6.7 million students are currently enrolled in online classes. In 2009, 44% of post-secondary students in the USA were taking some or all of their courses online, which was projected to rise to 81% by 2014. Although a large proportion of for-profit higher education institutions now offer online classes, only about half of private, non-profit schools do so. Private institutions may become more involved with online presentations as the costs decrease. Properly trained staff must also be hired to work with students online. These staff members need to understand the content area, and also be highly trained in the use of the computer and Internet. Online education is rapidly increasing, and online doctoral programs have even developed at leading research universities. Although massive open online courses (MOOCs) may have limitations that preclude them from fully replacing college education, such programs have significantly expanded. MIT, Stanford and Princeton University offer classes to a global audience, but not for college credit. University-level programs, like edX founded by Massachusetts Institute of Technology and Harvard University, offer a wide range of disciplines at no charge, while others permit students to audit a course at no charge but require a small fee for accreditation. MOOCs have not had a significant impact on higher education and declined after the initial expansion, but are expected to remain in some form. Lately, MOOCs are used by smaller universities to profile themselves with highly specialized courses for special-interest audiences, as for example in a course on technological privacy compliance. MOOCs have been observed to lose the majority of their initial course participants. In a study performed by Cornell and Stanford universities, student-drop-out rates from MOOCs have been attributed to student anonymity, the solitude of the learning experience, and to the lack of interaction with peers and with teachers. Effective student engagement measures that reduce drop-outs are forum interactions and virtual teacher or teaching assistant presence - measures which induce staff cost that grows with the number of participating students. Corporate and professional E-learning is being used by companies to deliver mandatory compliance training and updates for regulatory compliance, soft skills and IT skills training, continuing professional development (CPD), and other valuable workplace skills. Companies with spread out distribution chains use e-learning for delivering information about the latest product developments. Most corporate e-learning is asynchronous and delivered and managed via learning management systems. The big challenge in corporate e-learning is