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Saturday, January 2, 2021



A shortage of execs in science, technology, engineering, and arithmetic (STEM) fields is slowing down growth and innovation within the global knowledge economy (1–2). Developed and developing countries alike have introduced multibillion-dollar programs to extend the availability of STEM graduates (3–5). However, institutions of upper education face a requirement to curb the rising costs related to attracting qualified instructors and serving more graduates as STEM degree programs cost more to run than most other majors . the most important global producers of STEM graduates—China, India, Russia, and therefore the United States—are actively seeking policy alternatives to extend the cost-effectiveness of STEM education at scale .

We present a reasonable approach to addressing this global challenge and demonstrate its efficacy during a randomized field experiment.

Experts in education and economics have touted blended or fully online content delivery as a vehicle for expanding access to education . Experimental or quasi-experimental evidence indicates that online and blended approaches to content delivery can produce similar or somewhat lower academic achievement compared with in-person programs (8–12). These findings are supported comparisons between the modality in fact delivery within an equivalent university or an equivalent course taught by one instructor. Yet, scaling up affordable access to STEM education requires a concerted effort across multiple universities and instructors at the national level.


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Online learning can provide greater flexibility and more opportunities for personalised learning than a face-to-face classroom. Teachers can study at a time and during a location where they feel most comfortable. Online learning also allows teachers to require their time to reflect on what they need learnt and its relevance to their existing knowledge and circumstances, and receive answers to any questions they'll have.


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We propose a model counting on national online education platforms that were recently established in many countries, including China (XuetangX, WEMOOC, and CNMOOC), India (Swayam), and Russia [National Platform of Open Education (OpenEdu)] to deal with challenges related to the shortage of qualified instructors and growing demand for education . National online education platforms allow resource-constrained institutions that struggle with attracting and retaining qualified instructors to incorporate online courses produced by the country’s highest ranked departments or universities into their traditional degree programs. additionally to reducing costs, the mixing of online courses into the curriculum can potentially enable resource-constrained universities to complement student learning by leveraging the expertise of the instructors from top departments or universities. 

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