دوره آنلاین آیلتس و تافل دکتر آرین کریمی از طریق اسکایپ و واتس آپ
IELTS AND TOEFL ONLINE COURSES
The Advantages of Distance Learning written by Dr.Arian Karimi
مزایای آموزش از راه دور از دیدگاه دکتر آرین کریمی
According to the U.S. Department of Education's National Forum on Education Statistics, virtual education is now part of the planning agenda of most organizations concerned with education and training. The quality of distance learning has greatly improved in the past few years, as both students and educators have become more comfortable with the technology, and as stories of best practices have been shared and duplicated.
طبق آمارهای بدست آمده ازانجمن آموزش و پرورش ایالات متحده، امروزه اموزش مجازی جزو برنامه کاری بسیاری از موسسات مربوطه قرار گرفته است. طی چند سال گذشته، کیفیت این نوع از آموزش رشد بسزایی داشته زیرا اولاً مدرسین و دانشجویان با فناوری ارتباط برقرار کردهاند (راحتتر میباشند) و ثانیاً بهترین تمارین دردسترس عموم (از طریق اینترنت) قرار گرفته می شود.
While quality has increased substantially (and while many inferior programs have failed), it is still prudent to verify that the distance learning organization is fully accredited by the appropriate agencies. One valuable resource is Accredited Online Colleges.org. The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality. Accreditation in the United States involves non-governmental entities as well as governmental agencies.
با وجود اینکه کیفیت آموزش افزایش یافته است( برنامه های کم کیفیت تر با شکست مواجه شده اند )، اما هنوز سازمان های مربوطه مدارک موسسات آموزش از راه دور را معتبر نمی دانند. سایت AccreditedOnlineColleges.Org یک مرجع مفید و با ارزش به حساب می آید. هدف از مدارک معتبر تضمین آن است که آموزش ارائه شده توسط موسسات آموزش عالی سطح قابل قبولی از کیفیت را برآورده می کند. در ایالات متحده، ارائه این گونه از مدارک در نهادهای خصوصی و سازمانهای دولتی صورت می پذیرد.
Distance learning features a number of advantages, particularly for non-U.S. students seeking an accredited U.S. degree. Perhaps the most relevant benefit involves the luxury of remaining in your home country while studying -- and consequently avoiding the inconvenience of applying for a student visa to study in the United States. Other advantages include:
یادگیری از راه دور(مجازی) مزایای زیادی دارد ؛ به ویژه برای دانشجویان غیر امریکایی که در پی کسب یک مدرک آمریکایی معتبر هستند. شاید مزیت بزرگ آن، این است که با وجود اینکه در شهر خود هستید، اما به صورت آنلاین مشغول به تحصیل می باشید. درنتیجه، از تقاضا برای ویزای دانشجویی به منظور تحصیل در آمریکا جلوگیری میکنید. مزایای دیگر آن شامل:
Accessibility for those living away from the training center
No waste of time or other resources in transport, commuting to a central location for each class
Flexibility to study in any convenient location with an Internet connection
قابلیت دسترسی برای کسانی که از مراکز آموزشی دور هستند:
هیچ اتلاف وقت (یا هزینه) در حمل و نقل و همچنین رفت و آمد روزانه به محل آموزشی نیست.
امکان مطالعه در محل دلخواه با متصل شدن به اینترنت
Quickly browse materials you have already mastered, and concentrate time and effort in areas containing new information and / or skillsStudy materials at a personal speed and intensity, without having to wait for slower pace of the average classroom
Flexibility to join conversations in the bulletin board discussion areas at any hour, and to review your classmates' comments since the previous visit.
Just-in-time learning; more opportunities to study the most current material available
Flexibility for those with irregular work schedules
Accessibility for those with restricted mobility (e.g., handicapped, injured, elderly)
Accessibility for those with family responsibilities (e.g., parents with young children at home)
یادگیری خود گام:
می توانید دروسی را که قبلا آموخته اید، به سرعت در اینترنت جستجو کنید و بر روی مطالب جدید بیشتر وقت بگذارید ( تلاش کنید).
