Teachers need to be motivated, especially if they are working with online students, writes Cudy Technologies founder Alexander Lim. They need to have a passion for teaching, and should have a good understanding of the subject matter they are teaching.
Language schools around the world, normally heavily or even fully reliant on inbound students from all four corners of the globe, have had their income cut at the source, writes Max Hobbs, LTL Mandarin School’s marketing director. Last year proved to be a sink or swim moment for those institutes.
Whilst many schools have sadly had to shut up shop, there have been a few success stories.
We aren’t talking about the ones who were already teaching online pre-2020, we are talking about the ones who have had to completely re-invent themselves like never before.
As universities adapt around Covid-19, Kellie Mote – accessibility specialist at the education and technology not-for-profit, Jisc – highlights the opportunity to deliver more inclusive experiences for all.
To say this is a busy and unsettled time for universities is an understatement. The pressures applied by Covid-19 continue to demand agility and vision from sector leaders, with institutions moving in and out of lockdown, and the move to online or hybrid teaching presenting multiple challenges – particularly when staff are unsure whose responsibility it is to test and update aspects of a large digital estate.
Internships. The age-old rite of passage for college students looking to join the workforce. For generations, students have spent their summers during university shadowing executives and making themselves as indispensable to an organisation as possible, so they can lock down a full time job offer when they graduate. But students have also long been restricted by geographical and economic constraints when it comes to securing solid internship opportunities.
The fact is, running large internship programs are an incredible strain on resources for companies themselves.
Enter remote externships – an affordable, convenient, flexible way for teens to gain real corporate work experience – including internationally – irrespective of where they study or live as early as high school.
Here’s why the “Class of Covid” should have at least one remote externship on their resume before applying to college.
Suddenly we find ourselves at a crossroads in higher education, writes Matthew Hightower, CEO and founder of Class2Class. Many educators worldwide don’t know which way to turn. We cannot exactly go back in the direction from which we came, but taking the path less traveled into the unknown can be equally as daunting.
As educators we have to ask ourselves: Isn’t one of our primary goals to foster the development of 21st century skill sets within our students? If our answer to that question is an emphatic “yes”, then shouldn’t we be encouraging open-mindedness and risk-taking from ourselves as well as from our students as we reimagine what higher education could and should look like?
In this week’s blog, CEO and founder of Wild Code School Anna Stepanoff discusses what remote learning trends will become the norm following the pandemic, where the classroom will still be important, and how supporting women into tech remains a key goal for the organisation.
Following this pandemic, remote learning will undoubtedly become more important. However, I strongly feel that remote learning will not replace traditional face-to-face learning in the long term.
There are three forms of learning: fully-autonomous online learning, where a student essentially teaches themselves using online information and resources and requires no interaction or support; remote learning, where students do not attend a physical classroom, but instead learn in a virtual environment with the support of fellow students and educators; and traditional class-based learning.
The pandemic has meant that Wild Code School’s 20 plus European campuses have necessarily adapted from a mixture of remote and traditional learning to being fully remote.
When educational establishments are able to re-open their campuses (in our case October), at least half of students will want to return to our campuses and physically be amongst people.
Pre-pandemic, there were reports that the global online education market would reach a value of $350bn by 2025, writes The Translation People‘s Alan White.
With 1.38bn students affected by the forced closure of schools, colleges and universities around the world, some online learning providers are reporting a 200% increase in usage in their platforms since March.
Earlier this month, Uganda’s First Lady and education minister Janet Museveni instructed the country’s universities to start online teaching if they hadn’t already done so.
“No continuing learner should be left behind or excluded” because of their Covid-19 response, she said.
For the 16,000 international students who come to Uganda each year, this move provided a level of accessibility to education that risked being compromised the longer lockdown continued.
Covid-19 has forced sudden and great change across the entire education sector. We have seen rapid investment in edtech to safeguard students’ courses and ensure some form of continuity, writes Stewart Watts, vice president EMEA at D2L.
The UK government’s backing of the Oak National Academy online learning platform, the supply of laptops and 4G routers to students to ensure they can connect remotely – the coronavirus has forced the first stage of the edtech revolution.
Yet what does this mean for when the current crisis has abated? It’s unlikely that we’ll go back to exactly how we were before, and there are several ways in which the higher education sector could change even after the viral risk has disappeared.
The international education sector is dealing with a period of uncertainty, complexity and confusion, unlike anything we’ve known before, writes Keri Ramirez, managing director of Australia based consultancy firm, Studymove.
To mitigate the uncertainty created by COVID-19, this month we looked at a different data source which we thought would help support education providers in their current and future decision making.
Google Trends analyzes a portion of the three billion daily Google searches and provides data on geospatial and temporal patterns in search volumes for specific terms. It is a useful tool to assess the change in the intentions of individuals based on their online search activity.
The power of Google trends is the ability to report real-time insights on what the audience is thinking. This dataset in the time of COVID-19 can prove to be a useful tool in gaining a better understanding of some of the extraordinary changes affecting the international education sector worldwide.
Teachers, administrators, course designers and students are grappling with the impact of lockdowns and social distancing on the education sector.
Education – especially at a post-secondary level – is a highly international sector, with students and experts frequently crossing borders to study and teach. The COVID-19 crisis has dramatically accelerated changes in the way we live, work and, indeed, learn. Many of those changes are here to stay.
With countries outlining long-term recovery strategies that are both varied and uncertain, business continuity for the education sector is contingent on digital engagement and remote delivery.
While the challenge we are facing is both unexpected and unprecedented, the changes can be seen as a rapid, if highly disruptive, the advancement of the steady trend towards digitisation that was already underway in the education sector before COVID-19.
As it becomes increasingly clear that education delivery practices won’t be “snapping back” to their pre-COVID state, there are a number of issues that the sector must navigate.