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Sunday, August 14th, 2011

BOISE ” Idaho’s Board of Education has set seven public hearings across the state on a proposal to require high school students to take two online courses tograduate.

One of the two must be an “asynchronous” course, defined as one in which both students and teachers participate in the course on their ownschedules.

“Our intent is to get all over the state as much as possible and get as much input as we can,” said board spokesman MarkBrowning.

After the public hearings, a board committee will vote on its final recommendation for the rule ” which could change based on the public input ” and that recommendation will go to the full board for a vote, likely in September orOctober.

The online requirement was part of state schools Superintendent Tom Luna’s “Students Come First” school reform legislation that passed this year. Originally, Luna pushed to require eight online courses tograduate.

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Friday, August 12th, 2011

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Thursday, August 11th, 2011

Taking classes by computer has become common at many community colleges, and today, most universities offer some online courses. Elite schools like NYU and Columbia have remained reluctant to award online bachelor’s degrees, but that has started to change during hard times: Online courses can be more cheaply produced than traditional classroom offerings.

But knotty problems remain for online education. Dropout rates are higher than in traditional courses, and educators have struggled to ensure that long-distance students don’t cheat on exams. Students have raised other concerns, from fair tuition costs to the perceived inferior quality of online coursework.

At Pace University , students can choose from nearly 600 online offerings; more than half of Pace students have taken an online course, compared to about a quarter of college students nationwide. Undergraduates can currently satisfy all their liberal arts requirements-60 credits, or half their degree hours-with online courses. A decade ago, Pace started an online degree program expressly for telecommunications workers, but this fall, the school will offer its first online bachelors’ programs for the general public, in business and computer science.

“We were starting to get inquiries from former Pace students who wanted to finish their degrees, and we decided to help them,” explains Christine Shakespeare , special advisor for strategic initiatives. To be accepted into either degree program, students must have already completed 56 credit hours at an accredited institution and maintained a GPA of at least 2.5.

The online degrees cost much less per credit hour than Pace’s traditional degree programs: $535 per credit as opposed to $937 per credit for a part-time student. (Full-time undergraduates pay a flat $16,328 for 12 to 18 credits.) “The price is competitive with what the online institutions are offering,” Shakespeare says. “We have the resources and the history of a traditional nonprofit institution, so we’d like to attract the students who have been turning to the online schools with some dubious results.”

Worse than face-to-face?

Pace’s measured approach to awarding online degrees is typical, as universities are attracted by the promises of lower costs and larger audiences but struggle with the paucity of research into whether students learn as well in an online setting.

A 2009 report by the U.S. Department of Education collected 99 studies and concluded that online instruction is slightly more effective. Yet in an upcoming study in the Journal of Labor Economics , researchers criticize the government’s conclusion, claiming it isn’t supported by “apples-to-apples comparisons” and charging that the rush to online education may come at a cost.

The new study looked at two groups of students: those who sat through live lectures in an introductory economics course and those who watched the lectures online. Hispanics, males, and low achievers scored worse online even though the lectures were delivered before large classes.

“We need to have a lot more studies, because the train is leaving the station, and we don’t have a solid knowledge of the consequences,” says one of the paper’s authors, David Figlio , an education economist at Northwestern University . “Online courses are cheaper to operate, so they may still pass a cost-benefit analysis. But it’s just not a free lunch.”

Educators appear afraid to raise any questions when their institutions offer classes on the Internet, says Rob Jenkins , an associate professor of English at Georgia Perimeter College . In a recent column in The Chronicle of Higher Education , Jenkins called online learning “the third rail in American higher-education politics: Step on it and you’re toast.”

The biggest problem with online courses, says Jenkins, is their high dropout rates compared to those of face-to-face classes. He points to studies finding completion rates in online courses of only 50 percent as opposed to 70 to 75 percent for comparable classes where the students must physically show up.

“When I was a department chair and a dean, I saw the numbers on a quarterly basis, and there were problems,” says Jenkins. “I brought it up at the time, and nobody wanted to talk about it. Looking at the current numbers nationally, it doesn’t appear that things are getting much better.”

