Online Education Replacing Brick and Mortar Colleges

The internet has revolutionized the way we do business in the world today. It has also changed the way the world communicates and how we organized our days. Statistics show that 77% of American population, about 240 million of us uses the internet. China, having the largest population in the world, has 420 million internet users, which is about 32% of their population. The numbers are increasing by the day worldwide.

Bill Gates, the man who contributed vastly to the internet world made a comment in August 2010 at the Techonomy Conference. He said, education today is inefficient and it is about to go through decoupling by the internet. He is super-optimistic about the internet changing the way we are educating ourselves and our children.

Internet is definitely able to influence the education platform. I believe, online education (for K-12 and also university education) will make education more affordable, more relevant and more effective in today’s changing world economy.
Burck Smith, an internet entrepreneur started Straighterline University, an online college in Virginia. A whole freshman year is only $999 per student. They have options where student can take per course basis, which is $99 per month plus $39 for every course. This is college education at the cheapest and you may not be able to get these affordable prices at a Brick and Mortar College.

Straighterline courses includes free live, on demand instruction, course advisors and tutoring. They also have agreement with more than twenty colleges in the United States were students are allowed to transfer credits and continue in a more specialized education in a brick and mortar college or another online college.

This system proves to save thousands of dollars for students. It is a great way to prevent student from getting into college debt while pursuing a college education.

Our daughter is currently doing part-time online high school and part-time brick and mortar high school (at the local high school). We found this arrangement to be really beneficial because:

1. She gets more done at home on her online school as she gets to schedule her time.
2. She is graduating one year earlier than her peers.
3. She gets to use technology for her education that most brick and mortar student are not using. For example, she uses Tok Box to do video conferences with her fellow online classmates. She also uses Elluminate for online discussions with her teachers, administrators and fellow students.
4. She get more one on one time with her assigned online teachers where she is able to ask questions and pinpoint to her specific needs.
5. She realized that online school subjects are more in depth compared to her brick and mortar school.
6. She is very familiar with the internet and the online community for the purposes of doing school work.

Even at a high school level we see quite a vast difference in educating our daughter. With the advancement of internet and the online communities, we see more advantages than disadvantages in online education.

Business Week reports on November 8th, 2010, that 66 percent of universities and colleges surveyed by National Center for Education Statistics, offer online education programs. Just to name a few of the schools surveyed: University of Nebraska, University of Florida, The State University of New York and Penn State University.

Are you still thinking if online education is real education?

Or are you thinking that it is a more inferior form of college education?

How about getting a college education free and clear? No debt, giving students the freedom to choose. Having freedom to choose where they live, where they work and who they work with?

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World Internet Summit – A Brief Review

The World Internet Summit (WIS) was held in Perth, Western Australia between February 25-28. To clarify things, I had already invested some of my time and money in internet marketing through one of the founders of World Internet Summit who ran a one day seminar way back in May of 2009. Like a lot of people I was all excited about this new method of earning money on the internet and parted with my hard earned cash for a 12 month, step by step tutorial on how to set up my online business. I had some early progress only to get extremely lazy and procrastinating to the point of doing nothing for months on end all the while convincing my self that I would get back into it and make the money that I had outlayed back. One of the bonuses within the 12 month educational course I had purchased was for a free passport to the WIS which travels the world educating people on internet marketing and this year it just happened to be in my hometown, Perth.

I took a day off work and got up early and off I went to the WIS, Perth, Western Australia. The event was held at a large hotel which more than catered for the attending masses, and the room with all of its sound and audio requirements was well set up and experienced very little technical hitches apart from the obvious lack of internet speed which is more of a government and telco issue than one for the WIS. Comfort was important over a four day event and amenities, refreshments and breaks were all very adequate.

To be completely honest, I would recommend attending this event for a number of reasons even if you have no interest in internet marketing. The speakers assembled to present are all quality public speakers who are both factual and entertaining. Some could do stand up in their own right should they desire a change of scenery, some give great stories of success from hardship which is highly motivational, and of course if you are into internet marketing, there is also some great content to take notes from. An excellent feature of the event is that all of the speakers are easily accessible throughout the event and will openly chat to attendees about anything.The only criticism I could make on the presenting side of things is that a number of the speakers appear to have trained under the same mentor, and use similar techniques to initiate crowd participation which can wear a little thin by day four.

Unfortunately the experts brought together here to pass on their intimate knowledge of internet marketing success don’t do it without a catch. Each one has made money marketing their products or using their own methods but they are equally aware that there is money to be made in passing on these skills. At the end of each presentation comes the sales pitch. Don’t get me wrong, this is a necessary part of the whole event or it would not happen at all, it just gets a little overwhelming at times especially after sixteen speakers. The speakers are all master sales people and really know how to attract buyers and I would be surprised if not every person in that room was tempted at some point to purchase. The majority of products were 12 month internet marketing education/ mentoring but there were also some relating to eBay, software, search engine traffic, internet law and life mentoring.

