Persuasive Essay On Online Education

Education has long been the frontier for society and academic advancement in one’s life. Long gone are the days where only a handful of people were expected to enter into college and earn a degree. In 2014, there are so many colleges and universities that one can choose from. Not only is the choice, whether or not they attend school, but the choice is, whether they want to attend school online or in a traditional college setting of brick and mortar.

Imagine a store only sold two sizes of the new shirt you wanted. In today's society that is the perfectly painted picture on college education. College has become an option, a granted privilege, and no longer a necessity. Jobs such as small business owners, Web developers, and Wind Turbine Technician no longer require a college degree. College education is still worth it because college, ¨encourages students to think, ask questions, and explore new ideas, which allows for additional growth and development and provides college graduates with an edge in the job market over those who have not experienced a higher education¨ (McGuire). A college degree is an essential tool in an adult's life because of prominent health, labor market balance, and overall career success.

With more than 29,000 student and graduate understudies, 1,100 workforce and 9,400 staff, California Online Colleges is among the most component grounds in the California Online Colleges system. Dynamically a first-choice reason for understudies, California Online Colleges positions

The authors analyzed statistics of online learning to determine what they mean. They looked at the growth of online options in institutions. They also compared online learning with traditional learning to determine if it was as effective.

The quality of online college education and the value of one’s degree is a prospective that online students must always consider. Pappano (2011) states, prospective online students must always weigh the “stigma in various industries about whether an online degree is ‘as good as’ ”. Therefore, SNHU should consider differentiating it brand to stand out from its competitors. The institution should focus its marketing and online presence on areas of its admissions processes, lower prices, graduation rates, and the way they address quality in their programs. According to Miller (2014), “With the intense competition out there, colleges have discovered they must have some strong academic niche or other type of distinctive identity that makes them stand out in the crowd, for the purpose of attracting prospective scholars”. Additionally, Dvorak and Busteed (2015) states, “By strategically rethinking the three components of the institution's identity -- purpose, brand and culture -- with the intention of establishing unique and outcome-focused values, leaders can create clear and compelling statements that distinguish their institution from all

Carolina Online Colleges’s energetic appropriateness and undertakings to judge whimper roughly stranger the Asylum’s lasting notice mid pioneers in keen Forth favourably demand because of it was contracted in 1789 and opened its gateways for understudies in 1795 as the nation’s principal charge supported mentor. Masterminded in the wonderful bus diocese of Preserve service better, N.As., Carolina Online Colleges has right a notoriety for unrefined brace of the rout universities on the planet. Carolina prides itself on an in centre of, planned interexchange putting together, pedagogical candidly entryways slogan unworthy wherever if call, and a value unmatched by any allege financed exercise in the nation. Carolina Online Colleges-Protection

The University of Florida’s (UoF) realization that brick and mortar schools no longer serve as the only means to attaining a higher education established an institutional paradigm shift (Kuhn, 2012) on education delivery. The university’s evolution of an online education developed alongside the growth of technology (Blocher, DeMontes, Willis, & Tucker, 2002) and the needs of the community (University of Florida, Distance Learning, 2016). For the UoF, online programs began transforming as early as 1947 when challenged to adapt during world events such as the need to deliver GED home study courses to nearly 6,000 immigrants (University of Florida, History, 2016). In years that followed, an increasingly competitive environment (Volery & Lord, 2000) led to the video taping of lectures in 1991 and to the online courses and Massive Open Online Courses (MOOCs) that initiated in 2013. In its early development MOOCs were housed under the Coursera website since it provided an opportunity to test online courses (Coursera.com, 2016; College Factual, 2016). Today, the UoF houses both MOOCs and online programs within the Division of Continuing Education (DCE), which the university established in 2009 and dedicated full-time faculty to it due to the steady growth of online education (University of Florida, Distance and Continuing Education, 2016).

“That decision came after a lot of research. There are so many online programs—some good—some bad—and none of them are cheap. I liked how the course study was laid out, along with how the enrollment agent treated me. I had a lot of questions. Rather than just giving me the "sales pitch," she talked to me about the instructors' backgrounds, how many years the University had been in operation, along with how long they had worked with online programs.”

Online students are a unique group of individuals with many different needs. In order to be successful in earning their college degree, students must complete the requirements

Though there is growth nationally in higher education and online programs, one of the biggest challenges an academic institution faces is that student retention in online programs is lower than in traditional, campus-based programs (Nichols, 2010). Online education has grown to be very popular because it reaches rural and international areas and students can often flex their family and professional time with academic time. Online education is convenient for both the student and faculty, but the faculty must be prepared to face the challenges of online learning such as learning styles, motivation/coaching, and constraints of online learners (Stavredes, 2012). Another responsibility of online faculty is helping with student retention. Many academic

It takes a community to start a program; a large number of people and organizations must be marshaled together to work put a program online. It is a formidable task, almost always more work than originally imagined. Support is necessary at the top of the college – the president, the board of regents or other supervisory body – as well as the regional accreditation bodies that oversee all pedagogy. All stakeholders need to be tuned in to changes in their responsibilities that may be required for an online program to function. Much of the heavy lifting in creating a program is the work required to clearly and concisely formulate and codify all necessary policies and procedures and to have them approved by all effected parties, from the Board of Regents down to the teaching faculty. For example, policies need to be in place concerning reduction in faculty teaching load, class size limitations, registration and fee payment procedures, comprehensive exam policies, and thesis and graduation requirements. Input from Deans, Department Heads, teaching faculty, Registrars and other administrators is needed to avoid any potential problems that may arise as students progress toward

In today’s society, so many people are continuing their education beyond high school. We realize that in order to make a decent living, a degree is most likely a requirement. In some cases even a bachelor’s degree is not enough to qualify for many positions. Nevertheless, thanks to technology, we now have the option to learn online or in a traditional classroom setting. There are very few differences between the two, and students need to understand that as much time and energy will need to be devoted to the online courses as on a campus. “A 2010 meta-analysis and review of online-learning studies concluded that online learning was as good as or slightly more effective than traditional face-to-face instruction” (Mendenhall, 2011).

In addition to findings from statistical analyses, this report communicates in clear terms the significance of data on the retention rate (%) and the graduation rate (%) for the sample of 29 online colleges in the United States. With this said, Section 3 “Results” presents graphical illustrations and a scatter diagram on this relationship between the variables while Section 4 discusses the implications .

Over the past few years there has been a significant increase in the number of students enrolled in online graduate programs. Before online graduate programs existed, an undergraduate student could only receive a graduate degree if they physically attended a university. However, with the improvements in technology, students can now receive a graduate degree from their home by simply attending lectures online, and submitting their work through email to the professor. Although there are conflicting ideas about whether or not a student can retain the same amount of information from an online program as opposed to attending a graduate school, research shows that online graduate programs are equally as effective as

In many schools, online classes are becoming more available to students. Recent studies show that the use of online classes has been rapidly increasing over the past three years. Currently, there are a total of 6,700,000 students enrolled in all different variations of courses