Jenkins’s doubts are backed up by two recent studies from the Community College Research Center at Columbia University’s Teachers College. One report, following 51,000 community-college students in Washington State from 2004 to 2009, found an 8 percentage-point gap in completion rates between traditional and online courses. A previous report on Virginia community colleges showed completion-rate gaps of 13 percentage points.

“You must do everything you can to offer the classes students need within a budget,” Jenkins says. “But at some point, you’ve got to look at these numbers and ask why the overall success rates are so low. What can we do to help students succeed?”

Hope for hybrids?

The Columbia studies did find one bright spot: Hybrid classes, which mix learning on the Web with some classroom time, have much better success rates than online-only courses, though they still fall a bit short of complete face-to-face instruction. “You can’t teach everything fully online,” Jenkins says. “Being one-on-one with my students adds something to the class. Over the next two to three years, my plan is to move to hybrids, roughly half online, half face-to-face.”

This fall, New York University will roll out at least one freshman introductory course as an online hybrid model. Such courses as “Introduction to Sociology” and “American Literature I” are usually conducted in large lecture halls. But by putting the lectures online, NYU Social Sciences Dean Dalton Conley argues, professors can free up class time to dedicate to discussion and their students.

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Wednesday, August 10th, 2011

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Wednesday, August 10th, 2011

Online education is becoming a legitimate and viable option for education systems around the country. Both colleges and secondary schools are offering classes to students. In fact many states and schools are requiring students to take some method of mode of online learning. New York made major changes around seat time and face-to-face contact between student and teacher . The state’s intentions are good. They want to move away the focus from seat time, and they want to offer courses that might be hard to offer in certain areas of the state to all students. With all these innovative systemic changes, one might think we are completely on the right track. I offer a word of caution.

Online education is in danger of replicating a system that isn’t working. Yes, I wrote it. With all the potential for innovation that online education has to offer, we have fallen into the pitfall of replication. The keyword is “danger.” There is much that online education can do to innovate the education system, and much that has already been done as a result. Yet most of the actual courses and pedagogical structures that are in place are simply replicating the traditional style of education.

What’s the biggest positive effect of online education? It is causing schools to reevaluate and seek to answer the question: “Why do students need and want to go our schools?” In addition, online education is focusing on the learning, not time, a movement toward competency-based pathways , especially those championed by iNACOL , and moving conversations about student achievement in the right direction. Teaching and learning can be tailored to the specific student. Students complete work at their own pace and seek feedback and instruction as they need, rather than when the teacher decides. Students are immersed in a variety of technology tools and media, allowing for different ways to learn content.

With all these positive implications and results, what is missing? The pedagogical structures for most online courses is traditional and does not meet the needs of all students and the variety of learning styles that they come with. Although there might be a variety of media types, such as videos or music or reading, the lesson design is still in the “sage on the stage” mode, where the course knows the content and pushes it out on students. Although students might be asked to show what they know in different modalities, from a collage to a podcast, they mimic low-level performances of regurgitating knowledge for the teacher to assess. Grading practices are often poor, with arbitrary point values being given, rather than focus on the standards. Well-designed rubrics are not present for students, and if they are, the students are left to their devices to understand it. Revision mimics a typical essay from school, where only one draft is required. Although there might be discussion boards or other social media to collaborate, collaborative assessments and work are not present to create a true need to collaborate. Discussions boards, for example, are treated as a summative assessment, points in the grade book. Shouldn’t it instead be used for the purpose is was created? It should be a place where collaboration and wrestling with rigorous questions can occur, not a punitive measure to “cattle prod” students into doing work. Courses are often not culturally responsive, nor are teachers trained in culturally responsive teaching and what it looks like online.

The good news is that there are some innovators out that are truly looking at online education to implement proven pedagogical practices that seek to engage students. Some schools are using project-based learning as their focus to create a need to know the online content and demand that students innovate and collaborate together, whether fully online or in a hybrid model. Game-based learning courses are starting to be developed where students engage in missions to learn important content and skills where timely feedback and incentives are the norm. Some online courses are completely standards-based, where students are graded on learning targets, not simply time and work.

