Classroom of the Future: The Rise of E-Learning in a Post-COVID-19 Era

Classroom of the Future: The Rise of E-Learning in a Post-COVID-19 Era

The online education industry has shown significant growth over the last decade, offering millions of people worldwide the opportunity to gain new skills from the comfort of their own home. The recent COVID-19 outbreak has encouraged this trend by placing E-learning in the spotlight almost overnight as many suddenly had to work and learn while under strict lockdown measures.

Even before the outbreak, the E-learning industry was skyrocketing with the market expecting to reach a whopping $350 billion by 2025.

We set out to better understand what the E-learning landscape looks like in 2020 and just how big of an impact the current pandemic has had on this growing industry. We surveyed online teachers from 40 different countries inviting them to share how the crisis has impacted them and what they believe the future of E-learning holds once the outbreak subsides.

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E-Teaching Offers a Great Way to Earn Extra Income

Our report uncovered that the earning potential for teaching online is an attractive aspect that is quickly pulling in teachers worldwide. Based on our results, 77% of foreign language teachers have made online teaching their primary source of income, compared to those who teach professional skills (52%). While many professional skills teachers have recognized the earning potential and made it their sole source of income, half of them also have another job, giving their monthly salary a nice boost.

In addition, it’s very interesting to note that once the pandemic is under control, around 90% of E-teachers said they would indeed consider making online teaching their primary source of income.

online teachers income

To discover more insights and trends on the E-learning landscape in 2020, how to kickstart you career as an online teacher or instructor, and why 90% of E-teachers would consider making E-teaching their main source of income, download the report today.

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