In my opinion all of the products were well presented, well researched and well worth their outlay. Did I purchase? Yes I purchased a software program and at times I wished I had more capital as the value in the products is definitely there. Have I made money? No but it does take some effort and time but in my mind I definitely think the opportunity is there and I am working on it.

What is it about the internet that provokes the thought ” scam “. My involvement with internet marketing through my original programme and then WIS leads me to confirm that these guys are definitely no scammers. Someone at the event told me the summit had missed their target audience and that it should be aimed at a higher income and educational group. I disagreed. My feeling is that the people involved in WIS came from nothing and really want to give something back to the Mr & Mrs Average out there.

In conclusion my experience at the WIS was a positive one. I left having met some great people which I will remain in contact with, gained a great deal of motivation and learnt a lot about the world of internet marketing.

Did I mention that one attendee walked away with around $ 30,000 resulting from winning the proceeds of an internet business set up and run over the four days by the experts on stage. Not bad huh.

I would like to point out that I have no involvement with WIS apart from being an attendee and these comments relate only to my personal experience.

Challenges in Introducing Value Education at Higher Education in India

Value Education is the much debated and discussed subject in the plethora of education in India. Of course it is true that the main purpose of any education will go with Value orientation. More concentration on Value education has been given at the primary and secondary level of school education than in higher education in India. Values could be effectively imparted to the young minds rather than to the matured ones. It may be the important reason for this prime importance given at the school level. There are so many modules designed with the help of agencies like NCERT and others for effectively imparting the value education to the school students. In this context, many innovative educational practices are being identified by the experts. Good number of experiments and studies are being conducted in the recent days on the effectiveness of teaching value education at school level. Some schools have very innovative and radical course designs to impart the values.

Effective teaching practices in imparting value education ranges from story telling, exhibitions, skits, one act play and group discussions to various other formats. New methods have been evolved by educationists to create an effective learning sphere. The usage of electronic gadgets also gains importance in the teaching-learning practices of value education. But at the higher education level, due to various reasons, the importance given to value education is not as much as it is given at the school level. The curriculum and the teaching methods also could be subjected to scrutiny. It is true that colleges are meant for a kind of specialization in some field of education. But in the Indian social context, the youth require direction and counseling at this stage. They have been exposed to various challenges at this stage which demands the intervention of educationists for his/her betterment. His/her character building also strengthens at this juncture. Students’ perception on various life factors and events are getting shaped at this stage. On the whole they evolve their own philosophy of life. Their sensitivity and knowledge are getting direction at this stage. Hence, an effective value orientation becomes inevitable to the students of colleges. Keeping this requirement in mind, States like Tamilnadu introduced a compulsory paper/course on value education to undergraduate students of all colleges in the State under the choice based credit system. Though this kind of effort is made with the good intention of imparting values to the youth, many limitations in bringing out the expected outcome could be identified.

The problem mainly begins with the definition of values. Defining the term ‘value’ poses a challenge to all scholars. The term value is loaded with varieties of meaning. Each meaning reflects its own philosophical position. Generally the term value is spontaneously associated with religious values. It is believed by many Indians that values are nothing but the religious and spiritual guiding principles of life. Hence, it is supposed that the path is already been laid for the life journey. But in the context of modernity and modernism there rises a fundamental question of whether value education is required at all in a modern state. There are those who argue that modern life is based on science and technology, and both are value neutral. They view that the values are bugbear held out by people living in the past, glued to outdated religious principles that have no relevance to the 21st century. At this point, there is also another group of modernist who propagate the necessity of value education at learning centres in order to safe guard the democratic state and its values. The values they wish to cultivate are modern secular values such as honesty, respect to other, equality, collectivity, democracy, respecting the human rights, sharing equal space in the public sphere and so on. These values are considered as the products of enlightenment period. Hence, four positions could be arrived at on the basis of the above understanding. The are:
1. There are religious values which are very much essential for every one and must be included in the curriculum.
2. The religious values should not find place in the educational system. They may operate at the private sphere.
3. There are non-religious secular values and they must find space in the education.
4. There is no need for teaching value education in the academics because they cannot be cultivated through formal learning and such value cultivation will make the individual biased.

In consequence to these positions, following questions arouse.
1. Whether value education should find place in the educational system?
2. If it is required, then what sort of values should be given preference in the curriculum?
3. What is the importance to be given to the religious values which are primarily developed on the basis of scriptures?
4. Can modern values alone are sufficient enough or is there any possibility of blending the values of modernity with religious values?
5. If religious values are to be given importance in the curriculum, which religion will find prime place? If there are contradictory propagation on a single virtue by two religions, then how are they to be handled?
6. Similarly religions differ on the practices also. Right from eating patterns, dress mode, marriage systems, war tactics, killing, punishments to various other aspects, religions differ on their outlook. In this situation, what sort of perceptions need to be taught?