What should you take away from this? We can do better. Parents should be asking tough questions around these concerns when they consider signing up their student for online classes. Course providers should be trying new and innovative practices and consider culture in the course design. Teachers need to trained in these new pedagogical methods, so that professional resources includes not only strategies and tools for teaching online, but a push toward an innovative art of teaching. All stakeholders should be actively involved in collaborating on courses with the content developers and push back when they see “the same old thing.” Our students deserve the best possible education, not simply a replication of a system that has not served all our students.

Follow Andrew K. Miller on Twitter:

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Tuesday, August 9th, 2011

The Department of Defense’s $517-million military tuition assistance program should monitor online education programs and have a centralized system for collecting and processing student complaints, according to recommendations from the U.S. Government Accountability Office.

The GAO report, released March 1, called for greater oversight in the handling of DoD tuition assistance, which provided college funds for 526,000 military personnel in fiscal 2010, according to Maj. Monica Matoush, a DoD spokeswoman.

DoD’s current oversight policies “vary by a school’s level of program participation,” meaning the department pays close attention to institutions with large service member populations, but might provide little or no oversight for colleges with few military personnel, according to the report.

GAO said the department’s oversight procedures were “narrow in scope and lacked accountability” since distance education programs – mostly online courses – are not included in oversight reviews. Distance classes accounted for 71 percent of military higher education in fiscal 2009, according to the report.

Schools that operate on a military base are subject to the most scrutiny by DoD overseers.

DoD has announced plans to “implement more uniform oversight policies and procedures,” the GAO report said, but those changes won’t take affect until 2012.

Jim Sweizer, vice president of military programs at American Military University in Manassas, Va., said DoD would need to shift its oversight policies as the popularity of online college courses have skyrocketed among servicemen and women. In 2000, Sweizer said, about 15 percent of service members enrolled in college took distance classes. That percentage has more than quadrupled in 11 years.

“There’s been a tremendous paradigm shift in the way [higher education] operates,” Sweizer said. “Not too long ago, military involvement in distance education was extremely small.”

The prevalence of online courses among military personnel has helped AMU grow from a school of 10,000 students in 2005 to an institution with more than 80,000 students today. Two-thirds of those students are active military, Sweizer said.

According to Matoush, the department reviewed GAO’s five recommendations, “concurred with all of them and are implementing them now.

“The Department of Defense is very concerned about the quality of education our members receive,” Matoush said, adding that students using military tuition assistance can only attend colleges and universities approved by an agency recognized by the U.S. Department of Education.

Matoush said the department is crafting a new agreement with colleges that participate in DoD’s tuition assistance program, ensuring officials at those schools know that their institution must offer “student counseling, report graduation rates, participate in a review process, and clearly state student policies and procedures.”

Military tuition assistance covers up to $250 per credit hour and a maximum of $4,500 annually for a service member in college. Tuition expenditures have risen every year since 2006, according to GAO’s analysis.

Sweizer said stringent DoD oversight of online colleges could be beneficial to those schools after recent reports documenting questionable practices at popular for-profit institutions with large online student enrollment. A GAO report released last August documented some of those practices, including pressuring students into accepting loans they would struggle to pay back.

“We welcome that type of scrutiny,” he said. “There are players on the fringes of online education that need more attention [from the DoD] … This oversight is in our best interest and the best interest of the students we serve. We want to make sure DoD funds are being spent properly.”

The GAO report also recommended that DoD create a centralized system for collecting student complaints about their colleges and universities, making it easier for the department to spot common complaints and address them at several colleges, not just one at a time.

Military personnel with complaints about their college courses or tuition processing can speak with a counselor at a military base’s education center or dial a call center service. However, DoD lacks “a formal process or guidance” for when student complaints should be forwarded to the student’s military service chief or the DoD.

Establishing a centralized office for complaints logged in the tuition assistance program, Sweizer said, would help DoD officials more quickly identify persistent problems service members face in school.

“This is long overdue and really a step in the right direction,” he said. “You’ll be able to get more timely information out to the field” about challenges faced by students receiving DoD’s tuition assistance.

