On a special occasion of MoU Program organised on 19th September 2022 at Bundelkhand University Jhansi (India), the Executive Vice Chancellor Professor Emeritus Dr. Vishwa Nath Maurya expressed his views that most of the students, research scholars and faculty members of various Universities especially in some developing and undeveloped countries have no exposure in their education and research at the global level due to various reasons.

He said, “The key reasons for this include non-updation of the curriculum of education as per the demand of the world market, lack of basic facilities, infrastructures and resources in educational institutions, lack of skilled and efficient teachers, and marginal corruption at the government administration level etc.

“In the modern era of advanced technologies, there is utmost need for collaboration of worldwide International Universities in order to remove the discrepancies related to quality education and research in the interest of international students, research scholars and faculty members.

“For this purpose, the Executive Vice Chancellor and Professor Emeritus of the Chartered International Da Vinci University(CIDVU), Delaware USA, Prof. Vishwa Nath Maurya ,being an Indian citizen by birth, has focused on the International Collaboration of many American International Universities with private and government Universities from different states of India, Italy, France, Germany, Japan, UK, USA and other countries so that most of students, research scholars and teachers from all classes including economically weaker sections can get maximum benefits in academics and research at global level.

“MoU Agreement on International Collaboration will facilitate and boost collaborative  University’s global visibility and recognition. MoU Agreement will be helpful to develop, coordinate and strengthen international linkages. Through International collaboration, we can share international best practices to facilitate high-impact research that advanced the limits of expertise and leads to the worldwide advancement of our society.

Aremu expressed that Bundelkhand University Jhansi is one of the prestigious State Govt. University among the State Universities established by the Government of Uttar Pradesh in India; which is located at a historical place of Maharani Lakshmibai in Jhansi. Bundelkhand University’s Vice Chancellor Prof. Mukesh Pandey, Registrar Shri Vinay Kumar Singh and Director of Research Cell Prof. S.P. Singh and Deans of Faculties and other Faculty members interacted with Distinguished University Professor Dr. Vishwa Nath Maurya, Executive Vice Chancellor and Professor Emeritus of Chartered International Da Vinci University, Delaware USA.

The MoU Contract Program at Bundelkhand University Jhansi was well organised and conducted by the Registrar Shri Vinay Kumar Singh and Director Academics & Research Cell, Prof. S.P. Singh. Most of the senior faculty members including Prof. R.K. Saini, Dean of Science; Prof. M.M. Singh, Dean Engineering; Prof. Archana Verma, Dean Commence;  Prof. C.B. Singh, Dean of Arts; Prof. S.L. Pal, Dean Agriculture; Prof. N.D. Sengar , Dean Medicine;  Dr. L.C. Sahu, Dean Law; Prof. Aparna Raj, Prof. Prashant Gupta, Prof. Avadhesh Kumar Maurya, Dr. Rishi Saxena, Dr. Anu Singla and Dr. Kaushal Tiwari and some of the administrative and non-teaching staff were present in the MoU Agreement Program organised under the guidance and leadership of BU’s Vice Chancellor Prof. Mukesh Pandey. Director Academics & Research Prof. SP Singh, Dr Rishi Saxena and Dr. Kaushal Tiwari of the Department of Journalism, etc., made the program successful in a systematic and proper way. The cooperation of the media personnel present in the MoU program was also particularly commendable. Dr Kaushal Tiwari from the Department of Journalism of BU provided the requisite cooperation.

https://www.vanguardngr.com/2022/09/aremu-hails-professors-on-contracts-with-three-american-universities/

AREMU HAILS PROFESSORS ON CONTRACTS WITH THREE AMERICAN UNIVERSITIES yazısı ilk önce Da Vinci University üzerinde ortaya çıktı.

UNESCO Laureate, Pro – Chancellor  and Chairman Board of Trustees of West Coast International University of Sciences Technology Management, Prof. Sir Bashiru Aremu has appointed top Indian Professor Dr. Vshwa Nath Maurya as his Pro – Vice Chancellor.

The top most Indian distinguished Professor Dr. Vishwa Nath Maurya has also been recently appointed as Pro Vice – Chancellor of West Coast International University of Sciences, Technology, Management and Arts.

