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Future Opportunities for Personalized Online Global Learning

Future Opportunities for Personalized Online Global Learning

Syed Nadeem Akhtar
Copyright: © 2021 |Pages: 14
ISBN13: 9781799883272|ISBN10: 1799883272|ISBN13 Softcover: 9781799883289|EISBN13: 9781799883296
DOI: 10.4018/978-1-7998-8327-2.ch006
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MLA

Akhtar, Syed Nadeem. "Future Opportunities for Personalized Online Global Learning." Handbook of Research on Future Opportunities for Technology Management Education, edited by Basheer Ahmed Khan, et al., IGI Global, 2021, pp. 88-101. https://doi.org/10.4018/978-1-7998-8327-2.ch006

APA

Akhtar, S. N. (2021). Future Opportunities for Personalized Online Global Learning. In B. Khan, M. Kuofie, & S. Suman (Eds.), Handbook of Research on Future Opportunities for Technology Management Education (pp. 88-101). IGI Global. https://doi.org/10.4018/978-1-7998-8327-2.ch006

Chicago

Akhtar, Syed Nadeem. "Future Opportunities for Personalized Online Global Learning." In Handbook of Research on Future Opportunities for Technology Management Education, edited by Basheer Ahmed Khan, Matthew H. S. Kuofie, and Sonika Suman, 88-101. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-8327-2.ch006

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Abstract

High growth and adoption in educational technology is not just a phenomenon of the emergence of the pandemic. In 2019 itself, the educational technology investments reached a whopping 18.66 billion US dollars and were predicted to reach 350 billion US dollars by 2025 in its normal course as existed then. With the language apps, virtual tutoring, video conferencing tools, or online learning soft wares, there has been a cloud burst in the field. With the pandemic in place, the phenomenon has taken more and newer dimensions. Currently, there are more than 1.2 billion children in 186 countries affected by the school closures due to the pandemic. In Europe, in Denmark, and in Sweden children up to the age of 11 are returning to nurseries and school after the initial closure of the schools. In Asia, in India, and in other neighbouring countries and South Korea, students are responding to roll calls from their teachers online. Thus, old brick-and-mortar classrooms are giving way to mouse and click and touch and navigate to machine man conversation. With this shift away from the classroom in many parts of the world, it is only natural for everyone to surmise the adoption of online learning and its continuance for the future and the resultant impact on the traditional market for educational activities.

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