This statistic shows the distribution of target populations of online education programs in the United States in 2019. In 2019, ** percent of respondents stated that their online education programs were aimed at adult students returning to school after an absence.

Online and Distance Education at Postsecondary Institutions, 2006-07 (PEQIS 16), is a study that is part of the Postsecondary Education Quick Information System (PEQIS) program; program data is available since 1997 at . PEQIS 16 (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009044) is a survey that collects data on the prevalence and delivery of distance education courses in the 2006-07 12-month academic year, including the number of courses and enrollment for online courses, hybrid/blended online courses, and all other distance education courses. The survey also collects information about numbers of degree or certificate programs designed to be completed entirely through distance education and the technologies used for the instructional delivery of credit-granting distance education courses. The study was conducted using paper and web surveys. The weighted response rate was 87 percent. Postsecondary institutions were sample for this study. Key statistics produced from PEQIS 16 relate to information on the prevalence, types, delivery, policies, and acquisition or development of distance education courses and programs.

The Massive Open Online Courses (MOOC) market has transformed the landscape of education, revolutionizing how learners access knowledge across the globe. As an innovative approach to education, MOOCs offer free or low-cost online courses delivered by universities, educational institutions, and industry leaders, maki

This statistic shows the program outcome data for online education providers that were the most requested by students in the United States in 2016. In 2016, ** percent of schools reported that students asked for placement and employment rates.

In 2023, the most common advice offered by alumni of online higher education programs in the United States, suggested by ** percent of alumni, was to do more research about cost and financial aid. A further ** percent of alumni of online programs said to compare more programs when researching schools.

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.

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.

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Online Data Science Training Programs Market Size 2025-2029

The online data science training programs market size is forecast to increase by USD 8.67 billion, at a CAGR of 35.8% between 2024 and 2029.

The market is experiencing significant growth due to the increasing demand for data science professionals in various industries. The job market offers lucrative opportunities for individuals with data science skills, making online training programs an attractive option for those seeking to upskill or reskill. Another key driver in the market is the adoption of microlearning and gamification techniques in data science training. These approaches make learning more engaging and accessible, allowing individuals to acquire new skills at their own pace. Furthermore, the availability of open-source learning materials has democratized access to data science education, enabling a larger pool of learners to enter the field. However, the market also faces challenges, including the need for continuous updates to keep up with the rapidly evolving data science landscape and the lack of standardization in online training programs, which can make it difficult for employers to assess the quality of graduates. Companies seeking to capitalize on market opportunities should focus on offering up-to-date, high-quality training programs that incorporate microlearning and gamification techniques, while also addressing the challenges of continuous updates and standardization. By doing so, they can differentiate themselves in a competitive market and meet the evolving needs of learners and employers alike.

What will be the Size of the Online Data Science Training Programs Market during the forecast period?

Request Free SampleThe online data science training market continues to evolve, driven by the increasing demand for data-driven insights and innovations across various sectors. Data science applications, from computer vision and deep learning to natural language processing and predictive analytics, are revolutionizing industries and transforming business operations. Industry case studies showcase the impact of data science in action, with big data and machine learning driving advancements in healthcare, finance, and retail. Virtual labs enable learners to gain hands-on experience, while data scientist salaries remain competitive and attractive. Cloud computing and data science platforms facilitate interactive learning and collaborative research, fostering a vibrant data science community. Data privacy and security concerns are addressed through advanced data governance and ethical frameworks. Data science libraries, such as TensorFlow and Scikit-Learn, streamline the development process, while data storytelling tools help communicate complex insights effectively. Data mining and predictive analytics enable organizations to uncover hidden trends and patterns, driving innovation and growth. The future of data science is bright, with ongoing research and development in areas like data ethics, data governance, and artificial intelligence. Data science conferences and education programs provide opportunities for professionals to expand their knowledge and expertise, ensuring they remain at the forefront of this dynamic field.

How is this Online Data Science Training Programs Industry segmented?

The online data science training programs industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments. TypeProfessional degree coursesCertification coursesApplicationStudentsWorking professionalsLanguageR programmingPythonBig MLSASOthersMethodLive streamingRecordedProgram TypeBootcampsCertificatesDegree ProgramsGeographyNorth AmericaUSMexicoEuropeFranceGermanyItalyUKMiddle East and AfricaUAEAPACAustraliaChinaIndiaJapanSouth KoreaSouth AmericaBrazilRest of World (ROW)

By Type Insights

The professional degree courses segment is estimated to witness significant growth during the forecast period.The market encompasses various segments catering to diverse learning needs. The professional degree course segment holds a significant position, offering comprehensive and in-depth training in data science. This segment's curriculum covers essential aspects such as statistical analysis, machine learning, data visualization, and data engineering. Delivered by industry professionals and academic experts, these courses ensure a high-quality education experience. Interactive learning environments, including live lectures, webinars, and group discussions, foster a collaborative and engaging experience. Data science applications, including deep learning, computer vision, and natural language processing, are integral to the market's growth. Data analysis, a crucial application, is gaining traction due to the increasing demand

The Distance Education Courses for Public Elementary and Secondary School Students, 2009-10 (FRSS 98), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 98 (https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012009) is a sample survey that provides national estimates on distance education courses in public school districts, including enrollment in distance education courses, how districts monitor these courses, the motivations for providing distance education, and the technologies used for delivering distance education. The study was conducted using surveys via the web or by mail. District superintendents were sampled. The study's weighted response rate was 95%. Key statistics produced from FRSS 98 include the types of distance education courses taken by students, whether the district plans to expand the number of distance education courses, and the technologies used for delivering distance education.