The Pro- Chancellor of WCIU and UNESCO Laureate Prof. Bashiru Aremu has announced and declared for circulation of all concerned people, dignitaries and authorities that Prof. (Dr.) Vishwa Nath Maurya has been appointed as Pro Vice Chancellor of WCIU, United States of America who till now has served as a Distinguished Professor and Executive Dean & Director of Faculty of Science and Technology, Academics and Research Development of Crown University International Inc USA, Santa Cruz Province, Argentina.

The appointment letter issued to Prof. V N Maurya for the post of Pro Vice Chancellor of West Coast International University of Sciences, Technology, Management and Arts (WCIU) , United States of America, was approved by the Board of Directors and Trustees of WCIU and its International Advisory Board of Academic Standards.

According to his appointment letter dated 14th June 2022 for the post of Pro Vice Chancellor of WCIU, it was circulated to all concerning dignitaries and authorities of the University including its Dean, Director and Registrar etc. Moreover, the Pro – Vice Chancellor of WCIU, Prof. Vishwa Nath Maurya will remain to continue as a visiting and adjunct Professor and Member, Board of Trustees and Official Representative of Vice Chancellor of the Crown University International Inc USA.

UNESCO Laureate Prof Sir Bashiru Aremu stated that the newly appointed Pro – Vice Chancellor Prof. Dr. Vishwa Nath Maurya has accomplished his triple Post – Doctorate Degree of Doctor of Science (D.Sc.) in diversified core subjects of Science, Technology and Management from Internationally accredited Crown University International Inc USA in collaboration of West Coast International University of Sciences, Technology, Management and Arts, United States of America.

The newly appointed Pro – VC Prof. V N Maurya will be responsible for enhancing academic and research standards including national and international collaboration of accredited and Recognized Institutions with West Coast International University for achieving its greater heights at the World level.

Prior to his appointment as Pro Vice Chancellor of WCIU, United States of America, Prof. Maurya has served as Distinguished Professor, Head of Dept./School/Institute; Controller of Examinations, Executive Dean and Director/Principal of Faculty as well as of Technical Institutes, Academic Affairs and Research Development, Head Examiner of Central Evaluation in Asian, African, American and Australian renowned Universities including the Crown University International Inc. USA (Argentina),; University of Fiji, Fiji Islands; Copperstone University, Zambia (South Africa) ; K.L. University Andhra Pradesh ; Oriental University, Indore (India) ; Rajasthan Technical University, Kota and AKTU (formerly U. P. Technical University, Lucknow),; CSJM University Kanpur and U. P. Rajarshi Tandon Open University, Allahabad as Visiting Professor.

The World acclaimed Emeritus Professor (on merit) and UNESCO Laureate Prof Sir Bashiru Aremu added further that the top most Distinguished Professor Dr. V N Maurya has his name and fame in Academics and scientific research communities both at the national and international level. Prof. Maurya has contributed immensely in diversified fields of academics, research and community services.

For his considerable and significant contributions Prof. V N Maurya has been honoured for number of national and global awards.

https://www.vanguardngr.com/2022/06/unesco-laureate-bashiru-aremu-appoints-vishwa-maurya-as-pro-vc/

UNESCO LAUREATE, BASHIRU AREMU APPOINTS VISHWA MAURYA AS PRO-VC yazısı ilk önce Da Vinci University üzerinde ortaya çıktı.

A statement in Abuja signed by Aremu and made available to newsmen, said, “It is notable that before this new appointment of Executive Vice Chancellor, the top Asian American Distinguished University Professor Dr. Vishwa Nath Maurya has served as Pro-Vice Chancellor of another globally accedited West Coast International University of Sciences, Technology, Management and Arts USA (Formerly Known as West Coast University International, United States of America) and he is the Awardee for the Best Vice Chancellor Award and multiple prestigeous global awards.”

Aremu expressed his great pleasure to announce about recent advancement and remarkable achievement of the  Chartered International Da Vinci University, Delaware, USA and its Collaborative Universities – West Coast International University of Sciences, Technology, Management and Art’s, USA that the Best Vice Chancellor Laureate Prof. Dr. Vishwa Nath Maurya is a Worldwide eminent and distinguished University Professor and after his new appointment for the Executive Vice Chancellor (EVC).

“He joined the next day to perform his academic, administrative duties and challenging responsibilities of Executive Vice Chancellor (EUC) and Emirates Professor  of Chartered International Da Vinci University (CIDVU),” Aremu said.

