More and more young people are choosing non-traditional education to
start and advance in their careers while completing and furthering their
formal education. "Typical distance learners are those who don't have
access to programs, employees who work during scheduled class hours,
homebound individuals, self-motivated individuals who want to take
courses for self-knowledge or advancement, or those who are unable or
unwilling to attend class" (Charp, 2000, p. 10). Three key elements
surround the online learner: technology, curriculum, and instructor
(Bedore, Bedore, & Bedore, 1997). These elements must be keenly
integrated into one smoothly and operationally functional delivery tool.
While
an online method of education can be a highly effective alternative
medium of education for the mature, self-disciplined student, it is an
inappropriate learning environment for more dependent learners. Online
asynchronous education gives students control over their learning
experience, and allows for flexibility of study schedules for non
traditional students; however, this places a greater responsibility on
the student. In order to successfully participate in an online program,
student must be well organized, self-motivated, and possess 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 younger students (i.e. elementary or secondary school
age), and other students who are dependent learners and have difficulty
assuming responsibilities required by the online paradigm.
assuming responsibilities required by the online paradigm.
Millions
of students use e-learning solutions in over 140 countries:
corporations such as Kodak and Toyota and education providers like
ExecuTrain, New Horizons, the Enoch Olinga College (ENOCIS), Phoenix
University amongst the hundreds of schools and colleges.
Studies
have shown student retention to be up to 250% better with online
learning than with classroom courses. Several recent ones have helped
frame the debate. The Sloan Consortium published a widely distributed
report titled "Growing by Degrees: Online Education in the United States
in 2005" that examined the growing prevalence of online education
across U.S. institutions.
In addition, a study conducted by the
Boston-based consulting firm Eduventures found that, while about half of
institutions and more than 60 percent of employers generally accept the
high quality of online learning, students' perceptions differ. Only
about 33 percent of prospective online students said that they perceive
the quality of online education to be "as good as or better than"
face-to-face education. Ironically, 36 percent of prospective students
surveyed cited concern about employers' acceptance of online education
as a reason for their reluctance to enroll in online courses.
But
what actually drives quality? A March 2006 report released by the U.S.
Department of Education's Office of Postsecondary Education identifies
six quality indicators: mission, curriculum and instruction, faculty
support, student and academic services, planning for sustainability and
growth, and evaluation and assessment.
The debate rages on while
the Pros and Cons of Online Adult Education for today's international
students are constantly analyzed to determine if this type of education
platform can deliver predictable and measurable results.
The Enoch
Olinga College (ENOCIS) is one institution which uses this type of
delivery system. ENOCIS enhances their learning experience by offering
many other "value added", cost reducing benefits to students. Online
pupils can apply for scholarships available to students of excellence
and other financial aid programs like the Parent Loan for Undergraduate
Students (PLUS), with attractive interest rates. They also provide
convenient payment facilities, on line banking, Western Union Quick
Collect, bank cards and a student who is granted a loan can start
repaying it after two months if they have a corporate guarantor.