Next Generation Education - a new market research report on companiesandmarkets.com
PR-Inside.com: 2014-04-04 06:57:01
Video conferencing is transforming the provision of education services. It is helping to meet familiar challenges in the education sector and is creating new opportunities for collaborative learning.
Virtual learning is on the roadmap for most educational institutions and is gaining traction in schools and universities across Europe, but adoption amongst schools lags behind universities.
Although the price of endpoints is declining, cost persists as a significant barrier to adoption.
Mobility is becoming a key component of video solutions in education, primarily due to the rise in popularity of distance learning programmes.
Video conferencing in education is at the early adopter phase. The market is mainly being driven by third-level institutions while adoption among schools remains at a more nascent stage.
Vendors have reported that they view the United Kingdom and Germany as the largest markets in terms of size and opportunity.
Connecting disparate campuses across vast distances is a priority for universities in Russia and the Nordic region. Adoption here is predicted to increase rapidly.
The large number of universities and research institutions in Switzerland and the Benelux region leave these markets ripe for further expansion.
Third-level institutions are expected to continue to account for the vast majority of educational institutions´ spending on video conferencing infrastructure and endpoints.
Diverse sources of funding and multiple use cases for the technology make these institutions much better positioned to adopt video conferencing solutions. Moreover, most universities have already well-developed IT systems and the staff and support to integrate and maintain these systems.
In contrast, schools are much more limited by their sources of funding. They are inclined to be risk averse when it comes to technology and use cases are more limited.
Any IT infrastructure is typically small, as are the resources to support it. As a result, adoption by schools will be much slower than is the case with third level institutions.
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