Online Education Degrees – Your First Step Towards a Bright Career

Are you interested in continuing your education but doesn’t quite have the time to do so? If yes, then why not opt for online education degrees. With the progress in technology, advancing your career through online education seems to be the perfect route to move forward along with keeping a stable job at the same time.

We’ve all put things off until the following day but we do it too often when it comes to the important things like getting educated and getting a life. We sit back in a dull haze for eight hours of the day until we can leave the place we call work and rejoin humanity. Now is the time to act and choose from the many online education degrees. Now is the time to start heading in the right direction. Some of the most prominent education degrees include:

Degree in Elementary Education

Getting an online degree in Elementary Education allows you to teach all the way from kindergarten to fifth grade. This degree aims to equip you with a strong foothold in reading, writing, math, history, computers and social sciences for children. These courses are designed to prepare you to teach a number of major fields of study such as Philosophy of Education, Psychology of Learning, and Teaching Methods.

Degree in Secondary Education

A degree in Secondary Education is intended for those individuals who wish to teach middle and high school students. Here instead of studying all the subjects in general, individuals are most likely to focus the tenure of their studies on a particular subject such as Math, English, and History etc. Studying a particular subject in detail allows you to work on your teaching skills, curriculum development etc.

Degree in Adult Education

As the name suggests, getting an online degree in Adult Education allows you to equip yourself to teach adults. This degree is mostly desirable for those preparing to teach in college or a university. Individuals who plan to pursue this degree must specialize in a particular subject or a field. The various courses involved within this degree program include Adult Psychology, Adult Growth and Development and Program Planning and Development.

Getting a degree in education has a vast career scope. So whether you decide to pursue a degree in elementary, secondary or adult education, opting for an online method of study provides you with a number of lucrative benefits. The beauty of this kind of study is that you can fit it in around burger flipping and resisting the urge to break your headset working in a cube farm. You choose what time to study. All you have to do is ensure that you do some study. Hopefully, now that you have significant insight in getting online education degrees, you will thus move ahead wisely and efficiently.

How to Be a Successful Adult Student – Overview of Four Classroom Skills

Having made a decision to be an adult student, there are some classroom skills of which you need to make sure you have a working mastery. In high school, you could get by without really getting a complete grasp of these skills, but this is no longer true when you become an adult learner. These skills include taking notes, taking tests, listening, and participating.

In secondary school, the instructors are very forgiving. They know the students have not had a full course of training in these skills; towards the end of your high school career, the teachers make noises about the necessity of having these skills, but by then most students have learned to ignore such talk. However, an instructor of adults makes the assumption that you have these skills; otherwise, you would not have agreed to be a student in the adult education world.

All of these skills can be acquired; there are many resources available to teach these skills. Unfortunately, you must go and get these skills; no one will come and give them to you automatically. Many adult schools, recognizing that grade school has not taught these skills, have a course for entering students to teach these skills. Once this course is done, the instructors then assume that the student has the skills, and they, the instructors, move forward without covering these skills again. This means that the instructors move much faster in adult education than they do in secondary education, for after all, the students have been taught the skills to keep up. Unfortunately, many students treat the introductory course like a high school course, ignoring much of what is covered, and then the student is caught in a bind, not having the skills to make proper use of the adult courses in which they are participating.

<i>Taking Notes</i>

Taking notes, in adult education, does not consist of simply writing down whatever the instructor says. First, the instructor is probably moving too fast for a student to be able to write down everything, and second, the instructor often does not distinguish between main points and explanatory material. When taking notes, the students must move fast enough to keep up with the instructor, move precisely enough to distinguish between points and explanations, and move efficiently enough to have the notes usable after the class is over.

The point of the notes is not to memorize the material presented in the class. First, the material covered is typically in the textbook provided by the course, so it can be reread there in the book. Second, the instructor is not trying to present concepts that are completely new, for he has made the assumption that the student has read the book. No, what the instructor is doing in class is providing details and examples to explain the concept to which the textbook introduces the student. Therefore, the notes should be also about in depth details and understanding examples. The student notes should be clearly structured to differentiate between explanations and examples. This allows the notes to be useful outside of class, as well as providing the student with a source of questions for clarification.

<i>Taking Tests</i>

The tests of adult education are often not the main component of the course grade; instead, the tests are to allow the instructor to determine which students are maintaining the pace of the class and which students are not. Memorization usually has little or no meaning; instead, the test consists of examples and problems where the student can exhibit their understanding of the material. Therefore, unlike high school, memorizing material is not very helpful to an adult student.

