In 2023, seven percent of students strongly agreed that it was worthwhile for borrowers to take out loans for education after high school that is a predominantly online program in the United States. In comparison, 12 percent strongly disagreed with this belief.

The online higher education market is experiencing robust growth, fueled by increasing accessibility, affordability demands, and technological advancements. The market's Compound Annual Growth Rate (CAGR) of 19.82% from 2019 to 2024 suggests a significant expansion, likely driven by factors such as the rising adoption of online learning platforms, flexible learning options catering to working professionals and geographically dispersed students, and the increasing recognition of online degrees by employers. The market segmentation, encompassing diverse types of online programs (e.g., bachelor's, master's, certificate programs) and applications across various fields (e.g., business, technology, healthcare), contributes to its broad appeal and expansion. Major players like American Public Education, Adtalem Global Education, and others are deploying competitive strategies focused on enhancing the learning experience, improving student support services, and expanding their program offerings to maintain a competitive edge. The geographic distribution indicates strong growth across North America and Asia-Pacific, driven by higher internet penetration and a growing young population seeking educational opportunities. However, challenges remain, including concerns about the perceived quality of online education compared to traditional institutions, the digital divide limiting access for certain demographics, and the need for continuous investment in technology and curriculum development to meet evolving learner needs. Looking ahead to 2033, the online higher education market is projected to maintain significant momentum, further expanding its reach and influence. Continued technological innovation, including advancements in virtual reality and artificial intelligence, will enhance the learning experience and attract a broader range of students. The growing importance of lifelong learning and upskilling will also drive demand for online courses and degree programs. Competitive pressures will likely lead to further innovation in pricing models, program offerings, and marketing strategies, fostering a dynamic and evolving market landscape. To fully capitalize on this growth, educational institutions must prioritize creating engaging and effective online learning environments, addressing concerns around quality and accessibility, and adapting to the ever-changing needs of students in a globally competitive market.

Higher education professors in Russian universities were rather pessimistic about the impact of the distant learning caused by the COVID-19 outbreak on the future of university schooling. Only 14.5 percent of survey respondents believed that the educational system would benefit from distance learning and that higher education would improve, while almost 43 percent strongly disagreed with that, stating that the quality of higher education would worsen as a consequence of the pandemic.

LearnPlatform is a technology platform in the kindergarten-12th grade (K-12) market providing a broadly interoperable platform to the breadth of educational technology (edtech) solutions in the United States K-12 field. A key component of edtech effectiveness is integrated reporting on tool usage and, where applicable, evidence of efficacy. With COVID closures, LearnPlatform is a resource to measure whether students are accessing digital resources within distance learning constraints. This platform provides a source of data to understand if students are accessing digital resources, and where resources have disparate usage and impact. This study includes educational technology usage across over 8,000 tools used in the education field in 2020.

2022

One of the sectors that felt the impact of the Corona Virus Disease 2019 (COVID-19) pandemic was the educational sector. The outbreak led to the immediate closure of schools at all levels thereby sending billions of students away from their various institutions of learning. However, the shut down of academic institutions was not a total one as some institutions that were solely running online programmes were not affected. Those who were running face to face and online modes quickly switched over to the online mode. Unfortunately, institutions that have not fully embraced online mode of study were greatly affected. 85% of academic institutions in Nigeria are operating face to face mode of study, therefore, majority of Nigerian students at all levels were affected by the COVID-19 lockdown. Social media platforms and emerging technologies were the major backbones of institutions that are running online mode of study, therefore, this survey uses the unified theory of acceptance and use of technology (UTAUT) model to capture selected Face to face Nigerian University students accessibility, usage, intention and willingness to use these social media platforms and emerging technologies for learning. The challenges that could mar the usage of these technologies were also revealed. Eight hundred and fifty undergraduate students participated in the survey.

The dataset includes the questionnaire used to retrieve the data, the responses obtained in spreadsheet format, the charts generated from the responses received, the Statistical Package of the Social Sciences (SPSS) file and the descriptive statistics for all the variables captured. This second version contains the reliability statistics of the UTAUT variables using Cronbach's alpha. This measured the reliability as well as the internal consistency of the UTAUT variables. This was measured in terms of the reliability statistics, inter-item correlation matrix and item-total statistics. Authors believed that the dataset will enhance understanding of how face to face students use social media platforms and how these platforms could be used to engage the students outside their classroom activities. Also, the dataset exposes how familiar face to face University students are to these emerging teaching and learning technologies.

