstrations, assessments, and simulated cases. Asynchronous or live chat can also be incorporated providing interaction with the instructor or other learners. These interactions giving the learner the feeling of belonging to a class or cohort.

Audio, video (compressed), text, and graphics can all be used to display the information, training, or lessons. Since web-based learning can incorporate the vast resources of the Internet, there is almost limitless potential for enhancement. Some of the resources that can be incorporated are access to journals or their abstracts, links to related web sites or blogs, downloading of files and information, and participating or observing listsev discussions or forums.

Depending on the resources available, the initial design and objectives, and how the instruction is structured, web-based learning may be highly interactive. In fact, from my personal experience, interaction improves the course as learners are social being and need an affective dimension to their learning experience. The cohesion and the kinds of relationships that form in this kind of enviroment are remarkable and worth of more study.

What Does it Take to Become a Neurosurgeon?

The general path to becoming a neurosurgeon looks like this: school > test > school > residency > specialization.

The first educational step in becoming a neurosurgeon is getting an undergraduate degree. Technically, any undergraduate degree would be sufficient, but the less science you have, the harder you’ll find it is to get into med school and do well there. Therefore, most undergraduates who are planning to become doctors major in pre-med, biology, chemistry, biochemistry, or some combination thereof. Since doctors need communication skills, you’ll need English and humanities as well.

It wouldn’t be a bad idea to have a solid base of math and physics in there. Actually, that’s an understatement: some medical schools require calculus to get in, and some schools spell out how much of each science/area you need to take (two semesters minimum of organic chemistry, two of inorganic, two of biology, two of English, one of calculus).

After undergraduate school, of course, comes medical school. The best medical schools are both difficult and competitive in entry, so you’ll want to make sure your undergraduate grades are very high. How high? Don’t be surprised if the medical school is choosing among candidates who all have A averages.

In addition to your grades, there’s the test: the MCAT, a standardized admission test for medical school (MCAT = Medical College Admissions Test). The MCAT has three multiple choice sections covering physical sciences, verbal reasoning, and biological sciences, and a fourth section where students provide a writing sample.

Finally, since medical school entrance is so competitive, you may need something beyond great grades and test scores to get in, like extracurricular activities.

Once you’re in medical school, you get several more years of medical training. Four years is the standard length, but some schools vary that a little bit. The format of medical school also varies a little, but the most common distribution of courses requires two years of classroom studies, followed by two years in clinical settings. The classes involve more science, but are more specialized and applied. You’d study things like histology, in which you look at living tissues on a microscopic level, in your first year. (Some schools start their clinical education earlier, so you can start developing skills and applying your studies earlier.)

After medical school come residencies for another three to five years. That’s when you would really finally get a chance to become a neurosurgeon. You’d move through a number of specialties, assisting experienced doctors and treating real patients under supervision. During this time you’d try to match your desires with your skills. Surgeons must have fine motor control and be able to handle considerable stress. The supervising physicians would make suggestions about which areas fit you best, and you’d try different specialties. You’d start in general surgery, then move on to neurosurgery.

How Do I Find Out if a School is Regionally Accredited?

Good question, and actually, a pretty rare one. A lot of students just push on, based on the ads or word of mouth about the schools they are interested in, so it is good to see folks thinking ahead like this.

First, a small reminder: regional accreditation is binary, meaning you either have it or you don't. There are not degrees of regional accreditation, but there are degrees of quality. This means that in order to find a great school for you (as opposed to one that simply meets basic standards) you must look beyond accreditation to other indications of quality.

Second, if a school is new, it might be in the accreditation process, and not yet be accredited. To be frank, students who attend at this stage are gambling with their degrees.

Third, the U. S. Department of Education doesn’t accredit schools or individual programs, but they do keep lists of the agencies which do accredit programs. You can find more on this at the ed.gov website.

As part of that list, they provide a searchable database. Just type in the name of the institution, and you’ll be told which agency or agencies accredits it.

If you want to review information on a number of schools at once, visit this portion of the site.

That should get you started.

What Does it Take to Become a Chemical Engineer?

Chemical engineering is a very broad field. It intersects with physics on one side and the more mechanical sides of engineering on the other. For example, imagine you’re running a project to design a better boat hull. You might use chemical engineers to invent a new coating to reduce friction on the hull, while metallurgists work on the metal itself and mechanical engineers on rudder mechanisms.

 

If you start looking for chemical engineering jobs, you’ll find that an incredibly wide range of companies hire them. One chemical engineer might work on computer chips, another on water filtration systems, and a third on developing crunchier chocolate for candy bars.

This means three things. First, it means that as you move through the process of becoming a chemical engineer, you might have to master a number of industry-specific processes and technologies.