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Sunday, August 7th, 2011

In the past 10-15 years, online colleges and universities haveopened up the world of higher education to almost everyone,regardless of family or career obligations that can make itimpossible to attend traditional schools.

All four of Orangeburg’s colleges and universities offer atleast some level of online coursework.

Orangeburg-Calhoun Technical College began online classes in1996, and began offering online associate degrees in arts orsciences in fall 2010, said Dr. Warren Yarborough, dean of arts andhumanities. At that time, 793 people, or about 25 percent of thestudent population, were taking part or all of their coursesonline, he said.

This fall, the college will begin offering the complete criminaljustice program online, he said.

South Carolina State University initiated its first onlinecourses a decade ago and presently offers “hybrid” education, saidJoyce Blackwell, vice president for academic affairs. Students inthis program take 50 percent of their work in class and the otherhalf online.

Through the weekend college, which is expected to open in spring2012, hybrid majors will be available in programs such as socialwork, criminal justice, rehabilitation counseling and educationalleadership, she said.

According to Blackwell, online universities give schools some oftheir stiffest competition, and though she believes some studentswill always need the discipline of the traditional classroom,online education is the wave of the future. She says the universityprobably will offer online degrees within the next six to eightyears.

“If we look at the student of the future, this is the directionthat not only S.C. State University, but all colleges anduniversities are going, especially if they want to be competitive,”she said.

This generation’s familiarity with technology makes onlineeducation a great opportunity for them, Blackwell said. It alsomakes it easier for S.C. State’s students to graduate in a timelymanner, because many of them hold jobs, and they can do the onlinework around their jobs, she said.

Southern Methodist College, a small Christian college with astudent population of just more than 200, started offering onlinecourses to graduate students several years ago.

Fifteen students are now enrolled in the master’s of biblicalstudies program, Academic Dean Dr. Vic Reasoner said. As withstudents at S.C. State, SMC students are required to complete somecoursework in the traditional setting. One weekend each month, theytake classes on campus, but they’re allowed to do the rest of thework online, he said.

Claflin University first implemented online courses in the fallof 2009, spokesman Lee Tant said. During 2010-11, 33 students wereenrolled in online courses, including chemistry, musicappreciation, psychology and military science. English I and II andcomposition are being added for fall 2011.

Some may not find success

Yarborough says students in the online program must beself-motivated, independent learners, and OCtech gives assessmentsto students before allowing them to enroll in the program.

SMC’s undergraduate students are not allowed to take onlineclasses. Reasoner says students, especially undergraduates, canquickly get in over their heads without supervision by a teacherand one-on-one peer involvement.

They have to learn they can’t “just do this in my spare time.They can really get behind and frustrated, he said.

“Once students have that foundation, we feel more comfortablewith them taking online courses,” Reasoner said.

Blackwell says S.C. State prefers students to be 23 or olderbefore taking online courses.

Many younger students don’t have the discipline it takes tocomplete all the work without guidance from a teacher, she said.It’s often not easy for them to get their work done on time unlesssomeone is holding them accountable, and that’s why the universityhas been requiring students to do half of the coursework intraditional classes, she said.

Positive experience

Some local students with children and careers say flexibility isthe reason they’ve chosen the online route.

“I don’t think I would have been able to do it in a traditionalsetting,” said Shawn Smith, who’s studying at S.C. State to becomean educational specialist.

Smith lives in Columbia and works full time as a physicaleducation teacher and middle school basketball coach. She’s also apart-time aerobics instructor. Being able to do her schoolworkwhenever she has time was a major factor in choosing to workonline, she said.

“I can do it at 3 a.m. if I want to,” she said.

Smith says she has greater access to the faculty than she had ina traditional setting. The faculty is readily available to onlinestudents and gives then almost immediate feedback, she said.

The Rev. Scott Gardener, pastor of Orangeburg Miracle RevivalCenter, earned a bachelor’s degree in the traditional classroomsetting at SMC and is now is a student in the master’s program.

