In 2023, the most common advice offered by alumni of online higher education programs in the United States, suggested by 30 percent of alumni, was to do more research about cost and financial aid. A further 22 percent of alumni of online programs said to compare more programs when researching schools.

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.

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.

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.

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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

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, 77 percent of schools reported that students asked for placement and employment rates.

Introduction

Interactive Learning Statistics: Teaching methods are always changing because they are influenced by society. New ideas, trends, and preferences shape how teachers teach and how students learn. Scientific studies have also played a big role in improving education. Research has shown that some teaching methods work better than others. Modern technology makes learning easier than ever. With the internet, people can study from home by taking online courses or earning online degrees. Because of this, many students are choosing affordable and flexible online bachelor’s degree programs.

However, one thing remains the same—teachers still need strong communication skills. Many experts believe that using interactive learning helps keep students engaged and makes teaching more effective and efficient. Still, not everyone agrees that interactive learning is the best method. That’s why this article, “Interactive Learning Statistics†, will explore what interactive learning and teaching mean, the tools teachers can use to make lessons more engaging, statistics on how students learn best, and scientific research on this teaching approach.

During a 2023 survey, 25 percent of responding internet users who were studying online say they do so because they want a more complete curriculum, or they want to keep up to date.

Percentage of Canadians' use of selected online activities, during the past three months.

This data collection contains information on degrees earned at a sample of postsecondary institutions in the United States. The survey collected data on the number of completions of academic, vocational, and continuing professional educational programs by award category. There are four files in the collection. Part 1, Institutional Characteristics, is a comprehensive file pertaining to the characteristics (i.e., religious affiliation, highest level of offering, enrollment by race/ethnicity, Carnegie classification, etc.) of all the institutions surveyed. Part 2, Postsecondary Completions: Awards/Degrees Conferred, contains the number of degrees and other awards granted by the institution in each field of study (CIP code), by level of award/degree, and by race/ethnicity and sex of recipient, with totals for full-time and part-time new and continuing students. Part 3, Clarifying Questions, contains responses to the two clarifying questions included in the survey: (1) number of double majors by level of degree and sex of recipient, and (2) number of awards/degrees by branches located in foreign countries, by level of award/degree, and by sex of recipient. Part 4, CIP Codes and Titles, provides a detailed list of the Classification of Instructional Programs codes and their titles found in the data files.

In 2024, about **** percent of all students who chose online degree programs in the United States said they did so because COVID-19 made it the only option available to them, a slight decrease from ** percent in the previous year. In both 2023 and 2024, however, the most commonly cited reason for students to choose online degree programs was due to existing commitments, such as work and family, preventing their attendance in campus-based courses.

Author: Víctor Yeste. Universitat Politècnica de València. Universidad Europea de Valencia.The main objective is to analyze, using descriptive statistics, the experience, interests, and expectations of the programming languages by first-year students of the STEAM degrees of the European University of Valencia.Google Forms was chosen to evaluate students' views on programming languages and computational thinking through a question. It is a free tool that has been used in many studies, such as Haddad and Kalaani (2014), to capture the opinion of students beyond course assessment surveys, as it is straightforward, systematic, and easy to implement. It can be used through a web-based application to create online questionnaires with a friendly interface. All answers are collected using a Google Spreadsheet document stored on Google Drive. In addition, it enables the results of the questionnaire to be visualized through a statistical summary of each question and its answers.The questionnaire consisted of 19 questions, although some were subject to a specific answer to a previous question. To carry out the form, the first day of class of the subject of Fundamentals of Programming or Scientific Computing I has been chosen (depending on the degree, has a different name, even the same), specifically in the classes of 19 and 20 September 2023. It is a subject that is given in the first semester of the first year of all STEAM degrees of the European University of Valencia, which include Data Science, Physics, Engineering in Industrial Organization, and a Double Engineering Degree in Engineering in Industrial Organization and Business Administration and Management. In this subject, computational thinking is developed thanks to the study of theory and a significant practical component of programming in C++, one of today's most influential and essential programming languages (Cyganek, 2022).The questionnaire was proposed to first-year 2023-2024 students, encouraging them to participate in the first class they had on the subject and through a direct link to the questionnaire on the virtual campus, based on Canvas.This dataset has contributed to the elaboration of the book chapter:Yeste, Víctor (2024). ¿Los alumnos de STEAM saben programar al comenzar la universidad? Análisis de su experiencia, intereses y expectativas. In Perspectivas Contemporáneas en Educación: Innovación, Investigación y Transformación, Dykinson S.L.

In 2025, Texas A&M University-College Station was ranked as the best distance learning institution in the United States, with 40 percent of its students enrolled online. Florida International University, University of Florida, Arizona State University Digital Immersion, and University of Arizona rounded out the top five.

