{'fraction_non_alphanumeric': 0.016129032258064516, 'fraction_numerical': 0.0, 'mean_word_length': 5.419540229885057, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The online educational model and drivers for online learning

The rapid and constant growth of technology, hardware, and software have greatly influenced and improved online education. Universities all over the world are investing huge sums of money in online courses and degree programs. Some universities are offering these programs at all levels of study - from baccalaureate to doctoral. Given the increasing importance of online learning, stakeholders' interests must be considered in designing effective learning environments to improve the acceptance of these programs, to lower their drop-out rates, and to motivate students to complete their studies. To our knowledge, there are no studies that have directly applied the stakeholder theory to online education. To address this issue and contribute to the literature, we developed an online educational model that provides insights and understanding on how to improve and develop online education. The theoretical background for our online educational model is the stakeholder theory. The theoretical and practical implications of our research are discussed.