Like SMC’s other master’s candidates, he attends classes oneweek of the month and does the rest of his work online.

“It’s good for me – especially being a pastor – because it letsme do my studies at home and it gives me more quiet time to focusand concentrate,” he said.

Online education is a lot easier than he expected, andsurprisingly, it gives him the opportunity to interact with otherstudents, he said.

“At one time I was worried about taking online courses, but it’snot hard or difficult,” he said. “It seemed like I was in class. Weall have to reply to a question and debate it and discuss it online- about whether we agree with the author – we go back and forthuntil we come to a conclusion.”

Samantha Bolton, a student at OCtech, has one child in collegeand two still in high school. She decided to go to college 20 yearsafter high school graduation and began working on anassociate-of-arts degree in midlevel education. When she found thata course she needed was being offered only online, she washesitant.

Surprisingly, she found she loved the conveniences ofonline.

“You can do your schoolwork when you want to. It gives you moretime to do other things like work or being with your family. Itgave me time to take four classes, do some tutoring and I wassubstituting (teaching) – and still make the dean’s list,” shesaid.

Bolton says the main drawback is she misses being in class withother students.

Teddy Wolfe, chief operations officer with the Orangeburg CountyFire District, and his wife, April, went further afield to work ontheir online degrees.

He’s working on a bachelor’s degree in the science and technicalaspects of fire at Columbia Southern University in Alabama. Aprilis working on a bachelor’s degree in nursing from the University ofPhoenix.

Without the flexibility of online courses, they probably wouldnot be able to go to school, Wolfe said.

“We can do the work any time of day, at home or on vacation,” hesaid.

They’re both working full-time and have two children, ages 4 and17 months. Most of their schoolwork is done late at night after thekids are in bed. But on the nights when the kids don’t cooperateand fall asleep early, Wolfe says he and April take turnsstudying.

“And when one of us has a major test or a paper due, the otherjumps in and takes care of the kids,” he said.

According to Wolfe, he and April have positive experiences andgood interaction with their teachers.

“They respond to your work with helpful comments – they willbear with you all the way,” he said.

Costs can vary greatly

According to Wolfe, the greatest disadvantage of their educationis the cost. Since they attend out-of-state universities, they’renot eligible for a lot of financial aid. Additionally, theUniversity of Phoenix is a “for profit” school and is extremelyhigh.

“We’ll be paying for it a long time,” he said.

But other local students say they’ve found the cost of attendingonline colleges compares well with that of local traditionalclasses. They’ve found the cost of tuition is the same, and thesame federal aid is available to them.

Smith says she is actually saving money by taking coursesonline.

“S.C. State is less expensive than many schools, and I savemoney on gas,” she said.

Reasoner says SMC has found online education to be an easy wayto offer more to students for less money.

“Our overhead is lower, and we’re passing that on to ourstudents,” he said. “Our tuition is low enough that if a student isdiligent, they can graduate with little or no debt.”

Students pay about $400 per month year-round, but some endowedand presidential scholarships are available. Students who qualifyfor a presidential scholarship pay about $200 a month.

According to Bolton, she’s taking all the courses she can atOCtech because they’re inexpensive and online courses are no moreexpensive than traditional classes.

Gaining recognition

U.S. News World Report says some employers, includingstate and government agencies, accept online degrees, but othersdon’t feel they carry the same weight as traditional degrees.

The 2010 Sloan Survey of Online Learning reports the negativeperception of online education is changing. In 2003, 57 percentrated online education as the same or superior to traditionaleducation; in 2010, that percentage had risen to 66 percent.

Local business and industry leaders say they don’t view onlinedegrees any differently than they do traditional degrees.

Michael Johnson, chief executive officer at Cox Wood, says hedoes have some skepticism about online degrees but would not allowit to affect judgment if a qualified applicant with an onlinedegree applies for a job.

“As a general rule, I would be more concerned about theinstitution behind the degree rather than the format in which itwas earned,” he said. “I am less skeptical about provenuniversities offering online degrees. Also, the topic in which theyearned their degree would have an impact on my decision.”

