Search results

The uncertainty of consumers' perceived value makes online education enterprises face great challenge in developing the pricing strategy. So the purpose of this paper is to research the pricing strategies of online education products by considering knowledge consumers' characteristics.

Considering consumer matching degree and price comparison, this study establishes the utility functions of consumers in normal sales period and discount selling period. On this basis, the research builds pricing models of the online education enterprise under the strategy of price undertaking and intertemporal pricing strategy. It further discusses the impact of consumer matching degree, consumer price sensitivity and different types of consumers on the product price and profit of online education enterprises, and reveals the optimal pricing strategy of the enterprise.

Consumer matching degree and price sensitivity coefficient have positive effects on product price and enterprise profit, but they have different effects on product demand; there are differences in the perceived value of the three types of consumers, and matching consumers are the optimal consumer group; the intertemporal pricing strategy is better than the strategy of price undertaking only when the price sensitivity coefficient is greater than a critical value.

This study enriches the literature on the pricing model of online education products and owns a practical significance to guide the online enterprise to make marketing strategies to increase profit.

The future of online business education seems quite bright. Three‐fifths of the 1,700 US institutions of higher learning that are engaged in distance education – 55 percent of which offer credit‐bearing business courses – already use some form of Internet‐based technology. Nonetheless, there have been no large‐scale studies of potential online business students in terms of their traits and desires. In this article, the background of distance education is presented. Then, the results of a major survey, involving NPD’s Online Research Panel, are discussed. In all, 2,651 adults participated in the survey, 1,945 of whom indicated some interest in online business education. Eight propositions are tested, relating to demographics, courses versus programs, reasons for enrolling or not enrolling, desired features, customer service expectations, tuition, prestige and value, and institutional attributes.

The purpose of this paper is to describe the strengths and weaknesses of seven representative studies pertaining to the employers’ perceptions of online education.

The paper retrieved and analysed representative studies on the subject from two scholarly databases and Google.

The results indicate that there is a much greater likelihood that a candidate with an online degree would be viewed less favorably for employment purposes compared to the candidate with the face‐to‐face degree.

The paper identifies the gaps in the current studies and suggests future research directions regarding this critical topic.

The purpose of this paper is to examine the trends in the growth of online learning since 2002 and the change in the opinions and strategies of chief academic officers.

Annual surveys of chief academic officers from 2002‐2006 are summarized.

The paper finds that online courses and programs continue to grow at a rate of 20 percent or more per year and the quality of these courses continues to improve. Online education is part of the long‐term strategy of a majority of chief academic officers. Faculty lag in their acceptance of online courses.

This survey provides the first estimates of the number of online learners, online courses, and online programs. This is the first survey on the attitudes of chief academic officers towards online learning.

The purpose of this paper is to have an overview of how Indian institutions offering undergraduate architecture programs have responded to the pandemic situation. It seeks to appraise the alternative approaches adopted for teaching-learning, communication, assignment and evaluation and assess their effectiveness for progressive improvisations or integration with pedagogy. The paper articulates a view on the suitability of online teaching for architecture education in India, on basis of educators' experiences of teaching during the pandemic.

An online survey was conducted for obtaining primary data from the educators given the paucity of information. The questions elicited structured information on aspects of the transition process, IT/online platform and tools, the efficacy of online teaching-learning and trajectory of blended learning.

All institutions managed the transition to online teaching without much difficulty. However, the paper raises the need for professional training and feedback from students. One-third of the respondents express satisfaction with online teaching, despite low satisfaction about the effectiveness of online teaching of a design studio. The results convey the need for more engagement with digital tools and representational software on integrated platforms. The study finds consensus on the future potential of blended learning and advocates developing an integrated framework and curriculum for architecture education in India.

The paper synthesizes viewpoints on online teaching-learning of architecture program in wake of the pandemic from an educators' perspective. The emergent perspectives are viewed dialogically in context of global voices to articulate a future trajectory of blended learning in the domain of architecture education.

