In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet.
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16 Facts About Virtual education
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Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing.
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Online Virtual education originated from the University of Illinois in 1960.
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The value of online education is not found in its ability to have established a method for distance learning, but rather in its power to make this type of learning process more efficient by providing a medium in which the instructor and their students can virtually interact with one another in real time.
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The topic of online Virtual education started primarily in the late 1900s when institutions and businesses started to make products to assist students' learning.
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Many app developers and Virtual education experts have been exploring smartphone and tablet apps as a medium for collaborative learning.
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Virtual education learning environment, known as a learning platform, simulates a virtual classroom or meetings by simultaneously mixing several communication technologies.
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Virtual education classroom provides an opportunity for students to receive direct instruction from a qualified teacher in an interactive environment.
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Virtual education school enables students to log into synchronous learning or asynchronous learning courses anywhere there is an internet connection.
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Virtual education schools are "cybercharter schools" with innovative administrative models and course delivery technology.
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Online Virtual education is rapidly increasing, and online doctoral programs have even developed at leading research universities.
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MOOCs have not had a significant impact on higher Virtual education and declined after the initial expansion, but are expected to remain in some form.
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Massively open online courses, although quite popular in discussions of technology and Virtual education in developed countries, are not a major concern in most developing or low-income countries.
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Virtual education argues that it does not necessarily matter what the technological medium is, but whether or not the content is engaging and utilizes the medium in a beneficial way.
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The copious amounts of information collected are quantified for the marketization of higher Virtual education, employing this data as a means to demonstrate and compare student performance across institutions to attract prospective students, mirroring the capitalistic notion of ensuring efficient market functioning and constant improvement through measurement.
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The monetization of student data in order to integrate corporate models of marketization further pushes higher Virtual education, widely regarded as a public good, into a privatized commercial sector.
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