Instead, the student should prepare for tests by doing problems. Understanding the problems from both the textbook and the lecture is much more important than being able to spout forth a word perfect definition. The test is about doing, not regurgitating (or at least it should be). The student needs to practice and be relaxed, rather than review details and be nervous. Taking tests is as much about how the student approaches the problem as it about getting the one right answer. In many cases, there is no one right answer, or if there is one answer, there are multiple ways of determining the answer.

When taking tests, the student should know their target for that test, and should focus on getting the material needed to reach that target. Once that has been acquired, the student should cease to focus on the test and focus on themselves. Only then can they use the material they have gathered most effectively.

<i>Listening</i>

Many times students do not listen to the instructor; instead, they hear what they expect to hear, even if the instructor is saying something completely different. In high school, the teachers do at least some effort to clear up these potential communication errors. In adult education, it is the responsibility of the student to assure that what they heard is what the instructor said. That is why listening becomes such an important skill.

Listening requires that you are properly prepared, that you pay adequate attention, and that you review your notes and thoughts after class; all this work is to make sure you have heard what the instructor has said. The instructor will hold the adult student responsible, and the student is left with the necessity of satisfying that expectation.

<i>Participation</i>

In high school, simply attending class was often adequate participation; in adult education, participation must be more active. Once the responsibility of understanding moves from the teacher (as in high school) to the student (adult education), passive participation is rarely enough to ensure adequate communication. The student needs to ask questions, restate ideas, and explore possibilities, for the teacher is expecting the student to provide the initiative. While a student might passively attend class, they will not achieve proper learning without active participation.

<b>Learnable Skills</b>

All these skills, and other discussed elsewhere in this series, are learnable by any student. Once a person has decided to become an adult student, learning these skills is a necessary action to achieve a successful completion of the program of study. Not everything has to be learned immediately, but a student who is committed to their success as an adult student will start working on these skills, and the sooner the better. Most instructors, if approached by a student, will be glad to guide and mentor students, but the initiative must come from the student. After all, it is their success at stake.

Educating Cuba – Why the UK Should Look to the Caribbean For Educational Inspiration

Sunday April 10th saw the annual meeting of the National Union of Teachers. Amidst British delegates complaining of misleading SATs, big class sizes and low pay (leading to a demand for a 10 percent or £3,000 price increase) – a teacher from Cuba spoke of the education system in her homeland, and offered a glimmer of hope to those who have all but given up on Labour’s mantra: ‘Education Education Education.’ So what have the Cuban government done so well?

As reported by People’s Weekly World, Lissette Rubio Mederos spoke fondly of the Cuban system and highlighted the progress that has been made from 1959 when 25 percent of Cubans were illiterate, compared to the 0.2 percent today and a countrywide education system that the United Nations ‘rates as one of the best in the world.’ Since the revolution, 99 percent of children now attend compulsory education to secondary level which is free, and in the process private schooling has been completely eradicated.

However it is not just primary and secondary schooling that Cuba has seemingly reinvented over the last 50 years, part of the success of the country’s education system comes from the progression of their higher and adult education – and its integration into the community. In 1959 there were just 3 universities in a country that is just 8,000 square miles smaller than England, yet today there are more than 45 with one located in each province. Additionally, Cuba is also home to several easy access education and degree schemes such as the University For All programme that is distributed via television, and the University for the Elderly – a community-based institution especially for OAPs.

A colleague of Mederos’s, Anna Fuertes, also identified that one of the places the Cuban education system seems to surpass others is in the way education is considered a responsibility of the community rather than the schools themselves. As a consequence, The Latin American School of Medicine can be seen as a pioneering institution for offering 1,500 free scholarships a year to students in Latin America, the Caribbean, Africa and North America; it must also be noted that this institution was established in 1998 whilst the notion of Open Content is only just beginning to be discussed in the UK in 2009.

The idea of free education and working beyond borders was reiterated in a paper written by Dr. Elvira Martin Sabhina entitled, Higher Education in Cuba in the 2000s: Past and Future. Despite being written in 2003, the closing statement still seems relevant and forward thinking, and goes some way to summing up where other education systems can learn from Cuba – Sabhina writes, “Cuba is willing to share its experience and to learn from others. The challenge is clearly defined. The answer awaits for the Latin American and Caribbean university community to join efforts and political will, minds and souls to reach those high expectations.”