Last year in 2020, we saw many graduate programs waive their GRE requirements after the test moved online. The Educational Testing Service (ETS), which offers the GRE, revamped the test so that students can take it safely at home after the in-person test centers were closed.
However, many educators were concerned about the equity of the online version of the test. Many advocated that the online version of the test can be a disadvantage for prospective students, especially for low-income and minority students, because the test requires students to have access to a computer and a stable internet connection. This was a problem not only for domestic students, but also for international students.
The rapid convergence of information and technology, the increased move towards automation and AI, and the changes in employment opportunities and environment caused by the pandemic have all accelerated the need for working adults who have some college credit but have not completed a degree to gain additional credentials.
While universities may well view these potential students as an attractive demographic to pursue–especially as they struggle with decreases in the “traditional” student population–there are specific aspects of difference that must be kept in mind if the needs of returning adult learners are to be met adequately, absent which these students are unlikely to attend public universities.
Healthcare simulation is the modern way to educate and train healthcare professionals to master cognitive, technical, and behavioral skill sets through technologically advanced crafted experiences. The term healthcare simulation is also commonly referred to as medical simulation or, in specific circumstances, surgical simulation and nursing simulation.
How does the healthcare simulation methodology work? The process begins in a fully immersive scenario where a manikin typically acts as the patient. Usually, moulage medical makeup (such as a burn wound) is applied to the medical simulator to provide for the most realistic patient presentation.
Institutions turning to a hybrid learning approach during COVID-19 could be on their way to becoming more student-centered, according to a new report.
Research from Deloitte’s Center for Higher Education Excellence and Strada Education Network explores changes in three critical areas–academic affairs, student success, and the campus workforce–that may contribute to a more permanent hybrid model at universities.
This summer posed some unique challenges for colleges and universities across the country, as many needed to act quickly to implement the right AV technology solutions to help faculty create collaborative and engaging learning experiences, regardless of whether or not students would be physically present in the classroom.
Here at Pepperdine University, we were already planning an upgrade and needed to make sure our latest deployment factored in the possibility of all learning models – in-person, hybrid, and online– given the uncertainty of the upcoming academic year.
The University of Nebraska-Lincoln (UNL) has implemented a saliva PCR test for COVID-19 for the spring 2021 semester as part of a program to safely return to on-campus learning.
All students, faculty and staff who need to be physically on campus are required to have three tests, spaced 10 days apart. Testing began on January 19. The tests are being processed at the university’s Nebraska Veterinary Diagnostic Center.
Think back to the last online courses you completed. Do you remember what the learning objectives were? How were you assessed? How were you able to apply the content after completing the courses?
If you’re struggling to remember these basic aspects of the last course you completed, the course design could likely benefit from some improvement. Now ask yourself this question: What am I doing differently as a teacher or faculty member to create better learning experiences for my students?
When the pandemic began a year ago, it brought unforeseen problems and changes to every industry, but especially to higher education. Schools everywhere suddenly experienced upheaval as full remote online learning or a hybrid of in-person/online learning became the “new normal.”
Before the pandemic, analysts projected that the global e-learning market expansion would reach a whopping $336.98 billion by 2026, and forecasts predicted e-learning in the United States was expected to reach $6.22 billion in 2022. Now, nearly a year into the global pandemic, the global e-learning market expansion is expected to exceed these numbers.
Higher education organizations have traditionally been slower to adopt technology and embrace digital transformation than others. But this last year has forced higher education institutions–both four-year colleges and universities and community colleges–to accelerate their digital efforts. Practically overnight, their online presence became their only presence. Without in-person classes or campus events, organizations must adopt a robust digital presence in order to engage their students, prospects, and donors online. Failure to adapt means potentially losing the students and funding that keep the doors open. It’s that simple.