The Distance Education Courses for Public Elementary and Secondary School Students, 2004-05 (FRSS 89), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 89 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates for technology-based distance education courses in public elementary and secondary schools. The study was mailed to public school district superintendents, who were sampled for the survey. The study's response rate was 96 percent. Key statistics produced from the study were the percent of districts and the percent of schools (by instructional level) with students enrolled in technology-based distance education courses. The number of enrollments in distance education courses (by instructional level) was also collected. The survey contained questions on the completion status of the enrollments in distance education. Districts were asked to report the technologies used to deliver distance education courses and where students accessed online distance education courses (e.g., at school or at home). The survey included questions on whether technology-based distance education was used to offer Advanced Placement (AP) and college-level courses to students. Districts with students enrolled in technology-based distance education courses were asked whether they planned to expand their distance education courses.

Like other sub-sectors in the education app market, skills and online training courses experienced significant growth at the beginning of the coronavirus pandemic, as many people lost jobs or were...

As of June 2024, around ******* students were enrolled at an online bachelor's program in Italy. In addition, ****** individuals chose e-learning for their master's studies. Among the largest Italian universities, the Pegaso online University ranks at the second place, nationwide. In the academic year 2023/2024, the e-learning institute had more than ****** enrolled students.

Career and Technical Education Programs in Public School Districts, 2016-17 (FRSS 108) is a data collection that is part of the Fast Response Survey System (FRSS) program; program data are available since 1998-99 at . FRSS 108 (https://nces.ed.gov/surveys/frss/index.asp) is a cross-sectional data collection that provides nationally representative data on career and technical education (CTE) programs. Public local education agencies (LEAs) instructing either grades 11 or 12 in the 50 United States and the District of Columbia were sampled. The study was conducted using mailed questionnaires that could be completed on paper or online. The data collection's response rate was 86 percent. Key statistics produced from FRSS 108 include data on the entities that provide the CTE programs, the locations at which the CTE programs are offered, work-based learning activities and employer involvement in CTE programs, barriers to the district offering CTE programs, barriers to student participation in CTE programs, and the extent to which various factors influence the district's decisions on whether to add or phase out CTE programs.

A file that holds the master records for all online training courses nominated for reimbursement.

Historical Dataset of Mesa Distance Learning Program is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2001-2023),Total Classroom Teachers Trends Over Years (2003-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2022-2023),American Indian Student Percentage Comparison Over Years (2002-2023),Asian Student Percentage Comparison Over Years (2000-2023),Hispanic Student Percentage Comparison Over Years (2001-2023),Black Student Percentage Comparison Over Years (2001-2023),White Student Percentage Comparison Over Years (2001-2023),Two or More Races Student Percentage Comparison Over Years (2012-2023),Diversity Score Comparison Over Years (2001-2023),Free Lunch Eligibility Comparison Over Years (2005-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2005-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2011-2022),Overall School Rank Trends Over Years (2011-2022),Graduation Rate Comparison Over Years (2012-2022)

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 many undergraduate statistics programs, the two-semester calculus-based mathematical statistics sequence is the cornerstone of the curriculum. However, 10 years after the release of the Guidelines for the Assessment and Instruction in Statistics Education (GAISE) College Report, 2005, and the subsequent movement to stress conceptual understanding and foster active learning in statistics classrooms, the sequence still remains a traditional, lecture-intensive course. In this article, we discuss various instructional approaches, activities, and assessments that can be used to foster active learning and emphasize conceptual understanding while still covering the necessary theoretical content students need to be successful in subsequent statistics or actuarial science courses. In addition, we share student reflections on these course enhancements. The course revision we suggest doesn’t require substantial changes in content, so other mathematical statistics instructors can implement these strategies without sacrificing concepts in probability and inference that are fundamental to the needs of their students. Supplementary materials, including code used to generate class plots and activity handouts, are available online. Received December 2014. Revised June 2015.

Historical Dataset of Kansas Online Learning Program is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2022-2023),Distribution of Students By Grade Trends,American Indian Student Percentage Comparison Over Years (2022-2023),Asian Student Percentage Comparison Over Years (2022-2023),Hispanic Student Percentage Comparison Over Years (2022-2023),Black Student Percentage Comparison Over Years (2022-2023),White Student Percentage Comparison Over Years (2022-2023),Diversity Score Comparison Over Years (2022-2023)

[205+ Pages Report] The global online education market size is expected to grow from USD 217 billion in 2022 to USD 475 billion by 2030, at a CAGR of 9.1% from 2023-2030