Second, because the field is so wide, you might find a number of jobs that are chemical engineering, or training programs that train you in chemical engineering, that are called other things. For example, one major journal in the field is called the Journal of Chemical Engineering and Process Technology.

The term “process technology” is so vague that you probably wouldn’t have any sense of what it meant just by reading it. (I know I didn’t.) However, read a description of a process technology program and you’ll find that it focuses on the processes involved in refining oil, treating paper products, cleaning waste water … much of which is, as you guessed, applied chemistry.

Third, because the field varies so much, you can get a general sense of how to become a chemical engineer, but beyond that, you’ll have to develop your own focus. 

The most common route to becoming a chemical engineer is through going to a college with a chemical engineering program. These programs are designed to be four year bachelor’s degree programs. To get in to a good chemical engineering program, you’d want to take all of the chemistry, physics, biology, and math your high school offers. To do well in chemical engineering, you will want to be at home in these disciplines, and in methodical problem solving that is also creative.

Once you get into this program, you’ll take chemical engineering classes, more physics, and more math. These classes involve lab work, and may include things like computer modeling plant design. You may get a chance to emphasize one area or another as an undergraduate. For example, some programs offer an emphasis in biochemistry, the environment, and/or materials.

This is a complex field, though, so you even with a bachelor’s in it you’ll want to look for more ways to get experience. Internships are a major way of doing this, and a common way of getting jobs in the field: the American Institute of Chemical Engineers keeps a list of companies offering internships.

Some chemical engineering jobs require a master’s degree in chemical engineering. These programs tend to run about two years long. In them you would take more advanced and more specialized science and technology classes, often focusing in a specific area. Finally, some jobs require a PhD in chemical engineering, which would continue the scientific study and move into research.

Once you’ve been a chemical engineer for a while, you can pursue professional licensure. Some jobs require this; some do not. To get a license, you need a bachelor’s in engineering, four years of experience, and to pass two exams.  This license is independent of a master’s or doctoral degree.

Home School VS. Public School

"Each day, more than 1,200 young men and women give up on their high school education, and, in many cases, on themselves" - so says the AdCouncil. Each day, 1,200 young men and women are becoming a burden to society. In a report done in March of 2006 for the Bill and Melinda Gates Foundation, it was found that one third of all Public High School students failed to graduate with less then 2 years to go. Nearly one half of those were blacks, Hispanics, and Native Americans. Many students gave personal reasons for leaving school. A third (32 percent) said they had to get a job and make money; 26 percent said they became a parent; and 22 percent said they had to care for a family member. At the end of this article I will show you where to get the rest of this disturbing report.

I am not a fan of the public school system. Not with numbers like... the nationwide grand mean in reading for home schoolers was at the 79th percentile, and the 73rd percentile for language and math. This ranking means home school students performed better than approximately 77% of the sample population on whom the test was normed. Nearly 80% of home schooled children achieve individual scores above the national average and 54.7% of the 16,000 home schoolers achieved individual scores in the top quarter of the population, more than double the number of conventional school students who score in the top quarter.

Facts are facts, but commons sense dictates that the public schools just do not work. They keep throughing money at the problem, working on self esteem and incentives while passing out condoms. They took out morals and replaced it with acceptance. They took out accountability and replaced it with food stamps. That's what the government gives in return for your tax dollars. Not to mention the NEA. They are a force in Washington that would rival the IRS. Just mention the word 'school vouchers' and red flags go up while the race cards come down.

Point being that this great country does allow us a means to avoid the peer pressure filled, barb wire lined, police patrolling institutions we call public education. The number of home schools is rising every year, and with that are SAT test scores. The fact that nearly all home schools are Christian based is reason enough to go this route. But even if you took that out of the equation you would be left with flexible schedules, like going year round and taking a week off anytime you like. One on one training and tutoring, a nurturing environment as apposed to one that requires self defense as part of the curriculum.

It is easy to realize that the home school beats public school, and even private schools for that matter. One must consider the time it would take to pursue such a task though, along with the cost. I have found places that get the process rolling for a $75 Registration fee, $25 processing fee, and then $500 - $750 per child, depending on the number of children. These organizations will provide proper paperwork, curriculums, planners, schedules and support to keep it in line with all the various state laws that apply.

For those interested in many more statistics and getting further details on home schools, a good starting piont would be at http://www.wulliebull2.com/homeschool . Included is a fun read call "The Teachers Interview", which will need no explanation.

Should an MBA be open to anyone?

WHETHER the revolution in communication technology, with its culture of instant access, has made our lives easier is open to debate. But what is certainly true is that it has changed the face of business education. Once the poor relation of its campus-based equivalent, the distance-learning MBA has become a valuable alternative for students unwilling or unable to invest up to two years of their working lives in the classroom experience.