Besides these questions, another billion dollar question would be raised on the methodology of effectively imparting those values. Then again as it is mentioned earlier, the school education can very well include this education easily because the system itself is advantageous for it to accommodate. But at the college level, the system finds it very difficult to work out. So this study could analyse the theoretical problems relating to the identification of values to be included in the curriculum at the one side and the problem of effective designing of the curriculum and imparting those values on the other side.


The necessity for imparting values to the students of all levels has been felt by everyone. The world today is facing unprecedented socio-political and economic challenges. Problems of life are becoming increasingly intense and complex. Traditional values are decentered. ‘An environment of strife pervades all countries and broken homes have become common. An insatiable hunger for money and power, leads most of people to tension and absence of peace of mind and all kinds of physical and mental ailments have become common place” 1. In the present day context of frequent and often violent social upheavals, we have to look at the problem of restlessness of the youth, their frustration born out of futility of their search for meaning of life and the purpose for which they are living, often leading to evil and wickedness. This calls for a new approach to, and a new vision of education. It is obviously felt that the present educational system promotes rat race and keep the student community in a sense of insecurity. Educational institutions have become the pressure cookers building pressures in the minds of youth. Also a loft sided educational pattern which insists on instrumental and technical rationality for the successful life in terms of gaining money and power has invaded the educational system of India. The person who is deemed to be unfit for this survival race becomes disqualified and ineligible to live in this market economy based life. The spate of industrialization and economic growth in developed nations has brought about a perceptible change in this scenario. And developing countries including India are feeling the ripple effects of this development. Values earlier considered essential by all societies have been eroded and have given way to unethical practices around the globe. Where honesty and integrity were loved and appreciated, greed, corruption and red tapism have come in, bringing in their wake, unethical responses which have pervaded all walks of life and are thwarting efforts of a few enlightened individuals to promote value based society.2 Hence, implementation of well structured education is the only solution available with all states. With growing divisive forces, narrow parochialism, separatist tendencies on the one hand and considerable fall in moral, social, ethical and national values both in personal and public life on the other, the need for promoting effective programmes of value orientation in education has assumed great urgency. Development of human values through education is now routinely seen as a task of national importance. Value education though supposes to be the part and parcel of the regular education, due to the market influences, it could not be so. Hence, it has become an inevitable need to include an exclusive curriculum for value education at all levels.

Now the next question would be about the nature of value education. What sort of values should be given preference in the curriculum is the prime problem in the introduction of value education. This problem surfaces because we can find varieties of values prescribed on the basis of various scriptures and theories. Sometimes they are contradictory to each other. This issue has been thoroughly discussed earlier. But the solution to the problem of the nature of value education is primarily dependent on the social conditions that prevail in the state. There need not be an imported value educational pattern to be prescribed in India. The burning social issues would demand the required value education. Though India is considered to be the land of divinity and wisdom, the modern value system throws challenges to the ancient value pattern. Right from the Gurkula pattern to the varna ashrama values, all values are under scrutiny by modern rationality. Hence, the relevance of the golden values prescribed by the then society is questionable in the present situation. On the other hand, the so called modern values which have been listed earlier also subjected to criticism by philosophers like post modernists. They question the very nature of the rationality of the enlightenment period. Because critics of modernity strongly declare that the modern rationality is the reason for the deterioration of human concern in the world and they paved the way for inhuman killing and escalation of values. The reason of the modernism is considered as the root of power politics which leads to inhuman behaviour of the power system, according to them. Hence the modern values like democracy, civil rights, environmental ethics, professional ethics, discipline and all such values are found useless in bringing harmony in the society. The values like discipline, tolerance, peace bears the negative connotation in this context. Hence, what sort of modern values are to be included in the curriculum is a challenge thrown towards the educationists. At one side the fanatic and fundamentalist features of religious values and on the other side the modern values based on the market economy and other factors are to be excluded and a well balanced curriculum with genuine worthy values suitable to the society has to be identified and included in the educational system. In this context, it becomes obvious that there cannot be any universal pattern of values to be prescribed in the system. When a suitable blend of religious and modern values is to be done, the designing of such course demands an unbiased, scrupulous, intelligent approach on the part of the academician who designs such course. Thus the spiritual values of sensitizing the youth for happy world and rational values for a just world are very much required. Religious values can be taken but not with the label of any particular religion, democratic values are to be included but not with its dogmatic inhuman approach. Thus there need a perfect blend of both. This is the real challenge thrown to the Indian academicians.

