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...

In 2024, around ** percent of internet users surveyed in Brazil said they had used the internet to do online courses. It is the third highest value registered so far, only down from ** percent in 2021 and ** percent in 2023. Online study and education is one of the main reasons for **** percent of internet users in Brazil to access web, thus being one of the most popular video content types consumed in the country.

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.

According to a 2022 survey conducted in Brazil, more than one fourth (** percent) of internet users aged between 25 and 34 years said they had used the internet to do online courses, up from ** percent of respondents from that age group in 2017. Regardless of age, overall approximately ** percent of internet users in Brazil have done an online course during this year.

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

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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 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.

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

The dataset includes the data obtained for the randomized controlled study conducted from September to October 2018 in Universidad Nacional de La Matanza, Buenos Aires, with the aim to confirm efficacy of the web-based platform e-status in Probability and Statistics courses.

Results appear in the manuscript Measuring the effectiveness of online problem solving for improving academic performance in a probability course, from the same authors. Hopefully published in the coming months.

Students data have been anonymised, by removing ID numbers. Moreover, gender of students has been deleted, and age categorized into one of three classes (until 22 years, between 23 and 25, more than 25).

2021 was the year when the highest share of the population participated in online courses in Denmark between 2017 and 2024. With the COVID-19 pandemic and more people studying from home, ** percent of individuals participated in online courses, compared to just ***** percent in 2017. The trend of more individuals and organizations transitioning to online learning continued in 2024. Among individuals aged 25 to 34, ** percent participated in online courses in 2024.

This statistic shows the share of undergraduate students taking online courses in the United States in 2018. During the survey, ** percent of respondents reported taking courses both online and in person.

The online data science training programs market is experiencing explosive growth, projected to reach $1.90 billion in 2025 and exhibiting a robust Compound Annual Growth Rate (CAGR) of 34.73% from 2025 to 2033. This surge is driven by the escalating demand for data scientists across various industries, coupled with the accessibility and flexibility offered by online learning platforms. The increasing availability of high-quality online courses, encompassing both professional degree programs and specialized certifications, caters to a diverse learner base, ranging from career changers to experienced professionals seeking upskilling. North America, particularly the U.S. and Canada, currently holds a significant market share, fueled by a strong technological ecosystem and high adoption rates. However, the Asia-Pacific region (APAC), especially China and India, is poised for substantial growth, driven by a burgeoning tech sector and a large pool of young professionals. The market is highly competitive, with established players like Coursera, Udacity, and Udemy competing with specialized platforms like DataCamp and AnalytixLabs, as well as traditional universities offering online programs. This competitive landscape fosters innovation and ensures a diverse range of courses and pricing models, further contributing to market expansion. Continued growth is anticipated due to several factors. The increasing integration of data science into various sectors, from finance and healthcare to marketing and e-commerce, continuously necessitates skilled professionals. Furthermore, the ongoing advancements in artificial intelligence (AI) and machine learning (ML) are expanding the scope of data science applications, thereby increasing the demand for training programs that address these emerging technologies. While the market faces certain challenges, such as ensuring the quality and relevance of online courses and addressing the digital divide, the overall trajectory indicates a sustained period of growth, promising significant opportunities for both established and emerging players in the online data science education sector.

Statistics instructors have a unique opportunity to engage students in work around Diversity, Equity, and Inclusion (DEI) since there is an abundance of data that can be incorporated into courses with DEI contexts. An online survey was conducted to explore how faculty teaching introductory college statistics integrate DEI into their courses. About 300 participants reflected on their institution’s priorities related to DEI and what has aided and constrained them from incorporating DEI practices when teaching statistics. We found that 77% of participants indicated that they do include DEI practices in their teaching. Results show that participants at research intensive institutions are least likely to incorporate DEI, and those that have more years of teaching experience are less likely to incorporate DEI into their courses. Constraints that prevent instructors from incorporating DEI-related activities include lack of resources and time and concern about student discomfort. Additionally, those who felt most prepared to incorporate DEI were typically individuals who had engaged in professional development focused on DEI and teaching. Since there has not been a survey of this nature, these results will be useful as a metric for the inclusion of DEI into introductory statistics classes.

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

In this article, we consider how to make data more meaningful to students through the choice of data and the activities we use them in drawing upon students lived experiences more in the teaching of statistics and data science courses. In translating scholarship around culturally relevant pedagogy from the fields of education and mathematics education we develop the idea of culturally relevant data. We see this development as a key ingredient to implementing culturally relevant pedagogy in teaching data-intensive courses leveraging the centrality of context through data in both statistics and data science to engage students particularly from historically marginalized groups in STEM. We provide suggestions as to ways of finding or creating culturally relevant data and using them in implementing culturally relevant pedagogy to support the learning and flourishing of students in statistics and data science courses. We also present findings from pilot work we have done in implementing these data in statistics courses. Finally, we discuss lingering questions and possible next steps for research in this area. Supplementary materials for this article are available online.

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.

A comprehensive dataset of over 120 LinkedIn statistics, covering demographics, video engagement, marketing, advertising, freelancing, AI trends, and revenue performance.

