Motto: "Education Beyond Physical Barriers"
Virtual Education
Virtual Education is a system of education for delivering learning materials to students via the web. These systems include assessment, student tracking, collaboration and communication tools. They present resources, activities and interactions within a course structure and provide a platform for the different stages of assessment.
1.Courses taught entirely online, where physical distance between teacher and student is immaterial.
2.Another name for E-learning, but referring more to electronically aided learning conducted without any face-to-face components.
3.Online-based education.
4.Education through ICT tools is also called Virtual Learning
Why Virtual Education?
How does it work?
A student can register for any course at any time and work at their own pace. Each course contains instructional content that covers all the curriculum expectations and has been carefully designed by experienced educationists.
Virtual Education System
List of CoursesVirtual Education System
A system of education where the students and teachers are connected online, and all the instructions and lessons are given online. The students and teachers interact through online methods. It takes care of everything including homework, lesson plans, and even assessments. Virtual education, a form of modern distance learning, has expanded greatly in recent years due to advancing technologies and the prominence of the Internet. Online education involves taking courses presented over the Internet, which can be taken synchronously (in real-time) through webcams and chat rooms or asynchronously through e-mail and discussion boards. Many high schools, colleges and universities offer virtual online courses and degree programs to students and working professionals.
Forces Driving the Development of Virtual Education
Factors that influence the development of virtual learning models are as follows:
1.The increasing capacity, flexibility, and suitability of information and communication technologies to educational applications, together with the continuing decrease in the cost of hardware.
2.The enabling capacity of the technologies to unbundle functions (as described above) that have traditionally been provided by one institution.
3.The growth of knowledge, with its attendant consequence of the obsolescence of much of what was previously learned, places an ever-increasing pressure on conventional models of education. People are seeking opportunities for lifelong learning, and with diverse personal circumstances, they require flexible access-to-learning opportunities and venues such as the home, the work place, the community learning centre, as well as the traditional campus-based institution.
4.The realisation that the quality of the learning experience can be enhanced by applying information and communication technologies. In the conventional classroom we find increasing use of the Internet to access information, which enriches the learning experience. Further, in the conventional distance education environment, we find the technologies being adopted to improve the learning process through interactive and collaborative learning to reduce the learners’ sense of isolation.
5.The demand from isolated learners for more equitable access and service. This, of course, is not new, and was the reason for the development of correspondence courses. However, the context is broader now as the capacity of the technologies enables a remote, single-room school to access many of the instructional resources available to schools in an urban setting.
6.The perception of many institutions, particularly in Europe and North America, that the application of information and communication technologies will enable them to increase their market share in an environment that is increasingly competitive.
7. The need to be seen to be keeping up with the competition. Administrators worry that student recruitment, donations, and grants may decline if this expectation is not met. • The expectation by policy makers and administrators that the development of virtual delivery models will reduce costs, increase productivity, and enable expansion without cost increases.
8.The expectation by policy makers and administrators that the development of virtual delivery models will reduce costs, increase productivity, and enable expansion without cost increases.
Necessity of Virtual Education
There are three separate factors at work in the knowledge-based society. The first is the continuing development of knowledge, making it difficult to compress all students needs to know within the limited time span of a post-secondary program or course. This means helping students to manage knowledge how to find, analyse, evaluate, and apply knowledge as it constantly shifts and grows.
The second factor is the increased emphasis on applying knowledge to meet the demands of 21st century society, using skills such as critical thinking, independent learning, the use of relevant information technology, software, and data within a discipline, and entrepreneurialism. The development of such skills requires active learning in rich and complex environments, with plenty of opportunities to develop, apply, assess and practice such skills.
Thirdly, it means educating students with the skills to manage their own learning throughout life, so they can continue to learn after graduation.