Gregg Robinson, executive director of the Orangeburg CountyDevelopment Commission, says that he’s hired applicants with onlinedegrees, and he looks for the credibility of the program and thecollege or university and how the institution looks at thecandidate’s qualification.

He says students who know what field they’re going into shouldchoose a school that specializes and is accredited in that area. Astudent who doesn’t know what his degree is going to be in shouldselect a recognized university for a general degree, he said.

Robinson says he agrees that people sometimes have asubconscious, negative attitude toward online education, but that’schanging and it’s becoming more acceptable.

“Once we get through that mindset, it will be much moreacceptable as people understand they are not a mail- ordereducation,” he said.

Contact the writer: or803-533-5529.

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Sunday, August 7th, 2011

Leading online education provider VectorLearning has received funding from private equity firm LLR Partners.

Tampa, FL (PRWEB) August 02, 2011

“I believe this investment and our partnership with LLR is a very important milestone in the history of VectorLearning,” says CEO Tom Wallace. “I am extremely bullish about our business, our team and the eLearning industry, and we are excited to work together with the outstanding people at LLR to take VectorLearning to the next level. Our relationship with such a prestigious investment firm better positions us to expand our market share in the eLearning industry.”

Renowned for its superior online education solutions tailored to post-acute healthcare and design and construction professionals, VectorLearning will benefit from LLR Partners’ unique investment expertise in education and healthcare to build upon its success in the eLearning market.

“LLR is thrilled to invest in VectorLearning and partner with management to continue the company’s strong growth and market leadership,” says Scott Perricelli, partner at LLR Partners. “VectorLearning is well positioned to continue to capitalize on the corporate training shift to high-quality, affordable online education. Management has done a tremendous job building an industry-leading platform and business model capable of supporting significant future growth.”

VectorLearning will focus on organic customer growth in its core industries as well as targeted acquisitions of online education providers both in its existing industries as well as new, highly regulated industries.

About VectorLearning

VectorLearning sets the standard for excellence in online continuing education and training for licensed and certified professionals in the engineering , architectural, construction (AEC) and post-acute healthcare industries. With an online library of more than 1,500 fully accredited courses authored by over 200 subject matter experts and spanning all 50 states, VectorLearning serves more than 300,000 working professionals. The recipient of numerous community honors and industry awards, VectorLearning was founded in 1999 and is headquartered in Tampa, Florida. For further information call 1-866-546-1212 or visit .

About LLR Partners

LLR Partners, a leading private equity firm based in Philadelphia, PA, provides capital to middle market growth companies with proven business models in a broad range of industries including healthcare, financial, consumer and business services, information technology, specialty retail and education. With over $1.4 billion under management, LLR is flexible in its approach, taking minority or majority positions, and leading transactions ranging from expansion and growth capital to shareholder recapitalizations and buyouts. For more information about LLR, please visit .

# # #

Jack Slye – Vice President
LLR Partners
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Sunday, July 31st, 2011


Contact: Laura Lewis, President , World Education Council, chemin de la Pecholettaz 6a, 1066 Epalinges, Switzerland,, ph +41225753770

WEC Certified Distance Learning Courses Guarantee Excellence and Insure Students Quality Education

Special Pricing Offered to Course Providers Who Desire WEC Seal

GENEVA, July 26, 2011 /PRNewswire-USNewswire/ — The World Education Council (WEC) has established the global standard of excellence for online education. To maintain that standard, WEC now certifies educational courses that meet specific criteria for quality and value to learners. The WEC Seal of Excellence is awarded to online educational courses that pass a rigorous independent evaluation based on transparent, objective standards.

“We have found a standard was needed in the distance learning and online educational platforms,” said Laura Lewis, president of WEC. “With so many new elearning courses being created and offered to students around the world, particularly those looking for ways to add more credentials to their educational portfolio, which in turn could improve their chances for securing better employment, the WEC offers a type of “insurance” that courses are worth the time and money they are investing in them.”

