In 2023, ** percent of prospective graduate business students in the United States were interested in hybrid programs, an increase from ** percent in 2019. However, the overall preference in 2023 was for in-person business school programs, at ** percent.

The COVID-19 data sets and associated Jupyter Hub notebooks are support for a manuscript describing how data science was shown to be effective in developing a transdisciplinary team and the production of novel outputs in part due to the common learning process of all team members being part of an online professional data science and analytics master’s degree program. This online curriculum helped the team members to find a common process that allowed them learn in common (Kläy, Zimmermann, & Schneider, 2015), transdisciplinary learning a key component of transdisciplinary teamwork (Yeung, 2015). Our team's Jupyter Hub files with complete coding and data set explanations are uploaded to document this teamwork and the outputs of the team.

The Colleges and Universities feature class/shapefile is composed of all Post Secondary Education facilities as defined by the Integrated Post Secondary Education System (IPEDS, http://nces.ed.gov/ipeds/), National Center for Education Statistics (NCES, https://nces.ed.gov/), US Department of Education for the 2018-2019 school year. Included are Doctoral/Research Universities, Masters Colleges and Universities, Baccalaureate Colleges, Associates Colleges, Theological seminaries, Medical Schools and other health care professions, Schools of engineering and technology, business and management, art, music, design, Law schools, Teachers colleges, Tribal colleges, and other specialized institutions. Overall, this data layer covers all 50 states, as well as Puerto Rico and other assorted U.S. territories. This feature class contains all MEDS/MEDS+ as approved by the National Geospatial-Intelligence Agency (NGA) Homeland Security Infrastructure Program (HSIP) Team. Complete field and attribute information is available in the ”Entities and Attributes” metadata section. Geographical coverage is depicted in the thumbnail above and detailed in the "Place Keyword" section of the metadata. This feature class does not have a relationship class but is related to Supplemental Colleges. Colleges and Universities that are not included in the NCES IPEDS data are added to the Supplemental Colleges feature class when found. This release includes the addition of 175 new records, the removal of 468 no longer reported by NCES, and modifications to the spatial location and/or attribution of 6682 records.

This dataset provides Census 2021 estimates for National Statistics Socio-economic Classification (NS-SeC) by sex in Northern Ireland. The estimates are as at census day, 21 March 2021.

The census collected information on the usually resident population of Northern Ireland on census day (21 March 2021). Initial contact letters or questionnaire packs were delivered to every household and communal establishment, and residents were asked to complete online or return the questionnaire with information as correct on census day. Special arrangements were made to enumerate special groups such as students, members of the Travellers Community, HM Forces personnel etc. The Census Coverage Survey (an independent doorstep survey) followed between 12 May and 29 June 2021 and was used to adjust the census counts for under-enumeration.

The quality assurance report can be found here

Between 2015 and 2024, the number of bachelor's students who graduated from online universities in Italy steadily increased. In 2015, less than ***** people obtained their bachelor's from an online university. After nine years, the number of students more than doubled, reaching ****** graduates. In Italy, bachelor's students represented the largest group of e-learning university students, ******* people.

Integrated computing uses computing tools and concepts to support learning in other disciplines while giving all students opportunities to experience computer science. Integrated computing is often motivated as a way to introduce computing to students in a low-stakes environment, reducing barriers to learning computer science, often especially for underrepresented groups. This dataset examined integrated computing activities implemented in US schools to examine which programming and CT concepts they teach and whether those concepts differed across contexts. We gathered data on 262 integrated computing activities from in-service K-12 teachers and 20 contextual factors related to the classroom (i.e., primary discipline, grade level, programming paradigm, programming language, minimum amount of time the lesson takes, source of the lesson plan), the teacher (i.e., years teaching, current role (classroom teacher, tech specialist, STEM specialist, etc.), grade levels taught, disciplines taught, degrees and certifications, institutional support received for integrated computing, gender, race, self-efficacy), and the school (e.g., socioeconomic status of students, racial composition, number of CS courses offered, number of CS teachers, years CS courses have been taught, number of students, school location (urban, suburban, rural)). Methods Procedure Data about integrated computing lessons in non-CS classrooms were collected from in-service K-12 teachers in the United States via an online survey, and 262 surveys were completed. Participants were recruited first through teacher networks and districts to include diverse populations and then through LinkedIn. Teachers received a $100 gift card upon completion of the survey, which took approximately 30 minutes. Due to the incentive, submissions were screened during data collection to ensure eligibility (i.e., having a valid school district email) and quality (described below).

