News Update on Online Education Research: Aug – 2019

Critical success factors in online education

The Internet could be a major technological advancement reshaping not solely our society however additionally that of universities worldwide. In lightweight of this, universities have to be compelled to capitalise on the net for teaching, and one progressive development of this is often the employment of on-line delivery ways. This paper attracts upon the results of a survey conducted amongst students registered in one on-line management course at associate Australian university. 3 vital success factors in on-line delivery are identified: technology, the trainer and therefore the previous use of the technology from a student’s perspective. we have a tendency to additionally argue that the lecturer can still play a central role in on-line education, albeit his or her role can become one among a learning catalyst and information navigator. [1]

Going the Distance With Online Education

This article charts the dedication notes and considerations associated with college-level on-line education as mirrored within the academic literature. it’s argued that, to understand the potential and limitations of on-line education, we want to trace the problems that bind on-line education with distance education. The article reviews the history of distance education through the lenses of 3 historical themes—democratization, liberal education, and academic quality—and charts this scene of on-line education in terms of 3 educational visions which will inform the event of online initiatives: the display read, the performance-tutoring read, and also the epistemic-engagement read. The article emphasizes the potential contributions of on-line education to group action and also the advancement of the scholarship of teaching. [2]

Making the Grade: Online Education in the United States, 2006. Southern Edition

“Making the Grade: on-line Education within the us, 2006–Southern Edition” is predicated on information collected for the fourth annual report on the state of on-line education in U.S. education. Supported by the Alfred P. Sloan Foundation and supported responses from over 700 southern schools and universities, this year’s study, like last year’s, is geared toward responsive a number of the elemental questions on the character and extent of on-line education: (1) Has the expansion in on-line enrollments begun to plateau?; (2) United Nations agency offers on-line courses and programs?; (3) Is on-line education turning into a part of semipermanent strategy for many schools?; (4) however do Chief educational Officers rate the standard of on-line courses?; and (5) What barriers do educational leaders see to widespread adoption of on-line learning? The survey analysis is predicated on a comprehensive sample of active, degree-granting establishments of upper education within the sixteen southern states. Findings reveal that there has been no leveling of the expansion rate of on-line enrollments; establishments of upper education report record on-line enrollment growth on each a numeric and a proportion basis. The distribution of on-line students by level of study is comparable thereto of the overall education student body, however the combo of colleges at that they’re listed isn’t. Previous reports during this series have shown a really uneven distribution of on-line course and program offerings by kind of establishment. This year’s results show no major changes from previous patterns. an equivalent kinds of establishments ar at the forefront of on-line offerings. the primary national study during this series found that a majority of Chief educational Officers rated the training outcomes for on-line education “as smart as or better” than those for face-to-face instruction. the subsequent year’s report displayed similar results. By associate degree increasing margin, most Chief educational Officers believe that the standard of on-line instruction is capable or superior thereto of face-to-face learning. Previous studies, each national and southern editions, have known variety of areas of concern for the potential growth of on-line offerings and enrollments. downside aras known in previous years are still seen as areas of concern among educational leaders. extra tables ar appended. [For connected reports, see “Making the Grade: on-line Education within the us, 2006” (ED529697) and “Making the Grade: on-line Education within the us, 2006. western Edition” (ED530102).] [3]

App-based multidisciplinary back pain treatment versus combined physiotherapy plus online education: a randomized controlled trial

Non-specific low back pain (LBP) is one in all the leading causes of worldwide incapacity. Multidisciplinary pain treatment (MPT) programs comprising instructional, physical, and psychological interventions have shown positive treatment effects on LBP. even so, such programs are expensive and treatment opportunities are typically restricted to specialised medical centers. mHealth and different digital interventions is also a promising technique to with success support patient self-management in LBP. to handle these problems, we have a tendency to investigated the clinical effects of a multidisciplinary mHealth back pain App (Kaia App) during a irregular controlled trial (registered at German Clinical Trials Register below DRKS00016329). One-hundred one adult patients with non-specific LBP from half dozen weeks to one year were willy-nilly assigned  to associate intervention cluster or an effect group. within the intervention cluster, the Kaia App was provided for three months. management treatment consisted of six individual physical therapy sessions over half dozen weeks and high-quality on-line education. the first outcome, pain intensity, was assessed at 12-week follow-up on associate 11-point numeric rating scale (NRS). Our per-protocol analysis showed no vital variations between the teams at baseline (Kaia App group: M = 5.10 (SD = 1.07) vs. management group: M = 5.41 (SD = 1.15). At 12-week follow-up the Kaia App cluster according considerably lower pain intensity (M = 2.70 (SD = 1.51)) compared to the management cluster (M = 3.40 (SD = 1.63)). Our results indicate that the Kaia App as a multidisciplinary back pain app is an efficient treatment in LBP patients and is superior to physical therapy together with on-line education. [4]

Analysis of the Arguments Presented in Response to the Allegations against an Online Education Website

This paper aims to investigate the arguments in a piece written by an internet education web site in response to accusations of fraud and misconduct levelled in another article printed by a well-liked news magazine. This paper aims to investigate the arguments by applying Damer’s model of argument analysis. The analysis follows the arguments criteria of structure, relevance, acceptableness, sufficiency and effectiveness of rebuttal. The paper conjointly aims to unravel the fallacies employed in the arguments that violate the factors of construction of fine arguments. The analysis could facilitate to seek out out whether or not the arguments given by that web site were robust enough or just deceptive in attempting to prove the accusations as false. [5]


[1] Volery, T. and Lord, D., 2000. Critical success factors in online education. International journal of educational management, 14(5), pp.216-223. (Web Link)

[2] Larreamendy-Joerns, J. and Leinhardt, G., 2006. Going the distance with online education. Review of educational research, 76(4), pp.567-605. (Web Link)

[3] Allen, I.E. and Seaman, J., 2007. Making the grade: Online education in the United States, 2006. Sloan Consortium. PO Box 1238, Newburyport, MA 01950. (Web Link)

[4] App-based multidisciplinary back pain treatment versus combined physiotherapy plus online education: a randomized controlled trial

Thomas R. Toelle, Daniel A. Utpadel-Fischler, Katharina-Kristina Haas & Janosch A. Priebe

npj Digital Medicinevolume 2, Article number: 34 (2019) (Web Link)

[5] Rustam, R. (2017) “Analysis of the Arguments Presented in Response to the Allegations against an Online Education Website”, Asian Research Journal of Arts & Social Sciences, 4(2), pp. 1-16. doi: 10.9734/ARJASS/2017/34974. (Web Link)