Benefits of Virtual Education
a.Freedom
Virtual classroom training allows students to choose when, where, and how they would take a desired course. We could take our virtual classes at home, at work, or during our vacation.
b.Creativity
In the virtual classroom students have many different tasks and opportunities to choose from in the learning process, so we can agree that virtual learning develops student creativity.
c.Innovation
Using new technologies in virtual classroom training allows students to be innovative and to learn new software solutions. Studying in an online environment enables students from all over the world to work together in one place – the virtual classroom.
d.Community building
Being part of a virtual classroom course enables students to join a community of people who share the same interests. The virtual classroom is a space where we could make new contacts and could interact with our peers.
e.Soft-skills development
In the workplace it is more important for an employee to not only have the technical and theoretical knowledge for a certain job, but also to be a soft-skilled professional who is patient, empathetic, open-minded, dialogical, and who enjoys and understands the process of working with others as a team. All of these abilities can be developed through virtual learning.
Growth of Virtual Education
The number of K-12 students enrolling in full-time virtual and blended learning schools continues to grow, despite research suggesting that students in these programs do not perform as well as their peers in traditional settings.
Russell (2005) has argued that the principal factors that account for the growth of virtual schools include globalization, technological change, availability of information technology (IT), economic rationalism, the model provided by higher education, perceptions about traditional schools, and the vested interests of those involved in them.
The first of these factors, globalization, refers to a process in which traditional geographic boundaries are bypassed by international businesses that use IT for globally oriented companies. It is now possible for curriculum to be delivered remotely from across state and national borders. Educational administrators can purchase online units of work for their school, and parents in developed countries can sometimes choose between a traditional school and its virtual counterpart.
As IT continues to develop, there is a correspondingly increased capacity to deliver relevant curricula online. As broadband connections become more common, students will be less likely to encounter prolonged delays while Web pages load or other information is downloaded. Advances in computers and software design have led to developments such as full-motion video clips, animations, desktop videoconferencing, and online music. Collectively, what is referred to as the Internet is already very different from the simple slow-loading Web pages of the early 1990s.
Economic rationalism also drives the spread of virtual schools, because the application of economic rationalism is associated with productivity. For education, as Rutherford (1993) suggested, the collective or government provision of goods and services is a disincentive to private provision, and that deregulation and commercialization should be encouraged. Consistent with this understanding is the idea that schools, as we know them, are inefficient and should be radically changed. Perelman (1992) argued that schools are remnants of an earlier industrial era that ought to be replaced with technology.
The ways in which higher education has adopted online teaching provide an example of how online education can be accepted as an alternative. The online courses provided by universities in recent years have proliferated (Russell & Russell, 2001). As increasing numbers of parents complete an online tertiary course, there is a corresponding growth in the conceptual understanding that virtual schooling may also be a viable alternative.
Demand for Virtual Education
The global virtual education market is projected to witness a compound annual growth rate of 10.26% to reach a total market size of US $286.62 billion by 2023, increasing from US$159.52 billion in 2017. Platforms that facilitate learning through gaming are gaining popularity. Improvements in IT security and implementation of cloud based solutions has increased the adoption rate of virtual education system. As of now, people can enjoy a smooth learning experience on safe online platforms. Advancements in the field of artificial intelligence are expected to further boost the growth rate of the virtual education market. Geographically, North America leads the way for the virtual education market, owing to the high adoption rate of such technologies in the region, closely followed by Asia-Pacific which is bound to become a major market in the upcoming years.
Future of Virtual Education
1. Hybrid model
1.There will be a convergence of online and offline education model. Online course providers will work actively on providing supplementary education, such as after-school coaching, e-tutorials, internships and live projects. They will also reach out to students at offline touch points like group discussions and labs. There will be virtual classrooms where traditional offline pedagogy will be aided by digital courses on practical knowledge and soft skills.
2. Addition of new and offbeat subjects
Apart from the popular subjects like data science, cloud computing and digital marketing, the e-learning curriculum will look to offer courses in unexpected subjects such as culinary management, forensic science, cyber law, etc.
3. Gamification
In order to make learning more interesting, competitive and rewarding for academic students and professionals, the digital courses will incorporate features such as badges, discounts and leader boards. Corporates, educational institutions and e-learning platforms will come together to co-develop content.
4. Peer-to-peer learning and profile mapping
E-learning providers will develop peer-to-peer model to establish collaborative learning between students through notes and idea sharing on a common platform. Technology such as artificial intelligence, big data, data analytics, facial recognition, etc., will be used to offer profile-based customized courses.