The American Institutes for Research conducted a multisite randomized study that tested an online learning model for credit recovery at 24 high schools in Los Angeles, California in 2018 and 2019. The study focused on first-year high school students who failed Algebra 1 or English 9 (their ninth-grade English course) and retook the course during the summer before their second year of high school. Within each participating school, we used a lottery to determine whether each student was placed in either the school’s typical teacher-directed class (business-as-usual control condition) or a class that used an online learning model (treatment condition). For the online learning model, an online provider supplied the main course content, and the school provided a subject-appropriate, credentialed in-class teacher who could supplement the digital content with additional instruction.The study compared outcomes of students assigned to the treatment condition to outcomes of students assigned to the control condition. Analyses focused both on proximal outcomes (ex: student course experiences, content knowledge, and credit recovery rates) and distal outcomes (ex: on-time graduation and cumulative credits earned by the end of the 4th year of high school). We estimated average treatment effects for the intent-to-treat sample using regression models that control for student characteristics and randomization blocks. We conducted separate analyses for students who failed Algebra 1 and students who failed at least one semester of their English 9 course.This ICPSR data deposit includes our final analytical dataset and three supplemental files. Data come from three sources: (1) extant district data on student information and academic outcomes, (2) end-of-course surveys of students’ and teachers’ experiences, and (3) end-of-course test of students’ content knowledge. Data fields include:Sample information: term, school (anonymized), teacher (anonymized), course, randomization block, student cohort, treatment statusDemographics: sex, race/ethnicity, National School Lunch Program status, inclusion in the Gifted/Talented program, Special Education status, and English language learner statusPre-treatment information (treatment group only): 9th grade GPA, 9th grade attendance rate, number of 9th grade courses failed, 8th grade test scoresOnline course engagement information: percentage of online course completed, average score on online activities, minutes spent in online platformStudent survey data: responses a survey administered at the end of the course for treatment and control students. Questions cover degree of student engagement with the course, perceptions of teacher support and course difficulty, and clarity of course expectations.End-of-course test data: answers and scores on an end-of-course assessment administered to treatment and control students to evaluate content knowledge (Algebra 1 or English 9). The test did not count towards the final course grade and included 17-20 multiple choice questions.Academic outcomes: grade in credit recovery course, credits attempted/earned in each year of high school, GPA in each year of high school, credits/GPA in math and ELA in each year of high school, indicator for on-time high school graduation, 10th grade PSAT scoresTeacher survey and logs: teacher-reported logs on the use of different instructional activities and responses to surveys about course pacing, content, goals, and degree of student support

Percentage of Internet users by selected online activities during the past three months.

Abstract (en): This data collection contains information on degrees earned at a sample of postsecondary institutions in the United States. The survey collected data on the number of completions of academic, vocational, and continuing professional educational programs by award category. A major subset of all postsecondary institutions are those institutions that are eligible to participate in Title IV aid. It is this group of institutions that annually receives a Completions Survey. Beginning in 1996, the subset of eligible institutions was validated by matching the IPEDS universe with the Postsecondary Education Participation System (PEPS) file which is maintained by the Office of Postsecondary Education (OPE). OPE grants eligibility to institutions to participate in Title IV federal financial aid programs. This validation process was repeated for determining eligibility, and 6,443 accredited institutions were mailed one of the survey forms. There are four files in the collection. Part 1, Institutional Characteristics, is a comprehensive file pertaining to the characteristics of all the institutions surveyed (i.e., religious affiliation, highest level of offering, enrollment by race/ethnicity, Carnegie classification, etc.). Part 2, Postsecondary Completions: Awards/Degrees Conferred, contains the number of degrees and other awards granted by the institution in each field of study (CIP code), by level of award/degree, and by race/ethnicity and sex of recipient, with totals for full-time and part-time new and continuing students. Part 3, Clarifying Questions, contains responses to the two clarifying questions included in the survey: (1) number of double majors by level of degree and sex of recipient, and (2) number of awards/degrees by branches located in foreign countries, by level of award/degree, and by sex of recipient. Part 4, Postsecondary Completions by Major Discipline (Two-Digit CIP Codes), contains the number of degrees and other awards conferred by major discipline (two-digit CIP code), award level, race/ethnicity, and sex of recipient. ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection: Checked for undocumented or out-of-range codes.. All postsecondary institutions in operation during 1996-1997 in the United States and its territories. A national sample of 6,689 institutions eligible to participate in Title IV aid was selected. 2006-01-18 File UG4069.ALL.PDF was removed from any previous datasets and flagged as a study-level file, so that it will accompany all downloads.2006-01-18 File QU4069.ALL.PDF was removed from any previous datasets and flagged as a study-level file, so that it will accompany all downloads. Beginning in academic year 1995-1996, the data from the Consolidated Survey pertaining to earned degrees is incorporated into the Postsecondary Completions file (Part 2), making available race/ethnicity data by detailed Classification Instructional Program (CIP) codes.

Percentage of Canadians' time spent online and using video streaming services and video gaming services, in a typical week.

This statistic shows the percentage of prospective and currently enrolled students who chose to enroll in online and brick-and-mortar colleges and programs in the United States in 2015. In 2015, about 41 percent respondents chose to attend on-location colleges and programs in the United States.

Survey on Equipment and Use of Information and Communication Technologies in Households: Internet users in the last 12 months by demoraphic characteristics and degree of trust in the net. National.

This study consists of data on earned degrees and other awards conferred by institutions of higher education in the United States and its outlying areas. Part of the Higher Education General Information Survey (HEGIS) Series, this survey provides complete data on earned degrees for the nation, the states, and individual institutions, which are widely used by planners and researchers. Data are provided for professional degrees, baccalaureate and higher degrees, and subbaccalaureate degrees awarded. Additional data specify number of degrees granted by level of degree, institutional control and type, academic disciplines and specialty, student enrollment, and state. Demographic items specify sex and race of recipients.