HOME LEARNING DAILY VIDEO DATE :-30/1/2021.
A shortage of execs in science, technology, engineering, and arithmetic (STEM) fields is slowing down growth and innovation within the global knowledge economy (1–2). Developed and developing countries alike have introduced multibillion-dollar programs to extend the availability of STEM graduates (3–5). However, institutions of upper education face a requirement to curb the rising costs related to attracting qualified instructors and serving more graduates as STEM degree programs cost more to run than most other majors (6). the most important global producers of STEM graduates—China, India, Russia, and therefore the United States—are actively seeking policy alternatives to extend the cost-effectiveness of STEM education at scale (5). We present a reasonable approach to addressing this global challenge and demonstrate its efficacy during a randomized field experiment.
Experts in education and economics have touted blended or fully online content delivery as a vehicle for expanding access to education (7). Experimental or quasi-experimental evidence indicates that online and blended approaches to content delivery can produce similar or somewhat lower academic achievement compared with in-person programs (8–12). These findings are supported comparisons between the modality in fact delivery within an equivalent university or an equivalent course taught by one instructor.
Yet, scaling up affordable access to STEM education requires a concerted effort across multiple universities and instructors at the national level.
Higher levels of screen time are related to a spread of health harms, like obesity and depression. Small amounts of daily screen use aren't harmful and should have some benefits.
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It may be hard for a few kids to take a seat through a whole class. Some children might need more frequent breaks than others. Include "brain breaks" in between learning. A young child may have a fast break after staying on a task for five to 25 minutes, said Linda Carling, an associate research scientist at the Johns Hopkins University School of Education Center for Technology in Education.
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