Forward
MBC Group is a company that designs, creates, and helps implement training and educational programs for schools, organizations and industry. In this RFP, we plan on outlining a few of the key issues that we will be looking at when designing and implementing an online training and educational program for Fithian International High School. We believe that our proposal is one that will not only meet the current needs of Fithian, but will also be created in such as way that it will allow us to easily adapt and change the format of the courses to not only meet the needs of Fithian, but also meet the specific requirements of the instructors and students while also allowing us to update the courses and the technology used within them as new technologies become available. We believe that our proposal is grounded with research that will prove that we are ready and able to meet the needs of Fithian International now and for many years to come.
Chapter 1 – Historical and Conceptual Foundations
When one normally looks at education or thinks about education, the first thing that comes to mind for a lot of people is sitting in a classroom with a teacher standing at the front of the room giving a lecture or the given instruction for that class. That is what education used to be, now in our ever changing world, education is not just a teacher standing in the front of the room telling the students how to do something. Now education involves much more interaction with students and finding ways to meet their educational and learning needs. Education has evolved just as the world has evolved over time and is still evolving.
Most educational experiences in the past have been in a face-to-face environment. This type of learning is a great system. The students and the teacher have the opportunity to learn more about each other and how to work with other people. They are also able to learn by asking questions and getting immediate answers. However, this is not the best learning environment for all students. Especially as students are getting older, their interests and other commitments start to factor into what time they are willing to allot for their education. We must all realize that these other factors in people’s lives are also important, not just the time they spend sitting in a classroom learning.
There are several different types of electronic learning or e-learning that we can implement in educational and training needs. In many cases, there are several different organizations that have already implemented e-learning types of requirements and expectations for their employees and workers. The exact form of e-learning can vary greatly depending on how the administration would decide to implement a e-learning program within our school setting. Before deciding the type of program to implement however, we believe that we must first look at the different types of programs and understand their differences.
A web-facilitated environment would be a learning environment that is very similar to a traditional face-to-face course but where information is posted on a web-site for students to download or go to in order to receive information. A blended or hybrid course uses the internet for a large portion of its learning environment, but does require a number of face-to-face meetings or required on-line chat or discussion groups. A totally on-line course is one where everything contained in the course is delivered through the internet. Students gather all of their information about course requirements, assignments, and expectations through a website that they then also use to either submit their information or ask questions of other students. In this type of environment, there is no actual face-to-face contact with other students or the instructor. After looking at this, we propose implementing a web-facilitated type of e-learning environment.
As we, the MBC Group, look at Fithian’s outlook on what they want to see in their employees along with their students and what the training needs are currently and are going to be in the future. We believe that we will be able to create an approach to learning that will meet the educational needs that the administration and management is looking for but that will also meet the needs of your employees. When looking at the diversity of any population, we believe that you need to give multiple learning opportunities in order to meet the needs of all learners. With this in mind, we propose that we set up an online training program. By doing this, you will offering your students the opportunity to choose which courses will will best meet their educational needs while also teaching them how to adapt to the ever changing world around us. As we all know, the world is always changing and if we are unwilling or unable to keep up with it, we will be lost or left behind. No one wants their students to be left behind. This is why we plan on creating a learning environment that will not only meet the needs of your employees and students, but also push them into a new learning environment that many of them have never experienced before, but will in the end, we believe become the educational system of the future.
Chapter 2 – Learning Theory and Scholarship of Distance Education
“Good education, whether face-to-face or online, should be meeting the needs of the individual learners; connecting them with content, resources, and the ideas of others; “making it real” by providing authentic assignments and projects; and providing guidance with independent leaning skills” (Kachel, et al (2005) 17).
When looking at what kind of learning and training we would be setting up for Fithian, there are several things that comes to mind. The most important questions, we believe is what kind of learners and instructors are we going to be dealing with? By answering this question we will be better able to design a distance educational program and structure that will meet the needs of your students.
As one looks at the different theories with and ideas about distance education, we must always keep in mind that we are dealing with people, not objects. With this in mind we must realize that each student and each teacher brings their own knowledge, skills, and attitudes to the learning environment (Boettcher, 2007). This is why no two learning experiences are exactly alike. Each student will take with them different knowledge. One way we can adapt what is done within the learning environment to make it more individualized for each student is to simply ask them what they already know and then as teachers try to build off of this knowledge that the student already has.