We include a description of the data sets in the meta-data as well as sample code and results from a simulated data set. This dataset is not publicly accessible because: EPA cannot release personally identifiable information regarding living individuals, according to the Privacy Act and the Freedom of Information Act (FOIA). This dataset contains information about human research subjects. Because there is potential to identify individual participants and disclose personal information, either alone or in combination with other datasets, individual level data are not appropriate to post for public access. Restricted access may be granted to authorized persons by contacting the party listed. It can be accessed through the following means: The R code is available on line here: https://github.com/warrenjl/SpGPCW. Format: Abstract The data used in the application section of the manuscript consist of geocoded birth records from the North Carolina State Center for Health Statistics, 2005-2008. In the simulation study section of the manuscript, we simulate synthetic data that closely match some of the key features of the birth certificate data while maintaining confidentiality of any actual pregnant women. Availability Due to the highly sensitive and identifying information contained in the birth certificate data (including latitude/longitude and address of residence at delivery), we are unable to make the data from the application section publicly available. However, we will make one of the simulated datasets available for any reader interested in applying the method to realistic simulated birth records data. This will also allow the user to become familiar with the required inputs of the model, how the data should be structured, and what type of output is obtained. While we cannot provide the application data here, access to the North Carolina birth records can be requested through the North Carolina State Center for Health Statistics and requires an appropriate data use agreement. Description Permissions: These are simulated data without any identifying information or informative birth-level covariates. We also standardize the pollution exposures on each week by subtracting off the median exposure amount on a given week and dividing by the interquartile range (IQR) (as in the actual application to the true NC birth records data). The dataset that we provide includes weekly average pregnancy exposures that have already been standardized in this way while the medians and IQRs are not given. This further protects identifiability of the spatial locations used in the analysis. File format: R workspace file. Metadata (including data dictionary) • y: Vector of binary responses (1: preterm birth, 0: control) • x: Matrix of covariates; one row for each simulated individual • z: Matrix of standardized pollution exposures • n: Number of simulated individuals • m: Number of exposure time periods (e.g., weeks of pregnancy) • p: Number of columns in the covariate design matrix • alpha_true: Vector of “true” critical window locations/magnitudes (i.e., the ground truth that we want to estimate). This dataset is associated with the following publication: Warren, J., W. Kong, T. Luben, and H. Chang. Critical Window Variable Selection: Estimating the Impact of Air Pollution on Very Preterm Birth. Biostatistics. Oxford University Press, OXFORD, UK, 1-30, (2019).

Introduction

Coursera Statistics: In 2024, Coursera has already established itself as a global powerhouse in online education, bringing the full gamut of courses and programs to a diverse array of learners. It has facilitated access to a growing and ever-expanding catalog of content while adopting the impactful and upcoming technologies such as generative AI.

The company has also recorded considerable spikes in practically every metric. This study delves deeply into the workings of Coursera statistics, understanding the financial successes and trends that shaped the platform's future.

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Alternative Non Credential Courses Market Size 2025-2029

The alternative non credential courses market size is forecast to increase by USD 21.78 billion, at a CAGR of 26.3% between 2024 and 2029.

The market is experiencing significant growth, driven by the increasing prominence of alternative non-credentialing methods, particularly through online learning and mobile learning or m-learning. This trend is fueled by the rapid penetration of Internet-enabled devices, enabling learners to access educational content anytime, anywhere. However, this market also faces challenges, most notably inadequate cybersecurity measures. As more courses move online, securing sensitive data and protecting user privacy becomes a critical concern. Companies seeking to capitalize on market opportunities must prioritize cybersecurity measures to build trust and maintain a competitive edge.
Navigating this landscape requires a strategic approach, with a focus on innovative solutions that address both the needs of learners and the concerns of data security. By staying informed of these market dynamics and adapting to the evolving landscape, businesses can effectively capitalize on opportunities and mitigate challenges in the market.

What will be the Size of the Alternative Non Credential Courses Market during the forecast period?

Explore in-depth regional segment analysis with market size data - historical 2019-2023 and forecasts 2025-2029 - in the full report.
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The alternative non-credential course market continues to evolve, driven by the increasing demand for flexible and accessible learning solutions. Digital literacy and professional development are key areas of focus, with online courses and course certification gaining popularity. E-learning platforms facilitate self-directed learning, enabling individuals to acquire soft skills and technical abilities at their own pace. Instructor training and personalized learning ensure effective delivery and engagement, while blended learning combines traditional and digital methods. Machine learning and cloud computing enhance course content development, enabling adaptive learning and data analytics. Learning analytics provide valuable insights into student progress, while assessment tools ensure learning outcomes are met.

Time management and student engagement are critical components, with interactive learning and educational technology facilitating communication skills and peer-to-peer learning. Critical thinking and financial literacy are essential skills for career advancement, with project management and leadership development courses in high demand. Virtual reality and augmented reality offer immersive learning experiences, while course marketing strategies leverage social learning and feedback mechanisms to increase student engagement. Instructional design and curriculum development ensure effective delivery methods, with technology integration and stress management essential for optimal learning experiences. The market's continuous dynamism is reflected in the emergence of new trends, such as data science, artificial intelligence, and big data. These technologies offer opportunities for skill development and career advancement, with ongoing course updates ensuring relevance and effectiveness. The evolving nature of the market ensures a vibrant and innovative landscape for learners and educators alike.

How is this Alternative Non Credential Courses Industry segmented?

The alternative non credential courses 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.

Type

  Non-institutional
  Institutional


Delivery Mode

  Online
  Hybid
  In-Person


Application

  Professional Development
  Skill-Based Training
  Personal Enrichment
  Career Transition


End-User

  Working Professionals
  Students
  Job Seekers
  Corporates


Geography

  North America

    US
    Canada


  Europe

    France
    Germany
    Italy
    UK


  APAC

    China
    India
    Japan


  South America

    Brazil


  Rest of World (ROW)

By Type Insights

The non-institutional segment is estimated to witness significant growth during the forecast period.

In the realm of professional development, alternative non-credential courses have emerged as a significant trend in the education sector. Online education companies now offer various types of credentials beyond degrees, such as digital badges and certificates, to learners. These non-institutional credentials highlight the acquisition of specific skills and achievements. MOOC-verified certificates, derived from massive open online courses, allow individuals to pay for a certificate upon completion of a free course, showcasing their mastery of a particular skill set. D