Giving his views on innovative academic progress of  globally awarded and academically decorated  Prof. V N Maurya  Crown University International Inc. Vice Chancellor and UNESCO Laureate Prof. Sir Bashiru Aremu acknowledged that all teaching and non-teaching staff and members of Board of Directors  and Trustees of Chartered International Da Vinci University, USA, Crown University International Inc. USA, and West Coast International University of Sciences, Technology, Management and Art’s, USA have been feeling proud moments for the great achievements of top Asian American Distinguished Emeritus Professor Sir. Vishwa Nath Maurya.

He added that they have congratulated greatly to the vice Chancellor Prof. Sir Vishwa Nath Maurya for his Best Vice Chancellor Award in India’ recently honoured to him for his academic excellence and impactful educational leadership role.

https://www.vanguardngr.com/2022/06/unesco-laureate-bashiru-aremu-appoints-vishwa-maurya-as-pro-vc/

DON APPOINTS MAURYA AS VICE CHANCELLOR CHARTERED INTL. DA VINCI UNIVERSITY, USA yazısı ilk önce Da Vinci University üzerinde ortaya çıktı.

Verifying a schools accreditation should be a top priority for any student applying to college. Accreditation status can impact your ability to apply for financial aid or transfer credits. Accreditation status should be available on each schools official website.

Step 1: Check the Accreditation Status Verifying a schools accreditation should be a top priority for any student applying to college. Accreditation status can impact your ability to apply for financial aid or transfer credits. Accreditation status should be available on each schools official website. Students can also verify a schools status through the U.S. Department of Education or the Council for Higher Education (CHEA). Both maintain lists of recognized regional, national, and programmatic accrediting agencies. Why does accreditation matter? Accreditation matters because it sets quality standards meant to ensure that your degree holds value. Employers and graduate schools know that if you hold a degree from an accredited online school, then you graduated from a program that meets the rigorous requirements for accreditation. In contrast, an unaccredited degree can cost you more than job offers. Graduates of diploma mills risk leaving school with debt and nothing to show for it but a degree that isnt recognized by employers, graduate schools, or professional certifying agencies. Always verify that an online college is accredited. National vs. Regional Accreditation Colleges are accredited by either regional or national agencies. Regionally accredited colleges are typically nonprofit and state-operated. In the U.S., there are seven regional accrediting agencies that evaluate two-year and four-year colleges. Some states also have their own accrediting bodies independent of the regional agencies. You can learn more about each individual agency, and its jurisdiction, through the Office of Postsecondary Education. Most nationally accredited colleges are for-profit and meet lower academic standards than their regional counterparts. Students considering a nationally accredited online college should research the schools reputation and understand how academic standards differ from regionally accredited schools. Its important to note that most nationally accredited schools will accept transfer credits from regionally accredited colleges and universities, but the opposite is not always true. Students should also be wary of accreditation mills that offer genuine-looking but ultimately phony endorsements to schools.

HOW TO CHOOSE AN ONLINE COLLEGE? yazısı ilk önce Da Vinci University üzerinde ortaya çıktı.

Faculty at our client colleges, such as Mt. San Antonio College and Chaffey College, who once hesitated to adopt distance learning due to concerns about lower student success rates, are now planning to move forward with more online classes. More and more colleges are evaluating what courses of study work best for distance learning and providing more professional development for faculty to increase online course success rates.