As we design a program of distance education, we must realize that many of the students will turn to this alternative due to the convenience. Education is becoming “any time, any place, any path, any pace” this is the kind of program we are hoping to design (Russell, 2005). By doing this, more of our target audience will be willing to continue their education and work in classes that may never have thought of sitting in before, but due to the chance to do it on their time and at their pace, they are more likely to try it.
I propose that when designing the specific program for Fithian that we look at setting up a program that is based upon a combination of a Learner Centered and Assessment Centered approach. By doing this, we can we take the aspects of the learner centered where we would have the capacity to support individualized and community centered learning activities and combine it with the assessment centered where we can take multiple time- and place-shifted opportunities for formative and summative assessment by self, peers, and teachers (Anderson, et al, 54). By doing this we can create a program that will be more flexible for the learners. They will be able to work on things at their own pace and in their own time. The will not be restricted to one specific time and place to do their learning.
By having an approach such as this, we would be able to offer multiple learning opportunities for the students. We would offer within each course individual components along with group or collaborative components. The collaborative components would vary based upon the course, but would include items such as discussion groups, writing as a group, and online meetings where the students are able to ask questions of the instructors and get feedback from other students.
With an approach such as this, we believe that the students will be working in an environment that will be as close to a traditional classroom setting as possible, but without a physical classroom. In doing this, the students will be able to still learn about the other students in the course but be able to work on assignments when it is convenient for them.
Chapter 3 – Learning Technologies and Digital Media
As we begin to look at the technologies and approach to teaching the learners at Fithian, we looked as several different aspects of learning. There were several important ideas and concepts that we want to include in our educational experience. We feel that by including these concepts and ideas we will be better meeting the needs of all of our learners.
We are proposing a multimodal approach to teaching. The educational experience needs to be more than students opening information on the internet or computer, reading it, and answering questions. The learners of today expect more interaction between them and the others students and instructors. They are also expecting more than just reading and writing. They want to be entertained and asked what they think about topics. Learners don’t want to just be lectured anymore.
Before we begin giving specifics about how the courses will be set up, we must first select the appropriate technologies using a simple four step process (Simson, 115). With this process with will first assess the technologies that you will be making available to your students while at the Fithian International School along with what technologies they currently have available to them while at home. This will help determine what is we set up for your students in order for them to be successful. Secondly we will sit down with your administrators and see what are the exact learning outcomes they have in mind for each course. By doing this, we will know in advance exactly what you want to be taught and what the students should be able to successfully do once the course is completed. Once the learning outcomes have been identified, we will make sure that the learning experiences match the appropriate technology that we have available. The last step will be to prepare the learning for the delivery through the digital media we have selected for each experience.
The experiences that we are going to include in the educational experience for your students will be very similar for each course they take but will be changed so that they are specific to each course taken. We want to have TEL – technology enhanced learning – which means that the technology that will be available to the students is meant to take the learning experience to a higher level. Thus as you look at the cone of experience, we will be moving the ideas and concepts from a less abstract or concrete way of thinking to becoming more abstract as you move within the course and training models (Simonson, 93).
We are creating a course where the students will have to actually leave their current environment but will still be able to go and see objects and how things are created and made. We will be doing this through virtual field trips, where the students can see what is going on and feel as if they are really there by watching it through an internet connection. Discussion boards will also be used so students can ask questions of other students and the instructors without feeling put on the spot. Other students or the instructor will be able to answer the questions and give feedback to the questions either in real time (synchronously) or later when they are able to log in (asynchronously).
Part of the courses will have parts that are pre-recorded so that the students will be able to open these segments whenever they need to refer back to items discussed or when it is convenient for them. We will begin the courses with two way audio with graphic capabilities so that students are able to talk to each other and present information to the group as whole or the instructor is able to do this without having the students be together in one physical location. As the course progresses and the technology and funding we have progress we can also change this so that it is not only two way audio but also two way video. By doing this everyone will be able to see other no matter where they are located. Instructors will be able to see the students and have them to presentations that are not just audio based, but also video based. Plus, we feel that this may help some students by being able to put a face with a name and voice.
