Using Technology to Increase Academic Success

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How Using Technology Can Increase Academic Success
Distance education has become one of the more prominent forms of study due to the ever-changing technology offered to this modern era of students; Technology has thoroughly improved academic success. Distance education has a glorious history that can be traced back to its roots in the early 1840’s. “It was Sir Issac Pitman, the English inventor of shorthand, who in 1840 devised his concept to offer education courses by mail, who, in a historical sense, ushered in the first phase of distance education (Matthews, 1999).” Since scholars have been implementing this form of study it has gone by various monikers such as: postal correspondence courses, independent study, off campus study,
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Technology has been proven time and time again to increase academic success. There are many questions still trying to be answered about the future of online learning. “Considering current trends, it is safe to assume that the number of schools and programs that provide distance education courses will increase in the foreseeable future (Vernon, Pittman-Munke, Vakalahi, Adkins, Pierce, 2009).” Even though education is primarily about the student, and what they are learning, one of the most important factors of education is the educator. The educator is one of the key points that various institutions are focusing on, ongoing education for the teacher is immensely important. There have been various recent reports about online enrollments for higher education and distance learning, the results have exceeded projections with little to no decreases expected for the future. Using the Learning on Demand report:
“- Over 4.6 million students were taking at least one online course during the fall 2008 term; a 17 percent increase over the number reported the previous year.
-The 17 percent growth rate for online enrollments far exceeds the 1.2 percent growth of the overall higher education student population.
(Allen & Seaman, 2009).”
It has been found by Barnard-Brak, Lan, and Paton that “individuals who are self-regulated in their learning appear to achieve more positive academic outcomes than individuals who do not exhibit self-regulated learning behaviors
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