دروس را با سرعت و توان شخصی مطالعه می نماید؛ بی آن که لازم باشد برای زبان آموزان کندتر صبر نمایید.
امکان گفت و گو در چت های گروهی و بازدید از نظرات همکلاسی ها
سیستم JiTT، امکان بیشتری را برای مطالعه دروس ارائه میدهد
قابلیت استفاده برای کسانی که برنامه کاری مشخصی ندارند.
قابلیت دسترسی برای کسانی که در راه رفتن، مشکل و محدودیت دارند: معلولین، آسیب دیدگان سوانح مختلف و سالمندان
قابلیت دسترسی برای کسانی که مسئولیت های خانوادگی برعهده دارند: والدینی که با فرزندان خود زندگی می کنند.
Recent research has shown that the most significant factor helping students to succeed -- or not -- in Web-based classes has been their ability to manage time. The more successful students reported spending 2 to 3 hours regularly each week for each hour of credit for a class. For example, a 4-hour credit class required a minimum of at least 8 to 12 hours of work each week of the semester to complete all requirements.
مطالعات اخیر نشان می دهد که مهمترین عاملی که باعث کسب موفقیت (یا عدم موفقیت) دانشجویان دراین گونه کلاسها میشود، توانایی در مدیریت زمان است . دانشجویان درس خوان تر میگویند هفته ای ۲ الی ۳ ساعت (بطور مداوم) هر واحد درسی زمان میگذارند. به طور مثال، یک کلاس ۴ واحدی به هفته ای حداقل ۸ تا ۱۲ ساعت مطالعه در طول ترم نیاز دارد تا بتوان تمام دروس را با قبولی (نمره کامل) پشت سر گذاشت.
Experts strongly recommend that you devise a typical weekly schedule so that you will have a general guide for allocating appropriate time to study.
کارشناسان شدیداً توصیه میکنند که برای خود برنامه هفتگی تنظیم نمایید زیرا یک راهنمای جامع برای صرف زمان مناسب به منظور مطالعه دروس خواهید داشت.
COMPUTER-ASSISTED LANGUAGE LEARNING:
"….Technology is not a panacea or a magic bullet that suddenly transforms all learning. The effectiveness of educational technology depends on how it is employed to meet educational goals for particular kinds of students in specific language learning environments…." (Oxford and others, 1998: 13)
آموزش زبان به کمک کامپیوتر:
فناوری مانند داروی معجزه آسایی عمل نمیکد که به یک باره تمام علوم را دگرگون سازد. تاثیر فناوری آموزشی وابسته به آن است که آن چگونه برای رسیدن به اهداف آموزشی برای گروه خاصی از دانشجویان در محیط های آموزشی زبان به کار گرفته شود.
The main purpose of this resource booklet is to give Thai university English language teachers a brief overview of the development of Computer-Assisted Language Learning (CALL) and how computers have been used or can be used for English language teaching (ELT) and learning. Its focus is on the history of CALL, uses of CALL in English language teaching, and advantages and limitations of CALL.
The chapter is divided into 5 sections: (1) Definition of CALL, (2) History of CALL Development, (4) Uses of CALL in English Language Teaching, (5) Advantages and Limitations of CALL, and (6) Tips in using CALL. A CALL bibliography (printed materials and online resources), as a resource for interested ELT teachers, is available at the end of the volume.
هدف اصلی این کتابچه این است که یک نگاه کلی و مختصر درارتباط با پیدایش CALL و چگونگی استفاده از کامپیوتر در فرایند تدریس زبان خارجی به اساتید دانشگاه Thai ارائه دهد. تمرکز این کتابچه بر روی تاریخچه CALL، به کارگیری آن در فرایند تدریس زبان و مزایا و معایب آن می باشد. فصل این کتابچه دارای ۵ بخش می باشد.