Instrument The survey asked about the programming and CT concepts taught in the activities and 20 factors related to classroom, teacher, and school context. The programming concepts included were based on a framework developed by Margulieux et al., 2023. A full list of concepts and contextual factors can be found below. Due to the large sample size, the survey was designed to be primarily quantitative but included a few qualitative questions (e.g., "Please describe in 1-2 sentences the computing learning objective of this activity") and requested teachers to submit their lesson plans. The research team used these qualitative elements to verify data quality, such as by ensuring the lesson included computing and comparing elements of the lesson plans to the quantitative data provided by the teachers. Overall, we found, and excluded, very few instances of low-quality data.

Survey Questions and Descriptive Statistics Qualitative Questions: Title of lesson plan One sentence describing the activity topic (e.g., In this activity, students apply their computational thinking skills to explore the life cycle of a butterfly.) One sentence describing the disciplinary learning objective (e.g., The primary learning goal is to model the life cycle of a butterfly.) One sentence describing the computing learning objective (e.g., Students will conditionals to match body features to life stages.) 1-3 sentences describing the instructional paradigm (e.g., Students will discuss butterflies and life cycles with their partners. Then they will modify the program and use conditionals to create the model.)

Quantitative Question Topic: Response Options (descriptive statistics in parentheses)

Programming and CT Concepts Programming paradigm: Select one: No Programming (80), Unplugged (87), Block-based (69), Text-based (26) Programming language: Open-ended Programming concepts: Select all that apply: Operator-arithmetic, Operator-Boolean, Operator-relational, Conditional-if-else, Conditional-if-then, Loop-for loop, Loop-while loop, Loop-loop index variable, Function-define/call, Function-parameter, Variable, Data types (string, integer, etc.), List, Multimedia component (sprite, sound, button, etc.), Multimedia properties (color, location, etc.), Multimedia movement (forward, back, turn), Output-string, Output-variable, User input, Event (M = 3.2, SD = 2.7) CT concepts: Select all that apply: Algorithms–sequences (158), Algorithms–parallelism (10), Pattern recognition (142), Abstraction (84), Decomposition (89), Debugging (40), Automation (40) (M = 2.1, SD = 1.1)

Classroom Context Integrated discipline: Select one: Art (5), Language arts (37), Foreign language (2), Math (67), Music (3), Science (61), Social Studies (13) Grades taught in lesson: Select all that apply: Kindergarten through 12th grade (activities that spanned K-5 = 107, 6-8 = 53, 9-12 = 93, K-12 = 9) Minimum amount of time the lesson takes: Select one: < 1 hour (90), 1-3 hours (126), 3-8 hours (32), 8+ hours (14) Source of the lesson plan: Select all that apply: Colleague (16), Online search (18), Professional development (20), Professional organization (23), Created based on an external source by myself or with colleagues (28), Modified from an external source (33), Created by myself or with colleagues (124)

Teacher Information Number of years teaching: Open-ended, M = 14.11, SD = 7.6 Current role: Select one: Teacher (220), STEM/Tech specialist (24), Librarian (9), Computer lab director (1), Other (8) Grade levels taught: Select all that apply: K-2, 3-5, 6-8, 9-10, 11-12 (grade levels that spanned K-5 = 79, 6-8 = 45, 9-12 = 93, K-12 = 45) Disciplines taught: Select all that apply: Art (13), Language arts (71), Foreign language (5), Math (134), Music (4), Science (100), Social Studies (54), Computer science (80), Technology (78), Other (8) Degrees, Certs, endorsements, etc. attained: Select all that apply: Teaching certificate in primary discipline(s) (164), Teaching certificate in CS (17), Bachelor’s degree in primary discipline education (129), Bachelor’s degree in CS or CS education (4), Master’s degree in primary discipline education (163), Master’s degree in CS or CS education (0), Endorsement in computer science education (47), EdD or PhD in education (17), Other (86) Support for integrated CS/CT development and implementation: Select all that apply: Professional development through my school/district/LEA/RESA (157), Professional development through external organizations (117), Peer/colleague/department collaboration in my school/district/LEA/RESA (130), Peer/colleague collaboration in external organizations (73), Funding for software licensing, hardware, or curricula (69) Self-efficacy: Views of CT and self-efficacy scale from Yadav, Caeli, Ocak, and Macann, 2022 (M = 4.23 out of 5, SD = 0.60) Gender: Select one: Man (60), Woman (198), Non-binary/third gender (2), Prefer not to say (2) Race: Select one: African American or Black (31), American Indian or Indigenous (1), Asian (13), Caucasian or White (193), Latino/a/x or Hispanic (10), Middle Eastern (0), Pacific Islander (0), Other (14)

