Opportunities and Challenges of E-Learning in North America

Background

As a concept, e-learning is also called web-based learning, online learning, virtual education, internet-based learning, distance education and computer assisted instructions. The trends, statistics, and background information about e-learning in North America is affected by many institutional and technological factors. Institutional factors include online programs marketing and recruitment; new admission; retention and graduation policies; instructors/students training factors; and financial factors. For example, in 2019, only 48% of 4-year schools increased their budgets for online learning compared to 41% of 2-year schools (Education Data, 2019). On the other hand, technological factors include online program design and development; the need to develop online canvas that provides effective interactive learning opportunities, the availability of excellent internet access connection between instructors and students, and the availability of 24/7 technology support for both students and faculty.

In addition, the traditional learning is affected due to the COVID-19 pandemic, many universities around the world have fully digitalized their operations to meet with the social distancing needs of the pandemic. “Online learning is emerging as a victor ludorum amidst this chaos” (Dhawan, 2020, p. 5). It is important to note that e-leaning was flourishing even before COVID-19 pandemic. In 2016, over 6 million students in the U.S enrolled in at least one online course (Lederman, 2018). According to the National Center for Education Statistics (NCES) in 2017 the number of students enrolled in “exclusively distance education courses” increased by more than 4% (NCES, 2020). The number of students enrolled in a minimum of one distance education course increased by more than 6% (Ginder et al., 2018). There is a tremendous growth in online course enrollments in the United States (U.S), and this trend has increased for the 14th consecutive year irrespective of the economic status and overall college enrollment, and the proportion of students enrolled in at least one online course has risen to over 30% in the U.S (Davis et al., 2019). Public institutions and not-for-profit institutions like community colleges and state base universities have the largest percentage of students taking online classes; with 4.6 million (32%) students in public institutions participated in distance education, in contrast, only 1.1 million students at private nonprofit institutions enrolled in distance learning (Education Data, 2019). The economic growth of online learning is huge, according to Meskhi and colleagues (2019) online learning has become one of the fastest growing industries, with a “market growth rate over 900% since 2000, which is expected to reach in 2025 with total market value of $325 billion” (p.1).