1: تعریف CALL
2: تاریخچه پیدایش CALL
3: به کارگیری آن در فرایند تدریس زبان
4: مزایا و معایب
5: نکات یادگیری استفاده از CALL
کتابنامه CALL (به صورت چاپی و آنلاین) به عنوان منبعی برای اساتید مشتاق وعلاقمند در انتهای کتاب قابل رویت و دسترسی است.
Definition of CALL
Computer-Assisted Language Learning (CALL) is defined as "the search for and study of applications of the computer in language teaching and learning." (Levy, 1997: 1) The main aim of CALL is to find ways for using computers for the purpose of teaching and learning the language. More specifically, CALL is the use of computer technologies that promote educational learning, including word processing, presentation packages, guided drill and practice, tutor, simulation, problem solving, games, multimedia CD-ROM, and internet applications such as e-mail, chat and the World Wide Web (WWW) for language learning purposes. There are several terms associated with CALL. CALL is variously known as Computer-Aided Language Learning (CALL), Computer-Assisted Language Instruction (CALI) and Computer-Enhanced Language Learning (CELL). The first two terms generally refer to computer applications in language learning and teaching, while CELL implies using CALL in a self-access environment (Hoven, 1999).
از نگاه میخائیل لوی، CALL به معنای جستجو و مطالعه بر روی برنامه های کامپیوتر در فرآیند آموزش و تدریس زبان می باشد. هدف اصلیCALL، یافتن راه هایی به منظور به کارگیری کامپیوترها برای اهداف آموزش و تدریس زبان است. به بیان تخصصی تر، CALL به معنای به کارگیری فناوری های کامپیوتری میباشد که سطح یادگیری را افزایش میدهد. آن شامل واژه پردازی، نرم افزارpresentation، ناظر آموزشی (معلم)، حل مسئله، شبیه ساز، بازی های کامپیوتری، سی دی، برنامه های اینترنتی مانند ایمیل، چت و WWW که همه اینها، برای اهداف یادگیری زبان میباشند. چند اصطلاح دیگر نیز که مرتبط با CALL باشد، موجود است. آن با چند شکل CALI، CELL و CALL شناخته می شود. دو اصطلاح اول به برنامههای کامپیوتری اشاره دارد، ولی CELL بر بهره گیری ازCALL در یک محیط self-access (روشی است که در آن دانشجویان کتب و منابع درسی خود را انتخاب کرده و بر اساس آن پیش می روند) تاکید دارد.
The reasons why ELT teachers use CALL:
- Computers can do some of the work of the teacher and provide great assistance to the learner even without the presence of the teacher (Pennington and Steven, 1992).
- New technologies have seen computers become smaller, faster, and easier for the teacher to use (Evy, 1997). At present, well-designed CALL software is readily available to the teacher.
- Technologies allow computers to do multimedia applications, incorporating video, sound, and text, and this capacity allows the learner to interact with both the program and other learners. (Felix, 1998).
- The computer offers great flexibility for class scheduling and pacing of individual learning, choosing activities and content to suit individual learning styles. (Oxford and others, 1998)
دلایل استفاده مدرسین زبان انگلیسی ازCALL:
کامپیوترها میتوانند برخی از کارهای اساتید را انجام دهند. آنها علاوه بر آن، میتوانند دانشجویان را یاری دهند (حتی بدون حضوراساتید).
فناوری های جدید باعث شده است که کامپیوترها کوچکتر، سریعتر وآسانتربرای استفاده (اساتید) قرار گیرند. در حال حاضر، برنامه CALL برای اساتید قابل دسترس می باشد.
فناوری های جدید به کامپیوتر ها این امکان را می دهد که برنامههای چند رسانه ای ومتون، ویدیوها، و صدا های ترکیبی را به کار برند. این کار به زبان آموزان این امکان را می دهد که هم با برنامه وهم با زبان آموزان دیگردر تعامل قرار گیرند.
کامپیوترها برای هر شخصی، برنامه مخصوص به همان شخص را پیشنهاد می دهند.
