English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Within higher education, online programs are expanding rapidly and continue to exert more influence on instruction and learning. As of 2013, eighty-percent of public universities offered at least one fully online program (Clinefelter&Aslanian, 2014). However, student drops for online courses continue at higher rates than face-to-face courses (Carr 2000; Diaz, 2002; Frankola, 2001). Eventually, the demand for online courses will match student growth rates, and when both stabilize, institutions will compete for the available online student population. Future college selection choices will not only depend on convenience, but also the quality of the product being offered. Although online courses have been around for over 20 years, institutions of higher education are still discovering best practices in online delivery and student retention, such as completely online competency-based educational platforms. Originally offered by private institutions, it is now common for public institutions to offer online certificates and degree programs as well.

Researching Vietnamese People in the Context of International Integration Today