A growing number of young people are choosing non-traditional education to start out and advance in their jobs while completing and boosting their formal education. “Typical distance learners are those who have no access to programs, employees who work during scheduled class several hours, homebound individuals, self-motivated those who want to take training for self-knowledge or growth, or those who are unable or unwilling to attend class” (Charp, 2k, 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. School
While an online method of education can be a highly effective alternate medium of education for the mature, self-disciplined college student, it is an unacceptable 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 trainees. In order to successfully participate in an internet program, student must be well organized, self-motivated, and have got 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. primary or secondary school age), and other students who are dependent learners and also have difficulty
assuming tasks required by the online paradigm.
A lot of students use e-learning solutions in over 150 countries: corporations such as Kodak and Toyota and education providers like ExecuTrain, New Horizons, the Enoch Olinga College (ENOCIS), Phoenix, az University amidst the hundreds of schools and educational institutions.
Studies demonstrate student preservation to depend on 250% better with online learning than with classroom training. Several recent ones have helped frame the controversy. The Sloan Consortium printed a widely distributed record titled “Growing by Certifications: Online Education in the United States in 2005” that examined the growing prevalence of online education across U. S. corporations.
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 change. Only about 33 percent of possible online students said that they see 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. H. Department of Education’s Business office of Postsecondary Education determines six quality indicators: quest, curriculum and instruction, school support, student and educational services, planning sustainability and growth, and analysis and assessment.
The debate grand 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 system can deliver predictable and measurable results.