School Context Number of students: Open-ended (M = 1179, SD = 741) Number of CS teachers: Open-ended (M = 1.6, SD = 1.4) Number of CS courses: Open-ended (M = 2.1, SD = 2.0) Number of years CS courses taught: Open-ended (M = 3.0, SD = 2.1) Racial composition: Give % of each race: American Indian or Native American (M = 1.8%), Asian (M = 4.5%), Black or African American (M = 23.3%), Hispanic or Latino (M = 17.2%), White or Caucasian (M = 47.5%), Other (M = 2.4%) % of students eligible for free or reduced lunch: Open-ended (M = 56%, SD = 34%) Type of area: Select one: Rural (90), Suburban (122), Urban (50)

Audiovisual feedback in Higher Education. In this study, carried out in a face-to-face and an online university, several subjects were selected to provide bachelor’s and master’s degree students with audio-visual feedback on certain activities. After feedback had been given on each activity, an anonymous, voluntary questionnaire was sent to each student to ascertain their level of satisfaction with the feedback received. Each teacher also gave her opinion on the feedback provided. This dataset contains two files: one file in Word format containing the two questionnaires sent to the students and the teachers; and another file in Excel format containing the students' and teachers' answers.

Data were collected through an online survey and processed to create 95% CI using the BCA bootstrap confidence interval algorithm in MS EXCEL. Construction of confidence interval in MS EXCEL using the BCA bootstrap confidence interval algorithm is earlier not presented in any studies. The macro capabilities of MS EXCEL was utilized for the purpose stated.

Morocco MA: SPI: Pillar 2 Data Services Score: Scale 0-100 data was reported at 90.400 NA in 2023. This stayed constant from the previous number of 90.400 NA for 2022. Morocco MA: SPI: Pillar 2 Data Services Score: Scale 0-100 data is updated yearly, averaging 89.400 NA from Dec 2016 (Median) to 2023, with 8 observations. The data reached an all-time high of 90.600 NA in 2021 and a record low of 73.600 NA in 2016. Morocco MA: SPI: Pillar 2 Data Services Score: Scale 0-100 data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Morocco – Table MA.World Bank.WDI: Governance: Policy and Institutions. The data services pillar overall score is a composite indicator based on four dimensions of data services: (i) the quality of data releases, (ii) the richness and openness of online access, (iii) the effectiveness of advisory and analytical services related to statistics, and (iv) the availability and use of data access services such as secure microdata access. Advisory and analytical services might incorporate elements related to data stewardship services including input to national data strategies, advice on data ethics and calling out misuse of data in accordance with the Fundamental Principles of Official Statistics.;Statistical Performance Indicators, The World Bank (https://datacatalog.worldbank.org/dataset/statistical-performance-indicators);Weighted average;

Morocco Number of Internet Subscribers data was reported at 42,127,000.000 Unit in Sep 2024. This records an increase from the previous number of 39,145,000.000 Unit for Jun 2024. Morocco Number of Internet Subscribers data is updated quarterly, averaging 7,094,075.000 Unit from Dec 2003 (Median) to Sep 2024, with 84 observations. The data reached an all-time high of 42,127,000.000 Unit in Sep 2024 and a record low of 60,812.000 Unit in Dec 2003. Morocco Number of Internet Subscribers data remains active status in CEIC and is reported by National Telecommunication Regulatory Agency. The data is categorized under Global Database’s Morocco – Table MA.TB001: Internet Statistics.

Abstract The aim of this paper is to understand students’ experience of research methodology teaching, through a survey with students enrolled in the Master’s Degree Program in Information Management, Libraries and Archives at the Complutense University of Madrid. The analyzed themes included the students’ perception of collaborative work, influence of emotions, implications of research competencies at the professional level, and the role of supervisors. Twenty-six master’s students, both online and on-site, were surveyed among those enrolled in the academic years 2014-2015 and 2013-2014. Results show the need to foster collaborative work with individual work in a balanced way. Furthermore, emotions, especially positive ones, appear to intertwine heavily with the learning experience. It is more difficult to appreciate the implications of research competencies for the professional sphere because of differences in the professional context of all students involved. The activities that students perceive as more creative include discussions of one’s own work (especially with the supervisor) as well as discussions of other students’ work (attendance at Master Thesis Defenses). Finally, supervisors stand out as important figure during the learning of research methodology, as their area of expertise is particularly relevant.