As we look at what kinds of learning technologies and media we currently have available through Fithian we are hoping to start this multimodal approach on a small scale and make sure the students and instructors are comfortable with the basics first. Once we feel all are ready for the next step we will start to integrate more components into the courses. We plan on starting the courses with some basic aspects of technology such as synchronous chat, asynchronous discussion boards, and podcasts that the students will be able to listen to in order to gain information. As the students progress through the courses and the instructors become more comfortable with the technologies that are being used, we will ad the use of programs such as elluminate where the instructors and students will have available to them two way audio with graphics. Within elluminate there are several different options that we can build upon as the participants become more comfortable with the software. We can add video and even application sharing so that they can work together on projects and see what the other participant has done or is doing. This will allow students to work on projects in a group format without having to be in the same physical location at all times or rely on email or chat sessions. They can sit and “talk” through the program.
With all of these options, we believe that we will be able to deliver an educational program that will be able to adapt as technology changes and also adapts as your learners and instructors adapt to these technologies. We do not want a single way to teach and present the information; we want to have several different experiences to be available to your students and instructors in order for all the them to have the best educational experience possible.
Chapter 4 – Instructional Design
“Online instruction is more than a series of readings posted to a Web site; it requires deliberate instructional design that hinges on linking learning objectives to specific learning activities and measureable outcomes.” (Oblinger, 2006, p 15)
I believe this quote sums up online instructional design. When designing an online course we must look at differently than if we were looking at it in a more traditional setting. If we begin to think of the web as a new medium for instructional delivery and not the instruction this is the key (Anderson, et al, (2004) p 181). We need to look at the content that we are to be teaching and adapt our instruction to it, not just take a traditional classroom of information and put it onto the internet.
I propose that we take a team approach to planning and designing our courses. We create each course with the help of the instructors, web designers and instructional designers. By involving different people, we will be able to have each piece focus on what they know and merge all of there expertise into a fully functional course. In this design we will be pulling from the quality framework that Chao, Saj, and Tessier discussed in their 2006 article Establishing a Quality Review for Online Courses. In this they discussed six different pieces to the puzzle that create a quality web-based course.
First by using curriculum, web, and instructional designers together we will be able to design a course that if functional and meets all the needs of our students. They will be able to look at what is to be taught in the course and what will be the best way to present it to our students. In doing this, they can also insure that the students will have authentic tasks related to the course. These authentic tasks will enable the students to see how they will actually be using the knowledge that they are gaining in the course and make it more relevant to their lives and result in more buy in from the students, thus enhancing the educational experiences.
By looking at exactly how the course will be presented gives us the opportunity to look at how the teaching will occur and what forms of help will the instructor need to do. How exactly will they be facilitating the learning of their students? For each course we will have to make modifications so that the learning outcomes meet what the administration at Fithian wants.
There are several key components to each course we will be working on for Fithian. The first component is an interactive syllabus. By having a syllabus that is not static, but changes and shows the students how each piece they are working on fits into the big puzzle, we believe that they will have a better understanding of why they are expected to complete different tasks and how the information will be used.
Secondly, how are we teaching this course will be looked at? We will decide if this is a course that will be more student centered or instructor centered. If it is instructor centered then the instructor will be making all the decisions on where the course will lead, whereas if the students are the center then based upon their knowledge and questions, the course make take a different path. Both courses will lead to the same end point, but they will reach it by taking different paths. We want to make sure that all of the content that we give students will be something that they will be able to use and transfer into their daily lives.
Finally, we will look at the actual student make up of the course. By knowing the number of students that we will be allowing into each course, their background knowledge with technology, and their abilities, we will be able to design a course that fits all their needs and comfort levels. By doing this we will be able to design a course that will allow the instructors and students to still have some personal interaction and will help meet the needs of the students while still balancing these needs with Fithian’s expectations and instructional needs.
At MBC Group, we believe that if we keep all six puzzle pieces in mind as we design each course, we will be able to meet the educational needs of all of Fithian’s students while still meeting the needs of Fithian. The key will be to look at each course independently while using the same basic questions so as to have a cohesive learning environment that the students will become comfortable using while still meeting the expectations that Fithian has set out for us.
Chapter 5 – Teaching and the Role of the Instructor
When looking at the role of the instructor within a classroom, whether it is a traditional face-to-face course or an online or distance course, the role that the instructor has is changing. At MBC group, we will make sure that we acknowledge this change so that the instructors are fully aware of what the expectations are for not only them but also the students.