After the identification of these values, they need to be inculcated not to be informed to the students. Mostly listing the values is done very easily, but imparting them effectively requires genuine spirit and innovative educational practices. In the Vedic period, the gurukula system prevailed in which the student has to thoroughly undergo a pattern life with the guru shishya hierarchy. Whatever the guru declares are the values of life. But in the modern context, which is supposed to be the democratic sphere, a sense of equality and freedom has to prevail the learning situation. Also the values identified cannot be preached on the basis of the religious faiths. So the teacher has to find effective working module to internalize the values in the minds of the youth. The teachers’ understanding about the values prescribed and his/her commitment in imparting them also play a crucial role here. How to sensitize the teacher before carrying the values to the students is also a challenge to the educationists. The value education class room, if it is dealt with full seriousness and sincerity would be very interesting and challenging sphere for students and teachers. At times they need to sail at the same level with the students. The hierarchy may get disappeared. Value education demands a total responsibility from the teachers. They become more accountable. On the other side, a teacher who is committed to a set of values would always like to preach and impose them on the young minds. That extreme should also to be avoided with a balance of mind. Value education cannot be done by just delivering lectures and screening films. It requires a strong interaction between the students and the society. A lot could be experimented at this sphere. For which the supreme value ‘integrity’ is expected from the educator.

It is observed that many modules of teaching values have been designed and tested. Some are seemed to be very effective. In Tamilnadu, especially in aided colleges, with all good intention the government has introduced the value education as a compulsory scheme at the undergraduate level. But each university has its own syllabus for the same. The scrutiny of those syllabi also reveals a lot of variations in conceiving the value education. In some universities, some religion based institutions are given the responsibility of designing and even carrying out the course. Similarly the teachers who have not been exposed to any such type of training in value education are given the responsibility of teaching values. The introduction of value education for all under graduate courses is done at the cost of a core paper of that course. The teachers who have been handling their hardcore subject papers had to meet the shortage of workload due to this programme and to solve this problem, they have been entrusted with the job of teaching value education paper. This is done with the aim of avoiding the workload problem of existing teachers. The most valuable and sensitive part of education has been made like a mechanical dogmatic part. At this juncture, the fate of value education at the college level could be imagined. How to solve this issue is again a challenge to the educationists of Tamilnadu. The same fate could be observed in many other states of India. Hence, two important problems surfaces here, one at the syllabus level and the other at the teaching level. As it is discussed earlier the syllabus could be designed by way of paying attention to all aspects but imparting the same requires not only innovative teaching methods, but also innovative training method of the educators. It is as good as training the driver to drive the car; the teacher needs to be trained in imparting the values. The technical education employs teachers with sound knowledge in the subject, similarly it is essential to have teachers with sound mind and creative teaching skill to teach value education. Value education is definitely not to be dealt with compartmentalization but it should be taken as a part of the whole educational system. As Nietzsche puts it, the society requires masters to create and impart values, not the slaves who accept all the values imposed on them without any critical understanding.

If education fails to impart necessary values to its citizens, it will definitely have a telling effect on the society. All efforts to bring just and peace in the world will become futile if proper value education is not imparted.
1. Kireet Joshi, Philosophy of Value Oriented Education Theory and Practice, ICPR

Publications, New Delhi,p.217.
2. Ibid., p.218.

Higher Education in Third World Countries

It’s proven that many third world countries of Asia and Africa are unable to provide the maximum opportunities to their youth. Ultimately it triggers the youth of these countries to seek educational support from foreign institutes and universities. Definitely a student’s main aim is to get the quality education and to do so they visit the online information portals of different international universities which are quite capable of providing the traditional and skill based education with the help of their most professional recourse.

Contrary to this, many international universities allow different students from the neighboring and other third world countries to come across the conventional barriers and gain the maximum knowledge. In this regard different scholarship programs are typically introduced to allow them to enter in the domain of higher education. On the other hand different consultancy firms also help out the needy students to take the maximum helps form their educational consultant and make their dreams come true.

No doubt, there is no such thing like free lunch in this materialistic world, and they have to pay a lot of amount to a consultant or a firm to go through the visa and settlement process. Eventually it is the basic requirement of any student to get the maximum information on a very limited amount of time. Moreover, paying a handsome amount to safe their future is not a bad investment. More or less they survive this difficult step.

Definitely, the role of any educational consultant is to provide the ample opportunity and services to those who really intend to go out from their native places and to educate themselves from the world famous universities in UK, USA and Australia.

No matter what happens in the future but initial educational support is quite helpful in terms of gaining the maximum help. No doubt, different countries like India are supporting their young generation in adjusting abroad for better future. And in this regard various education programs and policies have been made to narrow down this gap. Similarly, students are also offered exclusive government scholarships to avail the opportunity to go out and come back with the degree from Oxford University.

Contrary to this different international organizations are also taking serious initiatives to provide the excellent education facilities. For example United Nations is playing a vital role in building a bridge between the students of the third world countries and the most sophisticated universities of Europe and United States of America.