Unquestionably, the pervasiveness of information technology has impacted every aspect of our life. Whether it’s clicking for groceries, participating in a virtual conference, or avoiding the Starship as it travels campus to serve lunch, technology is everywhere. All of us have been affected by technological advances. In other circumstances, technological efficiency has been appreciated. In other instances, it has left us confused and irritated. Regardless of our experiences, whether positive or negative, technology will endure.
Specifically, technological innovations have radically transformed the higher education scene. Future and existing students, instructors, and staff are seeking more flexible academic delivery formats and modalities.
It seems that they are discovering it via online schooling.
According to the National Center for Education Statistics, online enrolment in the United States increased 30 percent between 2013 and 2019. During the same time period, enrolment in higher education institutions and general enrollment decreased by 4 percent. In the five years before the COVID-19 outbreak, online degree completions surged by more than 40 percent, while on-campus completions remained unchanged.
Despite online education’s expansion, several problems exist. In all likelihood, at least a portion of these worries are formed by continuous arguments around corporations that operate online management programmes (OPMs), “here now, gone tomorrow” for-profit educational institutions, ever-changing regulatory requirements, and digital literacy, among others. Indeed, to realise the potential of online education, it is necessary to continue addressing these problems via critical conversation.
Not reacting, but responding
Academic institutions throughout the globe changed rapidly to online platforms and delivery methodologies at the onset of the epidemic. Faculty, staff, and students were often faced with a bewildering assortment of regulation revisions, academic governance concerns, and personal/professional stresses.
This transformation consisted mostly of digitising material for virtual delivery. To clarify, there is a distinction between online education and online education.
In order to achieve the latter, it is essential that we, as an institution, react to the larger social factors that determine the need for online education. Although a rapid response to COVID-19 was important, a move to a persistent, disciplined online presence is required to satisfy the demands of the Commonwealth and beyond.
Like many others, have struggled with worries about online education. Admittedly, my main interest has been how to effectively provide online academic programmes, rather than whether we should do so. For UK Online, our “how” is based on three distinct but interrelated tenets:
Online education is crucial to enabling access to the training and academic degrees required to fulfil current labour market needs.
Faculty, staff, and students, among others, must be supported in all facets of the online education experience.
Online academic courses must be rigorous and of high quality.
Online education is a developing phenomenon with a unique level of intricacy. To interact in the online realm with skill demands concentration and forethought. In the next phase of our journey, UK Online will:
Develop an unmatched online engagement and support continuum. UK Online aspires to be a leading support organisation. We will interact with instructors, staff, and students in a manner that promotes pedagogical expertise for effective online instruction, training, and learning.
Construct a unified infrastructure for online education. Online programming is not distinct from the academic offerings of our institute. Thus, UK Online will concentrate on constructing an integrated, adaptive infrastructure that runs in tandem with all institutional components.
Participate in participative process assessment and planning. Shared governance, accountability, and responsibility are fundamental to our goal. We want to use the aggregate input, knowledge, and expertise of our teachers, students, and staff for UK Online.
As would be expected with conventional education modes, we must evaluate critically the consequences of online programming exploration.
It will undoubtedly need our mutual investment in the promise. Everyone must try to transition from “if” talks to “how” activities.
Making a choice
Have a question about the online Bachelor’s/Master’s Degree offered by London School of International Business, UK ? Our professional and friendly Admissions staff will be delighted to walk you through your choices. Simply Chat with us or email us or WhatsApp us, and we’ll get back to you.