As simply stated by Anderson and Elloumi, there are three sets of qualities that define an excellent e-teacher. These qualities are first that they are just an excellent teacher, second is technical skills, and third is that they are resilient, innovative, and have perseverance like all other pioneers in new fields (Anderson & Elloumi, 2004, 290). We see these skills and qualities as being extremely important. If you take a teacher that is mediocre in a face-to-face setting, that does not mean they will be any better in an online setting. We will first look at the best teachers and only the best as possible teachers within the environment that we will be creating for Fithian International. We will then be looking at this pool of teachers and see which ones have the technological skills and desires. If a teacher is not motivated to teach using the technologies that we will be using, then we don’t believe they will be an effective teacher. Finally, even if the teachers are not familiar with the technologies, but are willing to take the time to learn how to use them effectively, we will be working with teaching them how to use the technologies before we put them into a course as an instructor.
Once we have the instructors selected, we realize that there is more to teaching than just lecturing and grading papers if you will. Teachers have many roles that they must play in classroom now. We want the classes that we will be creating for Fithian to be a student-centered classroom and not a teacher-centered classroom. This means that the teachers are not the center of attention, but they are there to help guide the students into learning and exploring things on their own. As eloquently stated by Headley, we see our instructors having five different roles. We see these roles as space planners, pacesetters, hosts, connectors, and mirrors (Headly, 2005).
These five roles all work together to form the student-centered classroom. The teachers are the ones that are then behind the scenes more. As space planners, pacesetters, and hosts the teachers are there to start conversations and give items to the student to think about and work on. They are there to keep them on task and on topic. They are not the ones creating all of the conversations, but they are watching them and giving their opinions and fueling the conversation when they believe they need some additional information. They are letting the students do most of the talking. As the connector, they are making sure the students see a connection between what they are learning and discussing and their lives outside of the classroom. They are trying to make sure to answer the question that a lot of students have of “How will I use this in my life?” or “When will I ever use this in my life?” They are giving students those ideas and visions of how things are useful and not just something that you learn for a test and will never use again in your life. Finally, as the mirror, they are looking at what the students are actually doing within the class. They are looking at their assignments, tests, quizzes, and posting to see what the student is understanding and having difficulties understanding. Once they have looked at these things, they are giving feedback to the students in a timely manner so that the student can see what they need to focus on or how to correct something that they have been doing incorrectly. They are there to encourage the student, to make sure that they don’t give up.
We, at MBC Group, really see the teachers within our courses as being like a coach of a team. They are there with the team at all times, but they are not out on the field or on the court with them during the game. They are there on the sidelines watching and giving advice on how to make the plays and point them in the right direction. They are not the ones that are the star of the game or show that has all the attention on them, but they are a support to the team of students making sure they accomplish the tasks they have been sent out with.
Chapter 6 – Learning and Learners
The students are the core to successful distance learning experiences. Quality learning experiences of students not only depend on the efforts and preparation of the instructors, but also are largely determined by the efforts and preparation of the distance learner. (Simonson, et al (2009), p 180)
When looking at how to teach online or e-courses from the instructor’s point it is quite easy. We have instructional designers and curriculum specialists that help organize and plan out the courses for the educators and then teach them how to use the different technologies that they will be expected to use during the course. The question then arises, what about the students? Who is going to help the students learn how to become successful online learners? This is where MBC Group is different. We plan on not only helping teach the teachers, but teach the learners how to be effective and successful online learners.
According to different studies, the piece that most online learners miss from a traditional classroom setting when they move into an online setting is the face-to-face contact. It isn’t that they need to physically see the other students and the instructor, but the ability to get to know the different students and instructor within the course. We want to change this. We will encourage our students to not only use the discussion boards and blogs for topics related to the courses they are taking but to also talk about their experiences within the course and about themselves. By doing this, we believe that the students will be able to learn more about each other and it will close the gap between the traditional face-to-face classrooms and the online classrooms.
As Stodel and MacDonald recommend from their studies, we plan to implement several of their suggestions on how to help e-learners (Stodel and MacDonald (2006) p 17-19). We plan on creating environments that are more spontaneous so they are not so cold and calculated like some learners thought. We will also first help give the new e-learners some tips and trick on how to become effective online learners. Most importantly we will set up all our courses to first outline the expectations for the students in the course and the instructors in the course and post them where they can be referred back to at any time the student or instructor needs to. We believe that by doing this it will make both the learner and the instructor more aware of what they should expect out of each other. Finally, we want to first learn from our learners on how they feel they can best learn and try to adapt part of our courses to meet the needs of the current learners within the course.