To fight the spread of coronavirus and maintain healthy social- distancing, schools across the country have temporarily closed and quickly transitioned from on-campus, face-to-face learning to distance learning. In the last decade, colleges and universities have led the charge incorporating online, distance education into their programming, changing how they plan and design their campus. HMC Architects’ Senior Education Facilities Planners Sandy Kate and Sheryl Sterry discuss what this temporary transition in response to the current COVID-19 pandemic could mean for the future of higher education planning and design. Before the current pandemic, what were some trends you were seeing in colleges embracing distance education? According to California Community College (CCC) Datamart, over the last six years, statewide full-time equivalent student (FTES) enrollment in distance learning classes increased from 11.4% to 17.7% of total FTES. Last fall, the CCC system opened Calbright College, a virtual college with plans to accept 400 students in its first year. The College is the 115th college in the system and represents California’s commitment to be a leader in distance learning. Faculty at our client colleges, such as Mt. San Antonio College and Chaffey College, who once hesitated to adopt distance learning due to concerns about lower student success rates, are now planning to move forward with more online classes. More and more colleges are evaluating what courses of study work best for distance learning and providing more professional development for faculty to increase online course success rates. The current rapid and forced adoption of online teaching and learning will likely lead to permanent changes, generating data that may help to accelerate and improve online learning platforms and pedagogies. How do distance education facilities affect the design and/or planning of a college campus? Planning with distance education in mind requires us to re-consider how campus buildings are being used and design accordingly. Distance education facilities house on-campus testing and support for instructors to develop the necessary professional skills. A center for distance education will not need classrooms but may need space for students to come take a test, office space for instructors, or space to sit and take their online course. Some instructors are using simple camera and mic setups to record lectures in their classrooms. Although we have not yet heard a strong desire from our community college clients, in the future, more classrooms could be outfitted with lecture capture systems that would allow classes to be simultaneously taught both online and face-to-face. What will distance education mean for the future of higher education architecture and planning? With increasing adoption of distance education, we foresee that college campuses will become centers for experiential and collaborative learning and student support. The adoption of distance education could reduce the need for lecture space on college campuses, which dovetails well with the need to grow other types of spaces. Traditional campus spaces could shift from lectures in classrooms towards more hands-on learning laboratory spaces. In fact, we are also seeing a shift toward integrated lecture and laboratory activities within the same class sessions a strategy that helps students to retain newly learned information and skills. This shift calls for integrating lecture space within the laboratory, in flexible open spaces that can be setup for a lecture using mobile tables and chairs. Using the same set of furniture, the same area can be quickly reconfigured and equipped for lab or project activities. Colleges are also embracing a higher level of academic support and student services, and campuses are well situated to grow their tutoring, study, and student services spaces and provide these services both online and in-person. Changes in how students use a campus may also affect the need for parking. Currently, parking capacity is planned to accommodate the busiest periods of the week. Potentially, the adoption of distance education could lessen parking demand and distribute it more evenly across the day and week. Which could have positive consequences for campus planning by freeing land used for parking for other uses such as outdoor gathering spaces, dining halls, or laboratories. How do you plan for a program (Distance Education) that requires little to no space? While students may take a course online, they may physically be taking it on-campus in a non-class setting such as the library or even outdoors. It is important to create on-campus spaces that allow for independent online coursework. A campus might also need more testing centers to accommodate the course testing schedule.

DISTANCE LEARNING IN THE TIME OF COVID 19 yazısı ilk önce Da Vinci University üzerinde ortaya çıktı.

Open learning is primarily a goal, or an educational policy. An essential characteristic of open learning is the removal of barriers to learning. This means no prior qualifications to study, and for students with disabilities, a determined effort to provide education in a suitable form that overcomes the disability (for example, audio tapes for students who are visually impaired). Ideally, no-one should be denied access to an open learning program.