The online degree and education market represents a crossroad for Higher Education. Outlines some issues the HE community must now face and several factors to success for their online degree programs. Universities have played an important role in the formation of the Internet and application of online education. The question remains, will universities actively participate and lead this market or sit on the sidelines and watch an opportunity for education slip away? Universities must act now.

The purpose of this paper is to report on a research project concerning a web-based (online) course for mentors of newly qualified teachers (NQTs).

A mixed-method approach with questionnaires and interviews was used to collect the data.

Positive attitudes towards online education were discerned and initial concerns about the use of technical tools were dissipated during the course. It was found that the mentoring-related content of the online course could be mediated. The most significant difference in the participants’ meaning making and ability to “connect theory and practice” with “concrete knowledge” was between those with experience of mentorship before or during the course and those without.

The study focuses on one cohort of mentor participants (n=18) attending one mentor education course.

The paper contributes to the value of online education for mentors of NQTs and includes some practical recommendations for mentor education providers.

This paper reports on an under-researched area. Research on professional development programmes for mentors in general is limited, and even more so when it comes to online education for mentors.

This chapter explores the contribution of The Open University (OU) Library to influencing curriculum decisions about embedding digital and information literacies in an online environment. Recommendations can be applied to higher education (HE) institutions as they develop permanent e-learning strategies to prepare for a long-term solution to online learning experiences. Learning providers are creating strategies for online content creation, student engagement, and skills development. It is an opportunity to demonstrate their value by making an effective transition to online learning, streamlining services to create student-centered experiences.

It investigates existing e-pedagogical approaches developed pre- and during the COVID-19 pandemic to embedding digital literacies in practice, drawing on the OU’s experience of developing effective frameworks for online teaching programs. The aim is to review institutional preparedness for effective transition, so that staff members and students can adapt to post-COVID realities. This draws upon student-centered, holistic design of programs to embed accessible and inclusive processes in distance learning, utilizing technological solutions to create optimal teaching and learning environments.

It will also make recommendations about how embedding digital literacies within the curriculum will equip graduates for post-education experiences within working and social contexts, by building activities into module that develop digital capabilities. For effective learning experiences to take place, institutions require development of born-digital support material to develop staff confidence and ability to produce effective, accessible online learning objects. As more organizations move to online, hybrid, and flipped learning interventions, high-level university strategy can future-proof learning design by developing the support that staff need to provide the best experiences for their learners.

Recent research on immersive experiences in online environments for higher education has attributed a fundamental role to two distinct yet connected psychological phenomena: the feelings of being virtually present in the education environment, often simply called presence, and peak episodes of flow. The authors conceptually delimitate these two psychological facets of e-learners’ experiences and examine their interplay. The authors show how flow episodes are elicited by students’ sense of control over the online education environment, their attention being focussed on the learning tasks, and their feelings of being physically placed in the online education setting. Also, the interactivity created by the online education environment evokes an e-learner’s imagery, which in turn triggers presence feelings and episodes of flow. The authors further show that, although presence and flow are triggered by some common antecedents, they differ in the object of the individual’s immersion, and that presence feelings facilitate flow. Moreover, the authors provide practical recommendations for higher education institutions, policy makers and the academic and information and communication technology community involved in e-learning, to make sure e-learner experiences reach their fullest potential.

The development of information technologies has led to the rapid evolution of learning approaches and educational solutions, with a focus on active learning. In the context of the transformative learning paradigm, active learning strategies are aligned with student-centered education, enabling learners to engage with complex concepts and practical challenges critically. This chapter presents a semi-structured literature review investigating the adoption of online active learning methods in the context of economics education and its potential to promote transformative learning. The main contribution of this chapter is the development of a framework for integrating online active learning strategies in economics education, grounded in the principles of transformative learning as described by Mezirow. The proposed framework highlights the importance of designing online learning experiences that support critical reflection, dialogue, and self-directed learning and suggests strategies for promoting student engagement and collaboration in the online environment. The impact of this approach on active learning practices in (higher) education is significant, as it provides educators with a roadmap for designing online learning experiences that foster transformative learning and promote student success in the post-pandemic era. The chapter concludes with policy recommendations and future research directions for enhancing the adoption and efficacy of online active learning strategies in economics education.