Forces Driving the Development of Virtual Education
Factors that influence the development of virtual learning models are as follows:
1.The increasing capacity, flexibility, and suitability of information and communication technologies to educational applications, together with the continuing decrease in the cost of hardware.
2.The enabling capacity of the technologies to unbundle functions (as described above) that have traditionally been provided by one institution.
3.The growth of knowledge, with its attendant consequence of the obsolescence of much of what was previously learned, places an ever-increasing pressure on conventional models of education. People are seeking opportunities for lifelong learning, and with diverse personal circumstances, they require flexible access-to-learning opportunities and venues such as the home, the work place, the community learning centre, as well as the traditional campus-based institution.
4.The realisation that the quality of the learning experience can be enhanced by applying information and communication technologies. In the conventional classroom we find increasing use of the Internet to access information, which enriches the learning experience. Further, in the conventional distance education environment, we find the technologies being adopted to improve the learning process through interactive and collaborative learning to reduce the learners’ sense of isolation.
5.The demand from isolated learners for more equitable access and service. This, of course, is not new, and was the reason for the development of correspondence courses. However, the context is broader now as the capacity of the technologies enables a remote, single-room school to access many of the instructional resources available to schools in an urban setting.
6.The perception of many institutions, particularly in Europe and North America, that the application of information and communication technologies will enable them to increase their market share in an environment that is increasingly competitive.
7. The need to be seen to be keeping up with the competition. Administrators worry that student recruitment, donations, and grants may decline if this expectation is not met. • The expectation by policy makers and administrators that the development of virtual delivery models will reduce costs, increase productivity, and enable expansion without cost increases.
8.The expectation by policy makers and administrators that the development of virtual delivery models will reduce costs, increase productivity, and enable expansion without cost increases.
Necessity of Virtual Education
There are three separate factors at work in the knowledge-based society. The first is the continuing development of knowledge, making it difficult to compress all students needs to know within the limited time span of a post-secondary program or course. This means helping students to manage knowledge how to find, analyse, evaluate, and apply knowledge as it constantly shifts and grows.
The second factor is the increased emphasis on applying knowledge to meet the demands of 21st century society, using skills such as critical thinking, independent learning, the use of relevant information technology, software, and data within a discipline, and entrepreneurialism. The development of such skills requires active learning in rich and complex environments, with plenty of opportunities to develop, apply, assess and practice such skills.
Thirdly, it means educating students with the skills to manage their own learning throughout life, so they can continue to learn after graduation.
Benefits of Virtual Education
a.Freedom
Virtual classroom training allows students to choose when, where, and how they would take a desired course. We could take our virtual classes at home, at work, or during our vacation.
b.Creativity
In the virtual classroom students have many different tasks and opportunities to choose from in the learning process, so we can agree that virtual learning develops student creativity.
c.Innovation
Using new technologies in virtual classroom training allows students to be innovative and to learn new software solutions. Studying in an online environment enables students from all over the world to work together in one place – the virtual classroom.
d.Community building
Being part of a virtual classroom course enables students to join a community of people who share the same interests. The virtual classroom is a space where we could make new contacts and could interact with our peers.
e.Soft-skills development
In the workplace it is more important for an employee to not only have the technical and theoretical knowledge for a certain job, but also to be a soft-skilled professional who is patient, empathetic, open-minded, dialogical, and who enjoys and understands the process of working with others as a team. All of these abilities can be developed through virtual learning.
Growth of Virtual Education
The number of K-12 students enrolling in full-time virtual and blended learning schools continues to grow, despite research suggesting that students in these programs do not perform as well as their peers in traditional settings.
Russell (2005) has argued that the principal factors that account for the growth of virtual schools include globalization, technological change, availability of information technology (IT), economic rationalism, the model provided by higher education, perceptions about traditional schools, and the vested interests of those involved in them.
The first of these factors, globalization, refers to a process in which traditional geographic boundaries are bypassed by international businesses that use IT for globally oriented companies. It is now possible for curriculum to be delivered remotely from across state and national borders. Educational administrators can purchase online units of work for their school, and parents in developed countries can sometimes choose between a traditional school and its virtual counterpart.