Defining open learning, flexible learning, online/virtual learning and distance education Although the four terms are often used to mean the same thing, there are significant differences. Open learning Open learning is primarily a goal, or an educational policy. An essential characteristic of open learning is the removal of barriers to learning. This means no prior qualifications to study, and for students with disabilities, a determined effort to provide education in a suitable form that overcomes the disability (for example, audio tapes for students who are visually impaired). Ideally, no-one should be denied access to an open learning program. Thus open learning must be scalable as well as flexible. Open-ness has particular implications for the use of technology. If no-one is to be denied access, then technologies that are available to everyone need to be used. More recently, the move to open content has widened the meaning of open learning. The open content movement would like to see all digital learning materials available free of charge to anyone with access to the Internet (see the Capetown Open Education declaration) Distance education Distance education on the other hand is less a philosophy and more a method of education. Students can study in their own time, at the place of their choice (home, work or learning centre), and without face-to-face contact with a teacher. Technology is a critical element of distance education. However, distance education programs may not be open. That is certainly the case at the University of British Columbia (UBC). Students who wish to take distance courses and receive a UBC degree must meet UBC’s admission requirements (which are set very high), and take the necessary course pre-requisites. For undergraduate education, at least half the program must be done ‘in residence’, that is, by taking face-to-face classes on campus. Thus in practice students who live out of province or in foreign countries cannot obtain a UBC undergraduate degree wholly at a distance. If an institution is deliberately selective in its students, it has more flexibility with regard to choice of technology for distance education. It can for instance require all students who wish to take a distance education program to have their own computer. It cannot do that if its mandate is to be open to all students. Distance is more likely to be psychological or social, rather than geographical, in most cases. For instance, the vast majority of UBC undergraduate distance education students are not truly distant. The majority (83 per cent) lives in the Greater Vancouver Region, and almost half within the City of Vancouver. Only six per cent of the undergraduate enrolments in 1999/2000 were from outside the province (because of the residential requirement). On the other hand, two thirds of UBC’s distance students (67 per cent) were working. The main reason for most UBC students taking distance courses is the flexibility they provide, given the work and family commitments of students and the difficulty caused by timetable conflicts for face-to-face classes. Only 17 per cent gave reasons to do with distance or travel (UBC Distance Education and Technology, 2001). Flexible learning Flexible learning is the provision of learning in a flexible manner, built around the geographical, social and time constraints of individual learners, rather than those of an educational institution. Flexible learning may include distance education, but it also may include delivering face-to-face training in the workplace or opening the campus longer hours or organizing weekend or summer schools. Like distance education, it is more of a method than a philosophy, although like distance education, it is often associated with increased access and hence more open-ness. Online/virtual learning Online learning may be fully ‘at a distance’ or ‘blended’, i.e. combined with face-to-face teaching or other technologies such as print (see What is e-learning? Differences and similarities Open, distance, flexible and online learning are rarely found in their ‘purest’ forms. No teaching system is completely open (minimum levels of literacy are required, for instance), and few students ever study in complete isolation. Even fully online courses may encourage students to meet face-to-face for short periods, with or without an instructor, and most fully online courses supplement the online study with print readings such as text books. Thus there are degrees of open-ness, ‘distance’, flexibility, and ‘virtuality.’. Although open and flexible learning and distance education and online learning mean different things, the one thing they all have in common is an attempt to provide alternative means of high quality education or training for those who either cannot take conventional, campus-based programs, or choose not to. For another definition of distance education (especially in development) see Commonwealth of Learning The impact of technology on the organization of distance education Distance education has gone through several stages of development. Taylor (1999) has proposed five generations of distance education: – correspondence education; – integrated use of multiple, one-way media such as print, broadcasting or recorded media such as video-cassettes; – two-way, synchronous tele-learning using audio or video-conferencing; – flexible learning based on asynchronous online learning combined with online interactive multimedia; – intelligent flexible learning, which adds a high degree of automation and student control to asynchronous online learning and interactive multimedia. The progression through these stages of development has been driven mainly by changes in technology and educational theory. The first generation is characterized by the predominant use of a single technology, and lack of direct student interaction with the teacher originating the instruction. Correspondence education is a typical form of first generation distance education, although educational broadcasting is another version. Correspondence education makes heavy use of standard text books, and the use of a contracted correspondence tutor, who is not the originator of the learning material, and often works for a commercial company. Students however take examinations from accredited institutions. Second generation distance education is characterized by a deliberately integrated multiple-media approach, with learning materials specifically designed for study at a distance, but with two-way communication still mediated by a third person (a tutor, rather than the originator of the teaching material). Autonomous distance teaching universities, such as the British Open University, are examples of second generation distance education. Second generation distance education is based on specially designed correspondence texts, combined with standard text books and collections of readings from academic journals, and supported by television and/or radio programming. Open universities and distance education units in dual-mode institutions (institutions that are campus-based but also offer some of their programs at a distance) have been associated more with systems-based and behaviourist or cognitive-science approaches to learning. These may be considered more teacher-focused and ‘industrialized’, in that all students get the same material, resulting in considerable economies of scale. Taylor’s third generation (two-way, synchronous tele-learning using audio or video-conferencing) is based on replicating as far as possible the classroom model through the use of synchronous interactive technologies, such as video-conferencing, and relies heavily on lecturing and questions. This model of distance education is often used by multi-campus institutions, because it saves travel time between campuses for instructors. However, it provides relatively small economies of scale, little flexibility for learners, because they still have to attend a campus at a set time, and the average cost per student tends to be high. Nevertheless synchronous teleconferencing is popular because instructors do not have to change or adapt their classroom teaching methods to any extent. Taylor’s fourth generation is flexible learning based on asynchronous communication through the Internet and the World Wide Web (online learning). This model enables increased student-teacher and student-student interaction at a distance, collaborative group work, flexibility for learners to study anywhere at any time, and economies of scope, in that courses for relatively small numbers can be developed without high start-up costs. However, to exploit the educational advantages and to control costs, the design and delivery of asynchronous teaching must be different from both traditional approaches to classroom teaching and the large-scale design of open university programs. Kaufman (1989) characterizes this as a progressive increase in learner control, opportunities for dialogue, and emphasis on thinking skills rather than mere comprehension. Taylor’s fifth generation is still experimental, based on a heavy automation of learning, and applies mainly to his own institution (University of Southern Queensland). A more plausible fifth generation is distance education based on the use of Web 2.0 tools that allow learners to control access to learning, through social software, virtual worlds and multimedia tools such as YouTube. Although these are useful classifications of the technological and educational development of distance education, the situation on the ground at any one time is much more complex. In an extensive analysis of the impact of technology on distance education organizations in Technology, e-Learning and Distance Education I identified six main types of distance teaching organizations in operation in 2003: – public autonomous distance education institutions – dual-mode institutions – for-profit distance education institutions – partnerships and consortia – workplace training organizations – virtual schools.