In the fall of 2022, over *** million college students were enrolled exclusively in distance education courses through postsecondary institutions in the United States. A further **** million students were enrolled in at least one distance education course in that year. This high level of enrollment in distance education courses is due to the impact of the COVID-19 pandemic.

To assess the effectiveness of e-learning methods in comparison with traditional learning on physiotherapy students’ knowledge, skills and satisfaction/attitude. Seven databases including PubMed, Web of Science, Embase, Scopus, ProQuest, Ovid SP and Cochrane were searched until October 2021. Randomised controlled trials (RCTs) that compared e-learning with traditional learning or another form of digital education among physiotherapy students and assessed knowledge, skills and satisfaction/attitude were included. Cochrane effective practice and organisation of care tool was used to assess risk of bias. Nineteen RCTs were included. The results suggested that blended learning approach is better than traditional methods for improving skills and satisfaction/attitude in physiotherapy students, with moderate to low level of evidence. There was no difference between blended learning and traditional learning for knowledge acquisition. Pure e-learning revealed an equal result with traditional learning in all measured outcomes. Due to limited number of studies that compared one e-learning method with another form of digital education, the findings were inconclusive. e-Learning methods made changes in knowledge, skills, satisfaction/attitude. Based on moderate to low evidence, blended learning method may be more effective than traditional learning in terms of skill acquisition and satisfaction/attitude.

In 2022, **** percent of higher education students in the United States were taking exclusively distance learning courses. A further **** percent of students were taking at least some distance learning courses. For both of these groups, this is a decrease from the previous year, demonstrating the declining impact of the COVID-19 pandemic.

{"references": ["Ploj Virti\u010d, M., Dolenc, K., & \u0160orgo, A. (2021). Changes in online distance learning behaviour of university students during the Coronavirus disease 2019 outbreak, and development of the model of forced distance online learning preferences. European Journal of Educational Research, 10(1), 393-411. https://doi.org/10.12973/eu-jer.10.1.393", "\u0160orgo, A., Ploj Virti\u010d, M., Dolenc, K. (2021). Differences in personal innovativeness in the domain of information technology among university students and teachers [submitted manuscript]", "Dolenc, K., \u0160orgo, A., Ploj Virti\u010d, M. (2021). The difference in views of educators and students on Forced Online Distance Education can lead to unintentional side effects. Education and Information Technologies [accepted manuscript], https://www.10.1007/s10639-021-10558-4", "Ploj Virti\u010d, M., Dolenc, K., \u0160orgo, A. (2020). \u0160tudij na daljavo na Univerzi v Mariboru v \u010dasu izbruha CoVID-19 in napovedni model \u0161tudija na daljavo za \u010das po ponovnem odprtju univerze. V: Inovativna uporaba IKT v visokem \u0161olstvu: izzivi in prilo\u017enosti: konferenca IKTVVIS, online, 24. - 25. september 2020. Ljubljana: IKTVVIS. 2020, http://iktvvis.si/SekcijaCC12.html#povzetek50", "\u0160orgo, A., Ploj Virti\u010d, M., Dolenc, K. (2020). Razlike med univerzitetnimi u\u010ditelji in \u0161tudenti v osebni inovativnosti na podro\u010dju informacijskih tehnologij. V: Inovativna uporaba IKT v visokem \u0161olstvu: izzivi in prilo\u017enosti: konferenca IKTVVIS, online, 24. - 25. september 2020. Ljubljana: IKTVVIS. 2020, http://iktvvis.si/SekcijaC21.html#povzetek10"]} The outbreak of COVID -19 forced most universities into distance education. Three didacticians and researchers from the University of Maribor, Slovenia: Kosta Dolenc, Mateja Ploj Virti�� and Andrej ��orgo formed a self-initiated initiative project group during the COVID -19 epidemic and started the first project with the working title: The Side Effects of Forced Online Distance Education (FODE). The aim of the second study, conducted during the first wave of the epidemic in March 2020, was to investigate the response of university students to the new situation. The project documentation provided for the Forced Online Distance Learning (FODL) consists of: abstract, instrument, copy of the descriptive statistics, and SPSS dataset. This work was supported by the Slovenian Research Agency under the core projects: "Information systems", grant no. P2-0057 (��orgo Andrej) and "Computationally intensive complex systems", grant no. P1-0403 (Ploj Virti�� Mateja). The authors declared that there were no conflicts of interest and that the opinions expressed were those of the authors. For the English translation of the instrument, see the articles cited in the Introduction (see Appendix).