But has the concept of distance learning spun out of control? The sector now boasts a dizzying array of offerings from traditional, established providers like Warwick Business School in Britain to super schools such as the University of Phoenix in America, with over 455,000 students around the globe. In India, where universities and corporations are launching courses on a daily basis, distance learners are now counted in their millions, and look set to increase. Many observers expect the Indian distance-learning market to double every year for the next five years.

Online degree costs vary wildly, from as low as $200 for a set of books and a year of internet study, to $30,000 for a degree programme at an established school. So does pricing indicate the intrinsic worth of some programmes over others, or are we just seeing a logical fragmentation of a vast worldwide market? While it might be easy to sneer at the low-cost providers, do they perform a valuable function in democratising business education?

Although President Obama wants America to have the highest proportion of college graduates in the world by the end of the next decade, William Pepicello, president of the University of Phoenix, warns that for the first time in American history a new generation is in danger of being less educated than the previous one. Left unchecked, this will result in a shortfall of highly-skilled professionals—a problem that will not be addressed just through conventional students who go directly from high school to live and study on campus.

According to Dr Pepicello, such students make up only 27% of his undergraduate population today. The remainder are those who want to participate in higher education, but who are shut out of traditional institutions. They are often in their early 30s, possibly parents, working full- or part-time, and likely to be the first generation in their family to get an undergraduate education. Such students need to access classes at times that are convenient to them. This flexible integration of learning is one of the underlying appeals of distance learning, from Kansas to Kolkata.

But does student quality drop when targeting such a mass market? The University of Phoenix views its admissions approach as being inclusive, arguing that bricks-and-mortar universities exert a form of elitism by using grades and standardised testing as a way of restricting class size, whereas the distance-learning university can offer places to a wider student body whose priority is simply to move ahead.

Warwick Business School, on the other hand, insists on the same rigorous academic entry criteria for all its MBA programmes, whether distance learning, full- or part-time. Ray Irving, the school's head of learning resources development, explains that Warwick is targeting a different market segment, focusing on experienced managers with no option for a career break. An accredited distance-learning programme offers them a good alternative and access to a world-ranked school, no matter where in the world they are based. With students from over 110 countries, Warwick points to dramatic growth in the number of distance learners on its programmes from African countries such as Nigeria, as well as from North America.

India emerging

It is India, though, that is witnessing some of the fastest rates of adoption for distance learning. Since 2001, 24x7 Learning, one of the country's leading e-learning technology platforms, has welcomed over a million students to the various courses that they host for both academic institutions and corporate universities. Anil Chhikara, the company's president, believes the Indian market for online education is just five years behind America's—and is catching up fast. Inadequate physical infrastructure for India's 230m potential students, coupled with better technology, has driven a huge and diverse distance-learning market. Many of India's leading firms from retail to telecoms are also using e-learning to meet their business training needs.

Indian legislation ensures that a government or public sector employee who earns an online degree will benefit from an increase in both pay scale and pension. And for a student at the other end of the scale? Michael Cann, a graduate of the Warwick DLMBA, used his degree to move from middle management at a medium-sized pharmaceutical firm, through the executive committee of a leading UK bank, to the recently elected position of chairman of the British Generics Manufacturer Association. For Michael, distance learning gave him the chance to apply immediately what he learned in the classroom as he moved up the corporate ladder. A case of mission accomplished.

How do learners select a distance learning modality?

Learners should first assess the level of their need and desire for the learning. They should only engage in distance learning if their desire is strong. Learners should also assess the availability of the course or training in the different modalities. They should ask themselves:

1. Which modality offers the greatest schedule and location flexibility?
2. Which modality offers access to the most resources?
3. Which modality offers the most comfortable environment for discussion and critical thinking?
4. Which modality better matches his/her learning style?

These basic questions should help as a self assessment of the modality that best suits their needs.

Why distance-learning MBAs matter

DISTANCE-learning business education is a resounding success story. In America, specialist universities, such as the University of Phoenix, have hundreds of thousands of postgraduate business students enrolled. In India the total is probably in the millions. If, perhaps, the very top tier of universities are yet to offer distance programmes, still some very notable ones do: Carnegie Mellon or Thunderbird in America, Warwick or IE in Europe, for example.

Yet students who take their MBAs at a distance can find themselves railing against some intense snobbery. Full-time counterparts often decry that the only way to take the degree is to immerse oneself in the experience—to take time out from one's career to contemplate.

Perhaps, in an ideal world. But many people don't find themselves in the happy position to be able to take such an expensive sabbatical. Distance-learning programmes fall into two distinct camps, both of them laudable. The first might be labelled “democratic”. These are programmes that are open to all, regardless of geographic location, previous work experience or, because they are often cheap, ability to pay. It is easy for an MBA at a prestigious institution to sneer, but there is nothing to say that business education should be the bastion of the elite. Of course, there will always be a demand for Harvard MBAs in the boardrooms of McKinsey or Barclays. But business education is fundamentally about personal betterment. And that is something to which everyone should be able to aspire.