What Is Dıstance Educatıon? yazısı ilk önce Da Vinci University üzerinde ortaya çıktı.

Distance education has been in existence for centuries, believe it or not, since the mid 1800s.

Distance education has been in existence for centuries, believe it or not, since the mid 1800s. Earlier distance learning programs were typically in the form of correspondence, requiring learners to read study materials, complete assignments and tests, submit assignments and tests via postal mail, and await results. Today’s distance learning options are more often available via the Internet, making them much more flexible, convenient, and timely options for learners worldwide, wherever Internet access is available. What IS Distance Learning?As its name suggests, distance learning is an activity that takes place outside of the traditional classroom. In an informal setting, typically in the learner’s own home, and in a less structured format, distance learners do all their reading, studying, completing assignments, taking tests, and submitting work at a distance from the related school. Some “firsts” in distance education include the following:• First correspondence course on record was Sir Isaac Pitman’s shorthand course in the 1840s.• First university to offer distance learning degrees was the University of London in 1858.• First use of the term distance education was in a pamphlet from the University of Wisconsin-Madison in the USA.• First university to offer ONLY distance learning was Harold Wilson’s Labour Government’s Open University in 1969.• World Wide Web was birthed in 1989 as a “web of notes with links”–brainchild of Tim Berners-Lee.• First distance education course delivered by Internet derived from Penn State University in the USA in 1995.• First use of the term elearning occurred in 1999. Now, in the 21st century, millions of students worldwide study via some form of distance education. General Global Trends in Distance LearningA 2011 Hanover Research report compiled a 30-page report detailing the general trends and potential for distance elearning worldwide. The report highlighted and profiled “seven key players in the global higher education distance learning market”:• Open University• University Of Derby• University Of Maryland – University College• Drexel University Online• Universitas Terbuka (Indonesia Open University)• Indira Gandhi National Open University (IGNOU)• University of South Africa (UNISA) According to the report, each of these distance learning schools is considered a “mega university” with enrollments varying from about 100,000 to more than 500,000 students worldwide. While specific degree offerings varied widely, depending on the school and its resident country, the report found that business and technology, along with other professional disciplines, were the most common program areas offered at all seven universities. Other key findings of the report included the following:• Africa and India appeared to be among the fastest growing markets for distance education across the globe, due to their respective nations placing a high demand for higher education, yet possessed insufficient existing infrastructure to expand as much as they need to meet the demand.• US-based distance education institutions primarily focus on active military personnel and working professionals for their distance learning options.• The UK focuses more heavily on graduate level distance education programs, while the US more frequently offers undergraduate level programs in distance learning format.Regarding specific findings for country trends in distance learning, the Hanover Report cited the following:• Africa trends: Highest demand for expansion of global distance learning with just under 45 percent of students enrolled in higher education, but only two instututions offering distance education.• India trends: One of the fastest growing demands for more distance learning options, with over 25 percent of its students enrolled in distance education among its national, state, and open universities.• UK trends: Distance learning universities primarily offer postgraduate courses and degrees; commercial organizations partner with programs; the majority of programs come under the category of continuing professional development; and the overall distance learning market concentrates around business, education, law, medicine, and science.• US trends: Distance learning universities primarily offer undergraduate courses and degrees, followed by graduate or first-professional degrees; larger public universities are more likely than smaller private universities to offer distance education; and the distance learning market offers a wide range of professional areas, including business, computer, education, engineering, and information sciences. High Quality of Global Distance Learning ProgramsStudents interested in pursuing options among global distance learning programs should start by doing some research into the credibility of programs. Each country has its own standards and criteria for distance education programs to meet, and the World Council for Distance Learning Schools (WCDLS) provides further accountability. As long as the school and its program fulfill those requirements, they receive the credentials necessary to indicate they meet high quality standards and students will benefit from investing their money, time, and effort there while earning degrees that are equivalent to those earned in traditional schools. Consider some of these examples of high quality distance learning programs around the globe, who offer a variety of undergraduate and gradudate degrees:• Great Britain/UK: Oxford University, University of London, University of Cambridge, and other “high-visibility universities” offer over 2,600 online and distance education courses and programs.• India: The Indira Gandhi National Open University (IGNOU) had about 335,000 students enrolled in 2004; they offer degrees in agriculture; education; law; tourism and hotel management; computer and information sciences; journalism and new media studies; engineering and technology; humanities; sciences; health sciences; and performing and visual arts.• South Africa: The University of South Africa had about 265,000 students enrolled in 2008; they offer degrees in agriculture; environmental sciences; human sciences; law; science, engineering, and technology; business; renaissance studies; and science and technology education.• USA: Ivy League schools such as Harvard and Cornell offer distance education programs, along with what U.S. News & World Report identified as the top 10 largest online schools based in the US (but open to international students meeting specified criteria): University of Phoenix, Kaplan University, Strayer University, Ashford University, Liberty University, Walden University, University of Maryland-University College, Grand Canyon University, Capella University, and American Public University System. These schools cover the gamut in program offerings, from arts and humanities, business and management, and computer and information technology, to health, law, and science.

