The Benefits Of Different Online Degree Programs

When it's time for you to choose between an online degree program or one that is in a physical brick and mortar location, which could be difficult to make a decision. There are many different benefits for these two, which means you must take into account their individual expectations with what they actually provide. Take a look at lifestyle, goals and objectives and what you hope to accomplish by going to college. Whether you ultimately decide to go with an online degree program or in a brick and mortar school, you are making a big step in the manufacture of a bright future.  

On a good note, you are not the only student facing this kind of decision, so effectively the research should explore many different tips and suggestions that will help people. Talk to your family and friends, the Internet research and library and, above all, try going to the actual location of the institutions you're thinking. This is not as important to an online university, but if you prefer a location, then you really need to visit.  

With online degree programs, will have to evaluate the accreditation of the institution. A real university usually has had some kind of certification, and you can easily check if your degree would be respected. However, online degree programs may well hide his poor behind a wall of the Internet, so to speak, so that accreditation is extremely important.  

Accreditation is critical to online degree programs and potential firms look to know that your school is recognized by the Department of Education. If you are considering physical brick and mortar schools or online schools, make sure it fits in terms of their long-term goals of education. If you ever decide to move, then you want to be sure that the credits will be transferred.  

With online degree programs, you can start at any time. On the contrary, a school campus has set course times and registration periods. To do this, you must set a time aside to go to school to take the program. On the other hand, with an Internet school, you are able to participate in the class whenever I have some free time.  

Convenience may be an important factor when people are choosing between physical schools and online classes. You have to think in time it would take to get to and from the current school, if you have the time to devote to a calendar of scheduled courses. Online degree programs still need to perform tasks on a schedule, so I do not think you can loosen and then terminate at any time.  

Whether you are thinking of physical campus schools or degree programs online, you can find what suits your needs the best if you take enough time to do your research. If you base your decision solely on costs, then you will end up being satisfied with the quality of education.  

The decision you want to go to school is definitely an intense time, but with great rewards and benefits. If you are choosing between going to an institution based on the web in front of a brick and mortar campus, evaluate your finances, your time available and what kind of program is more beneficial.

Online Bachelors Degree In Counseling - Rewarding Career Opportunities

If you are willing to have a career in counseling, but do not have the time to attend college to earn a degree in the field, then you should consider making an online bachelor degree in counseling. state universities and community colleges have expanded their reach with the help of the Internet. This allows them to offer all types of accredited degree programs via the Internet to your computer. Therefore, you will not have to travel to a physical campus or take time off work to make their schooling degree.

Online is not so different from regular education. The main difference is the media being used. Instead of being in a classroom, the classes will be conducted through web-based systems, such as videoconferencing. The classes are also archived, so you can use your PC to access them later - at any time of day or night.

Assignments, documents and other requirements will be passed to the power electronics. The class discussions will also spend electronically.An online bachelor degree in counseling indicates that, in theory, counseling, patient counselor relationship and therapeutic strategies. Like regular schools, you must complete a base number of units that will be taught by the school. He will specialize in a field that matches your career preferences. Here are some of the fields you can choose to specialize in while earning their degree online counseling, family counseling. This major will acquire the methods of how to treat families who are going through difficult times in their relationship. These family problems may revolve around a rebellious teenagers, parents and even depressed domestic violence. In this case, you will learn to analyze the origins of their clients and all the things that could be causing undesirable behavior. Marriage Counseling. This field is a more specific family counseling. Here we will only partner (collectively or individually) whose marriages are on the rocks or are experiencing problems if left untreated, could fundamentally affect the marriage by road.Career Guidance and Counseling. This is an area that is important for you if you plan to work in a school. You will be equipped with skills on how to help students develop and discover their educational and professional potential. In this way, you can help them become productive in society.

Mental Ministry of Health. If important in this field will be taught advanced methods of how to treat clients with mental disorders. Here you will learn therapeutic techniques to help you address issues such as depression, self-esteem issues, anger and the Ministry grief.Rehabilitation. This program will focus on helping people with disabilities to achieve their career goals and independent. Having an online degree in counseling can open a new horizon of job opportunities for you. Having a degree is an advantage it will have on others who choose not to obtain formal education.Take time now to know which online universities offer the best advice and what titles are the career and salary prospects open to you.

The Objectives of Elearning Research and Study

One of the main reasons why e-learning has been slow growth in the past is the lack of research in the field. The e-learning industry has been recognized as a branch of modern science of pedagogy and has been accepted by the scientific community. The study of various management systems of e-learning has been studied through a series of theoretical and methodological conventions ranging from education, psychology and computer communications, computing and design and media communication. As you can see, these are interdisciplinary learning science and may well be each other at some point in their studies. So to make clear to any beginner, you must first determine the objectives of virtual learning.  

Virtual Learning ObjectivesWhy should be studied e-learning? The objectives of the online learning theory and practice are relatively very direct and concise: to produce and evaluate innovations to bring comfort to users in absorbing knowledge from it. More specifically, the specific objectives of e-learning can be classified into four: production theories to explain the processes in e-learning, develop tools and software applicable to this theory, understand the different materials, assignments, lesson plans, discussion and other non-technical elements of e-learning environment and, finally, to an integrated module with a model of efficient design that allows the improvement of learning interventions.  