HISTORY OF CALL DEVELOPMENT
This section gives a brief history of CALL development. The review aims at showing, chronologically, the development of CALL over the last 30 years by linking to important technological developments, theories of learning and language teaching approaches. Some key examples of CALL programs and projects developed in this period are also shown.
Warschauer (1996) divides CALL into phases of development as follows: Behavioristic CALL, Communicative CALL, Integrative CALL (Multimedia CD-ROM), and Integrative CALL (Internet). The beginning of a new phase does not necessary mean the end of programs and methods of the previous phase, rather the old is included within the new (Warschauer, 1996).
The historical development of CALL is summarized in the following table:
تاریخچه پیدایش CALL:
در این بخش به تاریخچه پیدایش CALL به طور مختصر اشاره شده است.این بخش قصد دارد که پیدایش آن را (طی ۳۰ سال اخیر) به واسطه پیوند توسعه فناوری، نظریه های یادگیری و رویکردهای تدریس زبان نشان دهد. برخی نمونه های کلیدی و موفق برنامه های توسعه یافته آن، در اینجا اشاره می شود. Warschauer آن را به مراحل پیدایش زیرتقسیم می نماید: CALL رفتارگرایی، ارتباطی، یکپارچه (سی دی و پس از آن اینترنت). شروع یک مرحله جدید لزوماً به معنای اتمام مرحله پیشین نیست؛ بلکه بدین معناست که مرحله پیشین در مرحله جدیدتر از آن اجرا می شود.
USES OF CALL IN ENGLISH LANGUAGE TEACHING
This section gives a brief overview of how CALL has been used or can be used for the purpose of language learning and teaching. The use of CALL can be divided as follows: (1) Computer as Drill and Practice, (2) Computer as Tutor (3) Computer as Simulation / Problem Solving, (4) Computer as Game, (5) Computer as Tool for ELT teachers and learners, and (6) Applications of Internet for ELT.
موارد استفاده از CALL در تدریس زبان انگلیسی:
این بخش یک نگاه کلی و اجمالی نسبت به استفاده ازCALL برای اهداف یادگیری و آموزش زبان ارائه می دهد. موارد استفاده از آن میتواند به موارد زیر تقسیم گردد.
2: ناظر آموزشی (معلم)
3: شبیه ساز/ حل مسائل
4: بازی های کامپیوتری
5: مورد استفاده برای مدرسین و دانشجویان
6: برنامه های اینترنتی برای مدرسین
مزایای کلاس آنلاین زبان ، آیلتس و تافل
شرکت در کلاس آنلاین آیلتس و تافل دکتر آرین کریمی بهترین گزینه برای دانشجویان شهرستانی خارج از کشور
Teaching and Learning Online
Online Learning Environments: Overview
The term online learning (or, as it is sometimes called, distance learning) includes a number of computer-assisted instruction methods. Online teaching and learning is instruction via the Internet. Online instruction includes real-time (synchronous) and anytime, anywhere (asynchronous) interactions.
What is online learning exactally?
Two parallel processes take place in an online environment:
- Students become more active, reflective learners.
- Students and teachers engage in learning through the use of technology and become more familiar with technology by using it.
Online learning is most effective when delivered by teachers experienced in their subject matter. The best way to maintain the connection between online education and the values of traditional education is through ensuring that online learning is “delivered” by teachers, fully qualified and interested in teaching for example IELTS or TOEFL online in a web-based environment.
Approaches to Online Learning
Two approaches to online learning have emerged: synchronous and asynchronous learning.
Synchronous learning is instruction and collaboration in “real time” via the Internet. It typically involves tools, such as:
- live chat
- audio and video conferencing
- data and application sharing
- shared whiteboard
- virtual "hand raising"
- joint viewing of multimedia presentations and online slide shows
Asynchronous learning methods use the time-delayed capabilities of the Internet. It typically involves tools, such as:
- threaded discussion
- newsgroups and bulletin boards
- file attachments
Asynchronous courses are still instructor-facilitated but are not conducted in real time, which means that students and teacher can engage in course-related activities at their convenience rather than during specifically coordinated class sessions. In asynchronous courses, learning does not need to be scheduled in the same way as synchronous learning, allowing students and instructors the benefits of anytime, anywhere learning.