The outbreak of COVID -19 forced most universities into distance education. Three didacticians and researchers from the University of Maribor, Slovenia: Kosta Dolenc, Mateja Ploj Virtič and Andrej Šorgo formed a self-initiated initiative project group during the COVID -19 epidemic and started the first project with the working title: The Side Effects of Forced Online Distance Education (FODE).

The aim of the second study, conducted during the first wave of the epidemic in March 2020, was to investigate the response of university students to the new situation. The project documentation provided for the Forced Online Distance Learning (FODL) consists of:

• abstract,
• instrument,
• copy of the descriptive statistics,
• and SPSS dataset.

Data were collected through direct distribution and collection from students and graduate students in Hanoi and Ho Chi Minh City, Vietnam from January to March 2023. The data set includes 255 valid responses

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Corporate E-Learning Market Size 2025-2029

The corporate e-learning market size is forecast to increase by USD 131.01 billion at a CAGR of 12.7% between 2024 and 2029.

The market is experiencing significant growth due to the reduction in employee training costs for employers and the increasing adoption of microlearning. Companies are recognizing the cost-effective benefits of e-learning, enabling them to train large workforces more efficiently and economically. Furthermore, the flexibility and convenience of microlearning, which allows learners to access content in short, bite-sized modules, is driving widespread adoption. However, regulatory hurdles impact adoption in certain industries, particularly those with stringent compliance requirements. Additionally, supply chain inconsistencies in delivering high-quality e-learning content can temper growth potential.
To capitalize on market opportunities, companies must focus on developing effective e-learning strategies, ensuring regulatory compliance, and addressing supply chain challenges to deliver high-quality, cost-effective training solutions. By staying abreast of market trends and addressing these challenges, organizations can effectively leverage e-learning to enhance employee skills, improve productivity, and drive business growth.

What will be the Size of the Corporate E-Learning Market during the forecast period?

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The US is experiencing significant growth, driven by the increasing importance of performance support, talent management, and employee development. Learning resources are becoming more immersive, with learning journeys that incorporate case studies, personalized recommendations, and learning analytics dashboards. Learning objectives are being met through live training sessions via video conferencing and data visualization tools. Performance evaluation is enhanced through AI-powered learning, which provides learning insights and 360-degree feedback. The skills gap is being addressed through training needs analysis and learning paths that lead to knowledge repositories.
Learning communities foster peer-to-peer learning, while virtual assistants offer just-in-time support. Scenario-based learning and interactive simulations are gamified to engage learners, while knowledge bases are being enriched with the latest learning technologies, such as AI and social learning. The future of work is shaping the training budget, with assessment tools and learning paths being prioritized to ensure a skilled workforce. In this evolving landscape, companies are offering innovative solutions to meet the diverse needs of businesses. Learning resources are becoming more accessible through mobile learning and knowledge sharing, enabling employees to learn on-the-go. The use of AI in learning is revolutionizing the industry, providing a more personalized and effective learning experience.

How is this Corporate E-Learning Industry segmented?

The corporate e-learning industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

End-user

  Services
  Manufacturing
  Retail
  Others


Deployment

  On-premises
  Cloud-based


Learning Type

  Distance Learning
  Instructor-led Training
  Blended Learning


Technology

  Web-Based
  LMS
  Learning Content Management Systems
  Podcasts
  Virtual Classrooms
  Mobile E-Learning


Training Type

  Instructor-led & Text-based
  Outsourced


Geography

  North America

    US
    Canada


  Europe

    France
    Germany
    Italy
    Spain
    UK


  Middle East and Africa

    UAE


  APAC

    China
    India
    Japan
    South Korea


  South America

    Brazil


  Rest of World (ROW)

By End-user Insights

The services segment is estimated to witness significant growth during the forecast period.