Morocco MA: Refugee Population: by Country or Territory of Origin data was reported at 3,064.000 Person in 2017. This records an increase from the previous number of 2,262.000 Person for 2016. Morocco MA: Refugee Population: by Country or Territory of Origin data is updated yearly, averaging 1,299.500 Person from Dec 1990 (Median) to 2017, with 28 observations. The data reached an all-time high of 4,710.000 Person in 2006 and a record low of 15.000 Person in 1990. Morocco MA: Refugee Population: by Country or Territory of Origin data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Morocco – Table MA.World Bank: Population and Urbanization Statistics. Refugees are people who are recognized as refugees under the 1951 Convention Relating to the Status of Refugees or its 1967 Protocol, the 1969 Organization of African Unity Convention Governing the Specific Aspects of Refugee Problems in Africa, people recognized as refugees in accordance with the UNHCR statute, people granted refugee-like humanitarian status, and people provided temporary protection. Asylum seekers--people who have applied for asylum or refugee status and who have not yet received a decision or who are registered as asylum seekers--are excluded. Palestinian refugees are people (and their descendants) whose residence was Palestine between June 1946 and May 1948 and who lost their homes and means of livelihood as a result of the 1948 Arab-Israeli conflict. Country of origin generally refers to the nationality or country of citizenship of a claimant.; ; United Nations High Commissioner for Refugees (UNHCR), Statistics Database, Statistical Yearbook and data files, complemented by statistics on Palestinian refugees under the mandate of the UNRWA as published on its website. Data from UNHCR are available online at: www.unhcr.org/en-us/figures-at-a-glance.html.; Sum;

The global massive open online course (MOOC) market size is calculated to advance at a CAGR of 32% through 2034, which is set to increase its market value from US$ 13.2 billion in 2024 to US$ 212.7 billion by the end of 2034.

Report Attribute	Detail
MOOC Market Size (2024E)	US$ 13.2 Billion
Projected Market Value (2034F)	US$ 212.7 Billion
Global Market Growth Rate (2024 to 2034)	32% CAGR
China Market Value (2034F)	US$ 23.3 Billion
Japan Market Growth Rate (2024 to 2034)	32.6% CAGR
North America Market Share (2024E)	23.9%
East Asia Market Value (2034F)	US$ 49.1 Billion
Key Companies Profiled	Alison; Coursera Inc; edX Inc; Federica.EU; FutureLearn; Instructure; Intellipaat; iverity; Jigsaw Academy; Kadenze.

Country Wise Insights

Attribute	United States
Market Value (2024E)	US$ 1.4 Billion
Growth Rate (2024 to 2034)	32.5% CAGR
Projected Value (2034F)	US$ 23.6 Billion

Attribute	China
Market Value (2024E)	US$ 1.5 Billion
Growth Rate (2024 to 2034)	32% CAGR
Projected Value (2034F)	US$ 23.3 Billion

Category-wise Insights

Attribute	xMOOC
Segment Value (2024E)	US$ 9.3 Billion
Growth Rate (2024 to 2034)	30.8% CAGR
Projected Value (2034F)	US$ 136.1 Billion

Attribute	Degree & Master Programs
Segment Value (2024E)	US$ 6.4 Billion
Growth Rate (2024 to 2034)	30.2% CAGR
Projected Value (2034F)	US$ 89.3 Billion

Morocco MA: Mortality Rate: Under-5: Male: per 1000 Live Births data was reported at 29.800 Ratio in 2016. This records a decrease from the previous number of 30.800 Ratio for 2015. Morocco MA: Mortality Rate: Under-5: Male: per 1000 Live Births data is updated yearly, averaging 36.800 Ratio from Dec 1990 (Median) to 2016, with 5 observations. The data reached an all-time high of 84.200 Ratio in 1990 and a record low of 29.800 Ratio in 2016. Morocco MA: Mortality Rate: Under-5: Male: per 1000 Live Births data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Morocco – Table MA.World Bank: Health Statistics. Under-five mortality rate, male is the probability per 1,000 that a newborn male baby will die before reaching age five, if subject to male age-specific mortality rates of the specified year.; ; Estimates Developed by the UN Inter-agency Group for Child Mortality Estimation (UNICEF, WHO, World Bank, UN DESA Population Division) at www.childmortality.org.; Weighted Average; Given that data on the incidence and prevalence of diseases are frequently unavailable, mortality rates are often used to identify vulnerable populations. Moreover, they are among the indicators most frequently used to compare socioeconomic development across countries. Under-five mortality rates are higher for boys than for girls in countries in which parental gender preferences are insignificant. Under-five mortality captures the effect of gender discrimination better than infant mortality does, as malnutrition and medical interventions have more significant impacts to this age group. Where female under-five mortality is higher, girls are likely to have less access to resources than boys.

