Higher Education, E-Commerce Information in 2022 Since the early days of the Internet, academics at universities and colleges have taken use of its capabilities as a potent tool for study and a vehicle for the transmission of knowledge. By the middle of the 1990s, the majority of educators were using e-mail to interact with their pupils and with one another, as well as incorporating Web-based content into their lessons.
At the turn of the 21st century, teachers and school administrators began recognising the importance of the Internet as an instructional resource. Both for-profit businesses and educational institutions had great hopes that the rapidly developing commercial Internet would completely transform higher education and usher in a new era of abundant financial opportunities.
The analysts at International Data Corp. (IDC) anticipated that the e-learning industry in the United States would expand by 33 percent, reaching around $12 billion, between the years 1999 and 2004. However, as a result of the economic slump that began in the early 2000s, the online education business through a period of consolidation, and a great number of e-learning ventures were discontinued entirely.
Higher Education, E-Commerce Information in 2022
The yearly expenditure on education in the United States is $600 billion, making it the second largest industry in the country behind the healthcare sector. One of the most rapidly developing tendencies in higher education is the utilisation of web-based and online learning, which is sometimes referred to as e-education or e-learning. According to Market Retrieval Service, the percentage of colleges and institutions in the United States that provided online classes increased to around 75 percent in the year 2000, from 48 percent in the year 1998.
Higher education was seen as increasingly necessary for the general population of the world as a result of the increased focus placed on a global economy driven by information. E-education is a form of education that is delivered over the internet to students anywhere in the world who have access to a computer and the internet. Proponents of this form of education maintain that its geographically limitless nature makes it an effective and economical method of delivering education. Those who are in favour of e-learning regard it as the most significant factor in the process of democratising higher education and view it as an alternative to more conventional forms of education delivered in a face-to-face setting.
Critics, on the other hand, have cautioned that an all-out push to digitise course content and instruction raises fundamental problems about intellectual property rights, academic freedom, and even the basic aims of higher education. They issued a warning that the rise of cyber-education posed a risk of eliminating the requirement for human instructors and of diminishing higher education to the level of “Webucation” provided by “McUniversities.”
The influence of the Internet may be seen and felt in a great many facets of higher education. Communication and research are both made easier as a result. Companies that provide simplified university services to faculty members, administrators, and students have been produced as a result of this, including courseware and college portals. As more cyber-colleges and completely online universities come into existence, it is progressively becoming the school itself. These institutions provide a wide range of educational opportunities, from technical certifications to full-fledged advanced graduate and professional degrees.
History of HEC
According to IDC, the number of students taking classes online is projected to increase to around 2.2 million by the year 2002, up from 710,000 in 1998. In addition, the statistics provided by the United States Department of Education revealed that almost half of all students enrolled in postsecondary institutions were adults aged 25 or older. This demographic in particular stands to profit from the adaptability of web-based higher education courses as well as their general availability.
In the 1950s and 1960s, the primary use of computers found on university campuses was to support scientific investigation. By the late 1960s, computer technology was being utilised in educational and administrative settings thanks to its increasing accessibility. The majority of research colleges have constructed centralised computer centres, often to suit the needs of the physical sciences, and these facilities house sophisticated and pricey equipment. With the advent of the personal computer in the 1980s, an increasing number of departments began providing individual computers for their faculty members, and the use of computing resources became increasingly incorporated into the teaching and study of humanities and arts subjects. Because to the Internet, even relatively isolated and tiny campuses have access to a much expanded range of material in a variety of formats. Institutional libraries, in particular, were early adopters of the possibilities presented by this technology, which made it possible to automate practically all of the stages required in the process of acquiring library resources and classifying them. The introduction of the capability to search the online collections of other institutions as a result of electronic catalogues brought about a quantum leap in the research skills of library patrons.
A recent innovation in the field of distant education was the delivery of classes using the Internet. They carried on an educational trend that had its origins in the 19th century, when higher education was made available to a large portion of the dispersed population of the United States for the first time through postal correspondence courses. Distance learning capitalised on emerging forms of communication technology during the 20th century. The licence for the first educational radio station was granted in 1921, while the licence for the first educational television station was granted in 1945.
The explosive rise of the World Wide Web in the 1990s paved the way for the development of online educational opportunities. Because there were no user-ready solutions available on the market at the time, the earliest educational institutions that utilised it as a mode of instruction usually constructed and developed their own software platforms for the delivery of courses. By the year 2000, a plethora of software packages had been developed that enabled teachers to cater online classes to the specific requirements of their students. In addition, these programmes offered choices for the electronic distribution of grades and the electronic evaluation of courses.
Numerous kinds of online education were put through their paces by academic institutions such as colleges and universities. Even students who lived on campus were forced to complete a portion of their schoolwork online at several educational institutions. Others joined together with neighbouring educational institutions to create consortiums, which then made their combined course catalogues accessible through internet portals. The University of California, Los Angeles (UCLA) was the first university in the world to require that all of its arts and sciences classes build websites.
The United States of America does not have a centralised accreditation organisation for higher education, and only a percentage of the existing accreditation agencies are recognised by either the United States Department of Education (DOE) or the Council on Higher Education Accreditation (CHEA). As a result of the Higher Education Act that was passed in 2000, the Department of Education gave its approval for the Distance Education Demonstration Program.
The purpose of the initiative is to find methods to modify the prerequisites for receiving financial aid in order to make them more accessible to students who attend classes online or at a distance. It was decided to conduct a pilot evaluation of 15 different schools that would last for two years to determine whether or not the curriculums for online learning were rigorous enough to be eligible for financial assistance. It wasn’t until late 2001 that reliable figures about student retention and completion rates for e-learning were obtained; however, it’s generally accepted that these percentages are lower for e-learning than they are for traditional learning techniques.