In the dynamic hospitality industry, where customer interactions are frequent and expectations are high, continuous employee development is crucial for maintaining superior service quality. E-learning solutions have gained popularity due to their cost-effective and flexible nature, enabling organizations to train employees regularly. However, the industry's high turnover rate, resulting from long working hours and demanding customers, necessitates addressing skill gaps. Consequently, organizations invest in various e-learning approaches, such as performance support, talent management, and employee development, to ensure a well-informed and skilled workforce. Advancements in learning technologies, including mobile learning, knowledge sharing, and social learning, facilitate accessible and collaborative training opportunities.

Artificial intelligence and machine learning enhance the learning experience by personalizing cont

The global market for digital self-paced online education is experiencing robust growth, projected to reach $7028.6 million in 2025 and maintain a Compound Annual Growth Rate (CAGR) of 4.0% from 2025 to 2033. This expansion is fueled by several key drivers. The increasing accessibility of high-speed internet and affordable devices has broadened the reach of online learning, making it a viable option for a diverse range of learners, from individual students seeking skill enhancement to large enterprises investing in employee training. Furthermore, the flexibility and convenience offered by self-paced courses cater to busy professionals and individuals with diverse learning styles and schedules. The shift towards online learning, accelerated by recent global events, is a major contributor to this market's growth trajectory. A significant trend within the sector is the increasing adoption of innovative learning technologies like gamification, virtual reality (VR), and augmented reality (AR) to enhance engagement and learning outcomes. However, challenges remain, including ensuring quality control across diverse online platforms and addressing the digital divide that restricts access for some populations lacking reliable internet connectivity or technological resources. Market segmentation reveals strong demand across various course types, particularly Science and Technology, and Entrepreneurship and Business Management, served by leading platforms such as Coursera, edX, and Udemy, catering to both individual learners and institutional clients. Geographical distribution shows North America and Europe as key markets, but significant growth potential exists in Asia Pacific and other emerging regions as internet penetration and digital literacy continue to rise. The competitive landscape is characterized by established players and new entrants vying for market share through innovative curriculum development, technological advancements, and strategic partnerships. The projected growth trajectory suggests a substantial market expansion over the forecast period. Factors such as the increasing preference for flexible learning options, the rising demand for specialized skills in the evolving job market, and ongoing investments in educational technology will continue to drive this expansion. Nevertheless, the sector needs to focus on addressing affordability concerns and ensuring equitable access to benefit a wider segment of the global population. Strategic initiatives focused on enhancing the quality of online learning experiences, developing engaging content, and addressing digital literacy gaps will be crucial for maximizing the positive impact and growth potential of this dynamic market.

This contains the data and stata code to replicate the results in William N. Evans, Kathryn Muchnick, Olivia Rosenlund. 2024. Virtual learning in kindergarten through grade 12 during the COVID-19 pandemic and chronic absenteeism. JAMA Netw Open. 7(8):e2429569. doi:10.1001/jamanetworkopen.2024.29569Chronic absenteeism among K-12 students has increased considerably after the COVID-19 pandemic. We examine the relationship between virtual learning during the 2020/21 school year (SY) and chronic absenteeism during the 2021/22 SY at the school district level. We construct a panel at the school districts level for the 2018/19 and 2021/22 SYs. Chronic absenteeism rates are regressed on the percentage of school days in a learning mode in the previous SY, demographic and socioeconomic controls, plus district and year fixed effects. Observations are weighted by district enrollment and standard errors are clustered at the district level. The key covariates in our analysis are the percentage of hybrid and virtual school days in the previous school year. We assume that these values in the 2018/19 SY were zero. Our data set has 11,017 school districts for 2 years and 22,034 observations. Chronic absenteeism rates increased from 15.9% in 2018/19 SY to 29.4% in the 2021/22 SY. Students whose schools had 100% virtual instruction during the COVID-19 pandemic had chronic absenteeism rates that were 6.9 percentage points higher (95% confidence interval [CI] of 4.8 to 8.9). The coefficient on hybrid instruction is statistically insignificant. The correlation between virtual learning and chronic absenteeism varies by socioeconomic status with the conditional correlation much larger for at-risk students. Chronic absenteeism rates were 10.6 percentage points higher (95% CI of 7.2 to 14.1) among students with 100% of days in virtual learning from districts in the top quintile of poverty rates. In this cross-section study, chronic absenteeism rates were substantially higher in school districts that used virtual learning during the COVID-19 pandemic. Understanding how to reduce chronic absenteeism and use the virtual learning without potentially negative consequences are key policy questions moving forward.