HypothesesElectronic learning theories may overlap or interleave with other categories of theories used in other sciences. For example, a theory in psychology can explain how different people learn in general and the number of interfaces can alter individual behavior in the course online. This is understandable since modern science is the result of the different sciences in general. The purpose of such is to know which view works best in different situations. The more general theory, the most applicable e-learning tool that can be produced from this theory it.GadgetsAfter adaptive learning occurs, the next step is to integrate theory to practice, or in this case, a machine. The research will help produce general tools such as specification of metadata, server software, interface design and editing programs that can be used as a practical application in a learning management system. The reason that many applications need time to improve is because developers can not simply just add new applications or add new ones, since both cybernetics and learning theories, as well as business and marketing strategies should be implemented in first. One area of e-learning research is devoted to appliances to accelerate this kind of slow and DesignsPerhaps progress.

Modules the hardest and the most common area of research of online learning is the form of modules and designs. This study area takes in most of the theories of education and psychology, and therefore common. The challenge of this is to create new theories out of the old ones must be adaptable to various aspects of e-courses. This theory of study is often mixed with the first three studies because of their knowledge and crowded the human brain and how we learn. The only way to go further in this state is the combination of all other theories learned in different ways.

Student Grades, Test Scores, and Rankings

originally posted at Huffington Post

Some want to tie teacher evaluation to student performance on external tests. They may advocate a value-added methodology, which in theory should allow us to rank teachers by how much their students improve. While there are methodological issues about whether we can truly isolate what the teachers have actually contributed to the student performance, I found myself asking, if the way some propose to evaluate teachers is by how much the students improve, why are we not similarly evaluating students? Why do we insist upon artificial levels of performance, determined by percentage scores and weights, as if in converting things to a 100 point number scale, we therefore communicate something meaningful about that student -- s/he performed at an A level, or got a 93 percent overall. Is that really meaningful? Who has done more, the student who begins at a very low performance and then achieves at what we would classify as a C level, or the student who begins with a high A and stays there?

Here, I think of a class many moons ago. There were 27 students in a "Talented and Gifted" class, all 9th graders. 23 finished with final grades of A. Consider several students from that class whose names have been changed to protect their identity.

Natalie was early on getting 94s on my tests and written assignments when no one else was over a 90. I pulled her aside and told her that if she did not improve what she was doing, she would be wasting both my time and hers. She raised one eyebrow, then dedicated herself to her work. Her final overall average would have been around 98 -- and I am not considered an easy grader (an issue to which I will return).

Natalie finished her high school career as our salutatorian, never having a quarter grade other than A. She took 13 Advanced Placement Courses, which gave additional points for the difficulty of the course. She scored 5 (the top possible score) on all 13 AP exams.

Her high school record was "perfect." She was not valedictorian because someone else completed 14 Advanced Placement courses, and thus had a marginally higher Grade Point Average because of the additional weighted grade.

Both students were outstanding. Why do we have to distinguish between them?

We have since had twins finish first and second twice. We ranked one over the other. What is gained thereby?

That long-ago class had some incredibly gifted kids. The one whose performance I most admire was one of the four NOT finishing with an A. John was somewhat outmatched. He was not especially verbal, and his writing was atrocious. His first quarter grade was a D -- an "average" in the 60s. His final grade was a B. But for the second-half of the year, he had done A work, averaging over 90 percent for quarters three and four. His record of D-C-A-A averaged out to a final B.

That is not a fair reflection of what he had accomplished. For half-the-year, he performed at an A level, often higher than students whose final grades were A, but because of his early struggles, the grade on his transcript was that final B, and his overall GPA was affected accordingly. Did we punish him because he took on a more challenging course, and even though he rose to the expectations of the course, saw his grade affected by his early struggles. Does that send a message not to take on courses that might stretch one because of the impact upon grades?

I am a tough grader. Whatever my students can do when they arrive in my class, I expect them to be able to do far more at the end of the year. I wonder if those who had me might have felt disadvantaged because other teachers of such classes were not so rigorous in their demands? Might some attempt to "equalize" different levels of rigor by insisting upon absolutely uniformity in grading? Would that really solve the problem of adequately communicating what a student has accomplished?

I think back to that class. It challenged me as much as any I have taught in my 16 years in a public school classroom. I was prepared to let one student take over the class after two weeks. She is now, after several years of employment, a first-year student at one of the most prestigious professional schools in the nation. I know she will do well, not because of her grades, but because of her willingness to take on challenges, and the experience of rising to meet whatever confronts her. Lisa is one of my favorites, not because of her superb academic record, but because of how much she grew -- and how much she challenged me -- during the year I was her teacher. Similarly, Natalie and John both grew. He grew most of all because he started with less-developed skills.

His grade does not fairly represent what he accomplished. Natalie, being ranked second in her class, is at least on the surface, somewhat unfair. Even Lisa's superb academic performance does not indicate how much she grew as a student and person in her years at our high school. I was delighted to write her recommendations for her college applications because I could thereby explain some of that. I wonder why we cannot have similar narratives for all our students as a part of their record, for each course.

If our tests are supposed to measure what a student really knows and can do, why are they heavily multiple choice? Why are they timed, thereby giving an advantage to those who can think quickly, even if no better than those who want to reflect? Do the results accurately reflect what a student can do in the real world?

Why do we insist upon comparing students to one another? Should not our challenge be to have each student rise as high as s/he can, to perform as well as s/he can?

Why do we not simply have two grades -- needs improvement and meets the requirements? Why should students not be allowed to learn from their mistakes and gain credit for self-correction?

I wrestle with these issues. Our school keeps score. We rank. Do my students suffer because my standards are high?

There are many things we should rethink about our public schools. Should issues like those I raise be part of the discussion? How much does how we assess, grade, and rank our students do them a disservice?

Natalie, Lisa, and John. I can still remember them as individual students, not merely as the grades they achieved. Cannot we rethink what we are doing so that we will truly know what our students have learned and can do, and be able to describe them accurately as more than scores on tests or cumulative GPAs? Is not each child entitled to something more than that?

I hope so.