As discussed by Carliner in his article Ten Tips for Getting Learners to Take E-Courses, if we want to encourage our learners to take these courses over traditional courses, we must give them some assistance and guidance. We propose having an advisor help the learners select the courses that will be the most useful and applicable to their situations. We believe that this will help the students see how what they are learning is relevant to their lives. However, we will not only provide counseling for what courses to take, but also technical support to help students with problems with hardware or software problems they may be experiencing. We will also set up a program so that students will receive a certificate showing that they have completed the course and a certification program where after finishing a series of courses, the student will receive recognition that they have completed an approved program. By doing these things and having the management be the ones that hand out these certificates, the students will see that the management believes in what they are doing and wants others to strive for these same accomplishments.
The overwhelming factor that we must all remember is that each person is unique and the way that they learn best is unique. What we must do is try to make the learning experiences for each one of our students unique but without reinventing it and creating a course that is special for each student. We want to take each course and change it slightly once we learn more about our students in order to make it fit into each of their lives. We want our learners to apply what they are learning in each course into their lives. By doing this, we believe they will be better able to understand why we are teaching them different topics and how they apply to their personal lives. What we all have to remember is that “online learning only enhances a focus on the learner as an individual within a community of learning if individual differences are acknowledged and addressed in the design of learner support services” (Anderson and Elloumi (2004) p 383).
Chapter 7 – Management, Administration, and Policy
A distance learning leader is a visionary capable of action who guides an organization’s future, its vision, mission, goals, and objectives. The leader guides the organization and its people who have faith in the leader, and have a clear understanding and acceptance of the organization’s worthwhile and shared vision and goals. A distance learning leader has competence in knowing, designing, managing, leading, and visioning distance education. (Simonson, 2004, p 48).
When you look at the above statement it makes you stop and think for a moment. The role of the administration is not as easy as you may think. The administration within any organization has a lot of responsibility. They need to make sure all of the goals within the organization meet what they are actually doing. As a Fithian moves from a traditional fact-to-face training program into a distance or online training program there are a lot of areas that the management and administration will have to keep in mind. We, at MBC group, are ready to help you organize all of these areas and look at them while still keeping your training needs, vision and goals in mind at all times.
The first item that management must address is the planning process. Before we design and implement all of our courses for Fithian we will need to help the management look at several different areas and address our findings. Some of the areas that we will be looking at include the compatibility of the distance education learning program with your institution’s values, goals, and mission statements, the readiness of the technology infrastructure within Fithian and what will need to be changed to support it, readiness to support faculty teaching online course and programs along with support to students. We will also be looking at the plans to market the courses and what quality control standards are in place or need to be put in place for the courses. Most importantly before we market the programs what will be the tuition rates and fees that you will be charging in comparison to a financial analysis of what the on-going costs will be (Simonson, et al, 2009, p 328-329). All of these items will be addressed as we sit down and plan out the final details before we implement our programs.
As suggested by Magjuka, Shi and Bonk in their research there are six factors that we must all consider when planning and developing online programs and courses. We must keep in mind (1) the vision of the organization and their plans, (2) curriculum, (3) staff training and support, (4) students services, (5) student training and support, and (6) copyright and intellectual property (Magjuka, et al, p 2).
Within these items in mind, they also give us ten design and administrative issues that we will sit down with the Fithian administration to address as we continue our planning and implementation process. These ten issues are:
We believe that once all of these questions have been answered and addressed by the management, that the programs that will be developed will be on the way to being some of the best in the country. However, these are still some additional issues that we must make sure to address specifically, most importantly, the issue of copyright.
Intellectual property and copyright is an issue that all educational institutions must address and be aware of. We want to make sure that everyone at Fithian is aware of what the current copyright laws are and also make sure that they are kept up to date on any copyright law changes. We believe that by first educating the teachers on the laws that they can then better education their students on what is legal and what is illegal. Also, it will make the teachers better aware of what they are doing and if it is legal or not.