The data consists of vlogs created by second and third-year students from a university of technology over a month from June 1 to June 30, 2020. Vlogs are usually short videos produced by people as a means of articulating their reflections on an issue. They are a reflective tool that prompts oral self-evaluation (Brott 2021). They are also an archiving mechanism that allows one to observe how their reflections have changed over time. Every week for the first four weeks of online learning in 2020, the second and third-year students had to create vlogs where they reflected on teaching and learning during the pandemic and lockdown as a means of capturing their reflection-in-action (Little 2010). The vlogs were around a minute long to capture only those uppermost issues in the minds of students. The theme of the reflections was “Covid-19 and its impact on journalism and journalism education”.

This spring, students across the globe transitioned from in-person classes to remote learning as a result of the COVID-19 pandemic. This unprecedented change to undergraduate education saw institutions adopting multiple online teaching modalities and instructional platforms. We sought to understand students’ experiences with and perspectives on those methods of remote instruction in order to inform pedagogical decisions during the current pandemic and in future development of online courses and virtual learning experiences. Our survey gathered quantitative and qualitative data regarding students’ experiences with synchronous and asynchronous methods of remote learning and specific pedagogical techniques associated with each. A total of 4,789 undergraduate participants representing institutions across 95 countries were recruited via Instagram. We find that most students prefer synchronous online classes, and students whose primary mode of remote instruction has been synchronous report being more engaged and motivated. Our qualitative data show that students miss the social aspects of learning on campus, and it is possible that synchronous learning helps to mitigate some feelings of isolation. Students whose synchronous classes include active-learning techniques (which are inherently more social) report significantly higher levels of engagement, motivation, enjoyment, and satisfaction with instruction. Respondents’ recommendations for changes emphasize increased engagement, interaction, and student participation. We conclude that active-learning methods, which are known to increase motivation, engagement, and learning in traditional classrooms, also have a positive impact in the remote-learning environment. Integrating these elements into online courses will improve the student experience.

The presence of the COVID-19 virus deeply impacted the course of education in the United States in 2021. As of April 2021, about ***** million households in the U.S. with children under 18 years old had their children receive online or virtual instruction from a teacher. About ******* households had children that could not participate in education due to their school being closed.

This dataset comprises survey responses from 42 undergraduate business students who participated in a semester-long digital business simulation (Marketplace Simulations). The data captures self-reported skill development across four constructs:

Decision-Making (analytical thinking, strategic planning, risk management, adaptive iteration),

Teamwork (communication, conflict resolution, role adaptation, accountability),

Leadership (initiative, motivation, ethical judgment, strategic vision),

Job Market Preparedness (career confidence, professional collaboration, adaptability).

Data Collection:

Survey Tool: Administered via Qualtrics using 16-item Likert scales (1 = Strongly Disagree to 5 = Strongly Agree) for each construct, grouped into subconstructs.

Open-Ended Responses: Qualitative insights on skill application and perceived career readiness.

Files Included:

Survey Items Constructs and Subconstructs: Full survey instrument with item wording and thematic grouping.

Excel Files: Raw response data for each construct:

Decision-Making Skill Development (Supplementary Appendix A)

Teamwork Skill Development (Supplementary Appendix B)

Leadership Skill Development (Supplementary Appendix C)

Job Market Preparedness (Supplementary Appendix D)

Key Variables:

Quantitative: Composite scores and item-level ratings for each skill domain.

Qualitative: Student reflections on simulation impacts (e.g., "The simulation taught me to balance risks and rewards in decision-making").

The Chinese E-Learning market has surged dramatically over the past decade, transforming how education and training are delivered across various sectors. Currently valued at over USD 50 billion, this market has experienced a steady annual growth rate of approximately 20%, driven by increased internet penetration, th