Introduction: In an age of increasingly face-to-face, blended, and online Health Professions Education, students have more selections of where they will receive a degree. For an applicant, oftentimes, the first step is to learn more about a program through its website. Websites allow programs to convey their unique voice and to share their mission and values with others, such as applicants, researchers, and academics. Additionally, as the number of Health Professions Education programs rapidly grows, websites can share the priorities of these programs. Methods: In this study, we conducted a website review of 158 Health Professions Education websites to explore their geographical distributions, missions, educational concentrations, and various programmatic components. Results: We compiled this information and synthesized pertinent aspects, such as program similarities and differences, or highlighted the omission of critical data. Conclusion: Given that websites are often the first point of contact for prospective applicants, curious collaborators, and potential faculty, the digital image of HPE programs matters. We believe our findings demonstrate opportunities for growth within institutions and assist the field in identifying the priorities of HPE programs. As programs begin to shape their websites with more intentionality, they can reflect their relative divergence/convergence compared to other programs as they see fit and, therefore, attract individuals to best match this identity. Periodic reviews of the breadth of programs, such as those undergone here, are necessary to capture diversifying goals, and serve to help advance the field of Health Professions Education as a whole. Methods Our team deduced that most HPE programs would have a website, and that this would serve as a representation of how individuals within the program choose to view themselves and hope to be viewed by others. Further, our team determined that these websites would be an efficient means of collecting programmatic information for the purposes of learning more about program growth, diversity, and values. We conducted the website review from August 2021 to April 2022 using a list of worldwide Health Professions Education programs, which was acquired from the Foundation of Advancement of International Medical Education and Research’s (FAIMER’s) website. FAIMER was chosen as the origin source of programs studied due to its use in another published study evaluating HPE programs. Each master's degree in HPE offered by a university was counted separately, allowing us to note the differences in course and time requirements across all programs. Only HPE master's programs were selected for this study. Certificate and Ph.D. programs were excluded. Next, we developed a data extraction tool. Categories were jointly identified for data collection by three of our authors (JS, SW, and HM). JS, SW, and HW worked independently through a set of three HPE programs, obtaining the data for our selected categories. Afterward, we cross-checked each other's work for verification purposes. For example, if JS obtained the information, SW or HM, who were blinded to JS’s findings, would independently find the answers to the same questions/ topics. This was performed until an agreement between pre and post-review information was above 95%. There was no discovered information that was not agreed upon after discussion. Once 100% agreement was reached with this method, the total number of HPE programs analyzed was split between JS and SW, and the raw data was obtained for the same categories. This data then underwent a review by the other two researchers to ensure high accuracy. This review consisted of information verification on individual program websites where it was originally obtained. For example, if JS found the information about a program, SW and HM (now not blinded) would both have to independently find the same information. Any identified discrepancies were rectified through discussion, and three-way agreement was mandatory for the team to move on to the next program.

This dataset provides Census 2021 estimates that classify usual residents aged 3 and over in Northern Ireland by main language.

The census collected information on the usually resident population of Northern Ireland on census day (21 March 2021). Initial contact letters or questionnaire packs were delivered to every household and communal establishment, and residents were asked to complete online or return the questionnaire with information as correct on census day. Special arrangements were made to enumerate special groups such as students, members of the Travellers Community, HM Forces personnel etc. The Census Coverage Survey (an independent doorstep survey) followed between 12 May and 29 June 2021 and was used to adjust the census counts for under-enumeration.

This table reports the categories for which there are 10 or more usual residents. Where there are fewer than 10 usual residents for any category, these have been reported in a residual group which may or may not contain 10 or more usual residents in total.

Main language is reported as provided by respondents; those who stated 'Chinese' are recorded as 'Chinese (not otherwise specified)'. If a specific Chinese language has been stated, it is recorded separately.

Quality assurance report can be found here

Number of persons in the labour force (employment and unemployment) and not in the labour force, unemployment rate, participation rate, and employment rate, by educational degree, gender and age group, annual.