Copyright laws are changing and keeping up on what we can and can not do is a struggle for everyone. We believe that the management should make sure that they are aware of what the law is and then educate the faculty. By doing this, the faculty will not be able to say the “didn’t know” that what they were doing is illegal. Yes, we know that most educators know what is in the TEACH Act regarding educational use, however this does not cover everything that teachers may do within their classrooms. We believe that everyone involved in the online training that we will be developing should be aware of what is covered and what is not covered. We also want them to know what they have to do and what we have to do in order to obtain permission to use copyrighted materials that are not covered under the TEACH Act (Simonson, et al, 2009, p 315).
We believe that as Mayberry so eloquently stated in his article Fail to Plan – Plan to Fail that “its necessary to examine what you need to do to avoid project pitfalls and keep all systems on track.” This is what we at MBC Group plans to do. What want to take the time to plan and look at all of the issues and then create an online learning program that will fit all of the needs of Fithian International not only for the present time, but that will be able to adapt and change as you grow and expand.
Chapter 8 – Research and Evaluation of Effectiveness
The best way to find things out is not to ask questions at all. If you fire off a question, it is like firing off a gun – bang it goes, and everything takes flight and runs for shelter. But if you sit quite still and pretend not to be looking, all the little facts will come and peck around your feet, situations will venture forth from thickets, and intentions will creep out and sum themselves on a stone; and if you are very patient, you will see and understand a great deal more than a person with a gun does (Huxley, 1982, p 20).
Taking the time to plan how to do something and what you questions you need to ask are just as important as the questions and the answers that you will be given once you ask the questions. Taking the time to evaluate a course or a program is extremely important if you want to have success within the course not only for the program but also for the instructors and the students.
There are several key issues that an institution must look at when evaluating a program, course or instructor and there are several different ideologies behind the evaluation models and philosophies. MBC Group does believe that when evaluating anything you must look at all the parts involved and not just one single part. We look at the macro-level, meso-level, and micro-level as discussed by Hew, Liu, Martinez, Bonk and Lee in their study (Hew et al 2004). When looking at these three levels the entire program, specific courses, and learners to be more specific we believe that you get a better picture of how each piece works in relation to the whole. We do however also like to use within this basic structure the AEIOU approach (Simonson, et al (2009) p 352-354).
With the AEIOU Approach we are using quantitative and qualitative methods of evaluation. We will be looking at information related to the implementation of the project and information about the value of it and its activities. With this approach we are looking at five different areas: Accountability, Effectiveness, Impact, Organizational Context, and Unanticipated Consequences.
When looking at just what the AEIOU stands for it may be hard to understand what each actually means when looking at evaluating a program or a course, as a result, we want to give a brief explanation of each. With accountability we will be asking the question of did the project planners and designers do what they said they were going to do? With regards to effectiveness, how well done was the project? Did the project, course or program make a difference or have the desired impact? Organizational context refers to what structures, policies or events in the organizational or environment helped or hindered the project in accomplishing its goals. Finally, when we look at the unanticipated consequences, we are looking at what changes or consequences of importance happened as a result of the project that were not expected (Simonson, et al (2009) p 352-354).
Even with all of these ideas and concepts in mind, we want to make sure that our courses and programs are in line with the National Education Association (NEA) and Western Cooperative for Education Telecommunications (WCET) best practices documents within the United States. These two organizations believe each program’s educational effectiveness and teaching/learning process should be assessed through an evaluation process that uses different methods and several different standards. Secondly, they also believe that when exam are used they should be written to include firm measures for student identification. Third, there should be data on enrollment, costs, and successful or innovative uses of technology which are used to evaluate a program’s effectiveness. Finally, we need to look at the intended learning outcomes and other overall program effectiveness measured. (Anderson, et al (2004) p 421).
MBC Group’s main focus on evaluation is looking at how we can improve our products, services, and make our products fit the needs of our customers. We want to look at what is available and how we can make our products and services even better. We are not able to do this without ongoing evaluations and performance reviews. We want to make sure that all of the programs and courses that we design for you meet all of your needs and wants. We always welcome feedback from the companies, instructors, and students that use our courses and are in our courses. If we did not receive this feedback, we would not know how well things are working or what needs to be changed in order to make the courses work they way they were designed to work or the way our customers want them to work. We believe that if you stop evaluating and making needed modifications to your courses that you will be left behind and be selling outdated products. We want to stay on the forefront of online learning and make sure our customers get exactly what they have asked for and more!
References
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