The World Education Council has a particular interest in courses that focus upon the sustainability, green, renewable energy and health oriented arenas. Courses recently certified by the WEC include Green IT – Information and Communications Technology for a Sustainable Future; Green Business Sustainability Professional; Sustainable Ecotecture and Environmental Development. Courses awarded the WEC Seal may display the WEC Seal of Excellence wherever listed, assuring students that the course meets optimal requirements. A certificate of excellence for each course is also provided and awarded to the course provider or course designer.

The World Education Council, a Geneva-based, not-for-profit organization, is dedicated to assembling the knowledge capital, the resources and the technology to enable any person, anywhere, to reap the benefits of education . “WEC has established the certification program in support of education as an avenue toward better health and well-being, productive and sustainable livelihoods, and a hope for future generations . Certification will be awarded to courses that further that mission,” said Lewis.

From now until August 31, 2011, the WEC is offering a special promotional price for each course that is certified. Typically, the fee is 1250 euros, however, if courses are submitted for review prior to September 1, 2011, the reduced per course rate is 199 euros. A further reduced rate for bulk pricing is available for multiple courses submitted from one course provider.

More information about the World Education Council may be found at .

SOURCE World Education Council

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Friday, July 29th, 2011

MediaTrust successfully expands reach into online education marketing vertical while maintaining competitive eCPAs and advertiser satisfaction. Success documented in recently released online education marketing case study.

Los Angeles, CA (PRWEB) July 27, 2011

“Since MTPX’s inception, we’ve emphasized our quality traffic and partner collaboration. We realized they were integral components to a successful advertising exchange,” said Keith Cohn, President of MediaTrust. “As seen through our recent online education case study with AcademixDirect, we’ve stayed true to what we initially envisioned with the MTPX: quality traffic that delivers high conversion rates and competitive eCPAs, as well as a thorough Partner Management team that’s willing to go above and beyond. With the foundation of our PerformanceExchange soundly laid, we are sure we will continue to see positive results and advertiser satisfaction. It’s with this confidence and optimism that we venture into new marketing verticals, with the hope of establishing new and lasting partnerships.”

In MediaTrust’s recently released case study, “AcademixDirect wins with MediaTrust’s PerformanceExchange,” MediaTrust worked with the online education lead generator to successfully increase leads and lower eCPAs. MediaTrust’s Partner Management team worked closely with AcademixDirect to ensure quality traffic, generated through compliant means, was being delivered to their campaigns. After careful analysis, AcademixDirect’s campaigns were optimized to increase ROI. As explained by AcademixDirect, “We appreciate [MediaTrust's] high quality traffic, all of the help that [they] have provided us in the last few months and, above all else, [MediaTrust's] no tolerance compliance policy… We exceeded our goals and look forward to growing our partnership with MediaTrust!”

Having successfully established a market share within the online education space, MediaTrust is now extending its reach into newer markets. Insurance, finance, and home improvement are just some of the verticals MediaTrust plans on diving deeper into. Several categories up-and-running within the insurance, finance, and home improvement verticals include: Health Insurance, Auto Insurance, Credit Score and Reporting, Credit Card, Auto Loan, Home Repairs and Improvements, Landscaping, Bathroom Remodel, and Home Loan Refinance. Many more categories within these verticals are expected within the next few months.

MediaTrust encourages any advertisers interested in learning more about the MTPX to contact the MediaTrust Advertiser Sales Team at .

About MediaTrust

MediaTrust makes pay-for-results online advertising easier and more cost-effective. MediaTrust offers an innovative online technology platform, supported by best-in-class service. With access to the best lead gen/ direct response advertisers and quality affiliate publishers in the performance marketing industry, MediaTrust enables its partners to easily create and deploy pay-for-performance marketing campaigns that deliver clicks, leads and sales.

For the second consecutive year, MediaTrust has been named to Inc500s Fastest-Growing Companies list, by Inc. Magazine, for 2009 and 2010. Founded in 2004, MediaTrust is headquartered in Los Angeles, with offices in New York City.

For more information on MediaTrust’s PerformanceExchange, please visit: , or follow the company blog: MediaTrust news and updates can also be found on Twitter ( ) and Facebook ( ).

Lauren Ishimaru
(805) 290-4575
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