Dıstance Learnıng Global Trends And Optıons yazısı ilk önce Da Vinci University üzerinde ortaya çıktı.

Expect to:
• Attain a degree that can progress your profession without the need to take a break from work or to relocate;
• Gain knowledge and proficiency you can employ immediately in your profession with our industry and relevant courses;
• Fit studying around your professional and personal commitments; and
• Receive support at every stage of your degree from our academic advisors.

Private Academic Instructors

Our executive program offers a nurturing approach with private instructors who will monitor your academic progress. Instructors are available to guide students throughout their coursework, homework assignments, and exams.

Coursework Centered on Experience

A student’s life experience is considered when enrolled in any program at Aston American University. Expect less theory work, but relevant industry practices to apply right away. Apply to Da Vinci University and make a valuable contribution in your field and in your community.

THE DOOR TO OPPORTUNITY: DA VINCI UNIVERSITY yazısı ilk önce Da Vinci University üzerinde ortaya çıktı.

Da Vinci University caters to American and global students. Our dedication to provide a world-class education in a flexible and friendly environment have made us an attractive choice for thousands of students. Although each student’s story is different, there are some key elements that are the reasons why Da Vinci University has gained much popularity as an online, higher education curriculum.

• Flexible Classes:Our online courses offer students the ability to work around family, job, and personal activities. We offer a variety of tailored programs to choose from, and coursework can be done any time and anywhere with an Internet access, day or night.
• Individualized Study Programs:We work with students to discuss their background and future interests, so that degree programs are individually tailored to meet specific goals. This saves money and time by eliminating unnecessary courses to focus on what is most important.
• Fast Support Network (24-Hour support):We are committed to provide our students with a personalized support team, from enrollment in our programs to graduation. To help foster education; online tutors, academic advisors, conference calls with instructors, class message boards, and distance lectures are available.
• Experienced Instructors:Each instructor is handpicked for their educational reputation, academic publications, and contribution to their respective fields of study. All instructors have years of experience working in their field and know how to effectively prepare students for future jobs.
• Language Assistance:As an institution that specializes in working with American and global students, language support is an important element. We offer 24-hour live language assistance, so that students can understand each assignment and continue to improve their English skills.
• One-On-One Research Mentorship:For students who are pursuing a graduate degree or doctorate degree online, Da Vinci University fosters close professional relationships between students and mentors. Instructors are able to help students because they understand and have an interest in our students’ academic endeavors. Instructors share their insights and guide students through to graduation day.
• Affordable Tuition and Scholarships:We offer an American education at a price students can afford. Since Da Vinci University receive subsidies for being known as an international institution of higher education, students are able to afford our online education at a price that is reasonable.
• Career Transformation and Reputation:Globally, employers value Da Vinci University because students enrolled in our programs have realized their potential and able to transform their lives professionally.

WHY CHOOSE DA VINCI UNIVERSITY? yazısı ilk önce Da Vinci University üzerinde ortaya çıktı.