Nevertheless, such programmes can be thought of as a distinct branch of distance learning, and are not intended to be the focus of this report. It is the second type of programme that we are concentrating on here; those that are somewhat less democratic. Programmes that apply stricter entrance criteria and are offered by more traditional universities. Where students are expected to have good first degrees and significant work experience. And where the degree they receive will be of an equal standing to the full-time variety. Students might choose such a programme because they are in a part of the world which lacks high-quality schools, and it is the only option available to get a good degree. Or they may just prefer the idea of working at the time that suits them best.

Students on these programmes are less likely to change careers than their full-time equivalents. But they would expect to rise up within their own company. Indeed, many students will be sponsored by their current employers with just this is mind. And it is here that we see one of the most important benefits. Rather than squirreling themselves away in academic isolation, distance-learning students can apply what they learn on their programmes the very next morning in the workplace, making it the most practical way to study.

Distance learning isn't for everyone. It is very difficult to juggle work, family and study. Students need plenty of self-discipline. Choosing a school means considering more than a school's reputation: does the school keep you engaged? Is the technology effective? Does it offer value for money? Hopefully this report will go some way to helping answer those questions.

Web-Based Training and Online Distance Learning

E-learning includes all forms of electronically supported learning and teaching, and more recently Edtech. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process^. The term will still most likely be utilized to reference out-of-classroom and in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum.

E-learning is the computer and network-enabled transfer of skills and knowledge. E-learning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio.

Nowadays, it is commonly thought that new technologies can strongly help in education. In young ages especially, children can use the huge interactivity of new media, and develop their skills, knowledge, perception of the world, under their parents monitoring, of course. In no way traditional education can be replaced, but in this era of fast technological advance and minimization of distance through the use of the Internet, everyone must be equipped with basic knowledge in technology, as well as use it as a medium to reach a particular goal.

Abbreviations like CBT (Computer-Based Training), IBT (Internet-Based Training) or WBT (Web-Based Training) have been used as synonyms to e-learning. Today one can still find these terms being used, along with variations of e-learning such as elearning, Elearning, and eLearning. The terms will be utilized throughout this article to indicate their validity under the broader terminology of E-learning.

Computer Based Learning

Computer-Based Learning made up many early E-Learning courses, such as those developed by Murray Turoff and Starr Roxanne Hiltz in the 1970s and 80s at the New Jersey Institute of Technology courses at the University of Guelph in Canada

Web-Based Training and Online Distance Learning

The British Open University and the online distance courses at the University of British Columbia (where Web CT, now incorporated into Blackboard Inc. was first developed) began a revolution of using the Internet to deliver learnin^g, making heavy use of online discussion between students in all their programs. Also, from the start, practitioners such as Harasim (1995)^[16] have put heavy emphasis on the use of learning networks for knowledge construction.

Classroom 2.0

The term Classroom 2.0 refers to a method of using a type of Multi-User Virtual Learning Environment set-up to connect schools across geographical frontiers (known as 'eTwinning') to enhance educational outcomes and cultural integration. Schools based on the Classroom 2.0 concept make use of CSCL and the Internet to allow learners in one school to communicate with learners in another that they would not get to know otherwise. E-Learning systems based on Classroom 2.0 are culturally aware and take account of the different preferences of learners. Classroom 2.0 has been used effectively in Wales, England, Spain and Italy.

E-Learning 2.0

The term E-Learning 2.0 is a neologism for CSCL systems that came about during the emergence of Web 2.0 From an E-Learning 2.0 perspective, conventional e-learning systems were based on instructional packets, which were delivered to students using assignments. Assignments were evaluated by the teacher. In contrast, the new e-learning places increased emphasis on social learning and use of social software such as blogs, wikis, podcasts and virtual worlds such as Second Life. This phenomenon has also been referred to as Long Tail Learning See also (Seely Brown & Adler 2008)
E-Learning 2.0, by contrast to e-learning systems not based on CSCL, assumes that knowledge (as meaning and understanding) is socially constructed. Learning takes place through conversations about content and grounded interaction about problems and actions. Advocates of social learning claim that one of the best ways to learn something is to teach it to others.
In addition to virtual classroom environments, social networks have become an important part of E-learning 2.0. Social networks have been used to foster online learning communities around subjects as diverse as test preparation and language education. Mobile Assisted Language Learning (MALL) is a term used to describe using handheld computers or cell phones to assist in language learning. Some feel, however, that schools have not caught up with the social networking trends. Few traditional educators promote social networking unless they are communicating with their own colleagues.