As IT continues to develop, there is a correspondingly increased capacity to deliver relevant curricula online. As broadband connections become more common, students will be less likely to encounter prolonged delays while Web pages load or other information is downloaded. Advances in computers and software design have led to developments such as full-motion video clips, animations, desktop videoconferencing, and online music. Collectively, what is referred to as the Internet is already very different from the simple slow-loading Web pages of the early 1990s.
Economic rationalism also drives the spread of virtual schools, because the application of economic rationalism is associated with productivity. For education, as Rutherford (1993) suggested, the collective or government provision of goods and services is a disincentive to private provision, and that deregulation and commercialization should be encouraged. Consistent with this understanding is the idea that schools, as we know them, are inefficient and should be radically changed. Perelman (1992) argued that schools are remnants of an earlier industrial era that ought to be replaced with technology.
The ways in which higher education has adopted online teaching provide an example of how online education can be accepted as an alternative. The online courses provided by universities in recent years have proliferated (Russell & Russell, 2001). As increasing numbers of parents complete an online tertiary course, there is a corresponding growth in the conceptual understanding that virtual schooling may also be a viable alternative.
Demand for Virtual Education
The global virtual education market is projected to witness a compound annual growth rate of 10.26% to reach a total market size of US $286.62 billion by 2023, increasing from US$159.52 billion in 2017. Platforms that facilitate learning through gaming are gaining popularity. Improvements in IT security and implementation of cloud based solutions has increased the adoption rate of virtual education system. As of now, people can enjoy a smooth learning experience on safe online platforms. Advancements in the field of artificial intelligence are expected to further boost the growth rate of the virtual education market. Geographically, North America leads the way for the virtual education market, owing to the high adoption rate of such technologies in the region, closely followed by Asia-Pacific which is bound to become a major market in the upcoming years.
Future of Virtual Education
1. Hybrid model
1.There will be a convergence of online and offline education model. Online course providers will work actively on providing supplementary education, such as after-school coaching, e-tutorials, internships and live projects. They will also reach out to students at offline touch points like group discussions and labs. There will be virtual classrooms where traditional offline pedagogy will be aided by digital courses on practical knowledge and soft skills.
2. Addition of new and offbeat subjects
Apart from the popular subjects like data science, cloud computing and digital marketing, the e-learning curriculum will look to offer courses in unexpected subjects such as culinary management, forensic science, cyber law, etc.
3. Gamification
In order to make learning more interesting, competitive and rewarding for academic students and professionals, the digital courses will incorporate features such as badges, discounts and leader boards. Corporates, educational institutions and e-learning platforms will come together to co-develop content.
4. Peer-to-peer learning and profile mapping
E-learning providers will develop peer-to-peer model to establish collaborative learning between students through notes and idea sharing on a common platform. Technology such as artificial intelligence, big data, data analytics, facial recognition, etc., will be used to offer profile-based customized courses.
SNo
|
Name of
the Course
|
Duration
|
1
|
Diploma in Organic Farming
|
1 Year
|
2
|
Diploma in Rural Development
|
1 Year
|
3
|
Diploma in Environment Management
|
1 Year
|
4
|
Diploma in Management
|
1 Year
|
5
|
Diploma in Export Management
|
1 Year
|
6
|
Diploma in Montessori Teacher
Education
|
1 Year
|
7
|
Diploma in Pre-Primary Teacher
Education
|
1 Year
|
8
|
Diploma in Yoga
|
1 Year
|
9
|
Diploma in Beautician
|
1 Year
|
10
|
Diploma in Sports Teacher Training
|
1 Year
|
11
|
Diploma in Art and Craft
|
1 Year
|
12
|
Diploma in Library and Information
Science
|
1 Year
|
13
|
Diploma in Anganwadi
|
1 Year
|
14
|
Diploma in Computerized Accounting
|
1 Year
|
15
|
Diploma in Public Administration
|
1 Year
|
16
|
Diploma in Human Resource Management
|
1 Year
|
17
|
Diploma in Journalism and Mass
Communication
|
1 Year
|
18
|
Post Graduate Diploma in Cooperative
Management
|
1 Year
|
19
|
Post Graduate Diploma in Hospital
Management
|
1 Year
|
20
|
Post Graduate Diploma in Retail
Management
|
1 Year
|
21
|
Post Graduate Diploma in Tourism
Management
|
1 Year
|