Rather than creating your online course from scratch, a number of software programs are now available that make it easy to develop an online course. These programs include features such as threaded discussions and document sharing and pre-designed design layouts to make the course design process easier. Check with the campus technology specialists to learn more about the preferred software for online learning in your department.
Advantages of Learning Online
Online learning offers a variety of educational opportunities:
The variety of online tools draw on individual learning styles and help students become more versatile learners.
Online group work allows students to become more active participants in the learning process. Contributing input requires that students comprehend what is being discussed, organize their thinking coherently, and express that thinking with carefully constructed language.
Easy access to global resources
Students can easily access online databases and subject experts in the online classroom.
Experiential learning through multimedia presentations
New technologies can be used to engage and motivate students. Technology can also be used to support students in their learning activities.
Accessible for non-traditional students
Online delivery of programs and courses makes participation possible for students who experience geographic and time barriers in gaining access to higher education.
Draws on student interest in online learning
Many students are interested in online learning. In a recent survey conducted by the Office of Academic Planning and Assessment at UMass Amherst, more than 50% of students surveyed said that they were “very interested” or “somewhat interested” in taking an online course.
Advantages of Teaching Online
Teaching online courses can:
Offer the opportunity to think about teaching in new ways
Online teaching can allow you to experiment with techniques only available in online environments, such as threaded discussions and bibliographies.
Provide ideas and techniques to implement in traditional courses
Online email discussions, a frequently-used practice in online learning, can be incorporated into traditional courses to facilitate group work. Other techniques, such as web-based course calendars and sample papers posted on the Internet (with student permission) can easily be incorporated into a traditional course.
Expand the reach of the curriculum
Online teaching can expand existing curriculum to students on a regional, national, and international level.
Teaching online can be an enormously rewarding experience for teachers. Teachers often cite the diversity of students in online courses as one of the most rewarding aspects of teaching online.
Teaching online can offer teachers conveniences not available in traditional classroom settings; for example, at-home office hours and flexible work schedules.
“Faculty involved in [online learning] find themselves acting as a combination of content experts, learning process design experts, process implementation managers, motivators, mentors, and interpreters. In short, technology can leverage faculty time, but it cannot replace human contact without significant quality losses.”
Massy, William. “Distance Education: Guidelines for Good Practice.” AFT, May 2002, p. 16
Challenges of Teaching Online
According to a recent American Federation of Teachers report on distance learning, faculty must be prepared to meet the special requirements of teaching at a distance. Some of the challenges for instructors of teaching online include:
- Familiarity with the online environment
- Capacity to use the medium to its advantage
- Being available to students on an extended basis electronically
- Providing quick responses and feedback to students
Yet, the proponents of online learning argue that these obstacles can be overcome by employing such techniques as the following:
Become familiar with the technology used in your online course
Long before your course starts, become familiar with the technology used in your online course, including hardware and software, and spend some time exploring their options. An online course requires a high level of computing power and reliable telecommunications infrastructure. Make sure you have access to both.
Use the online medium to your advantage
The online environment is essentially a space for written communication. This is both a limitation and a potential of online learning. Written communication can be more time consuming, but “the ability to sit and think as one composes a question or comment also can raise the quality of discussion.” Additionally, shy students who have trouble participating in a classroom discussion often feel more comfortable in an online classroom. Online classrooms can be developed with this fact in mind to take advantage of these considerations.
Keep connected with students
Use the technology of the online environment to help you keep in touch with students. Communicate frequently with students, both individually and as a group. A main part of this handbook focuses on how to connect with students. While keeping connected with students can be a challenge, the online environment offers a number of interesting pedagogical opportunities.
What is an online course?
An online course is offered in part or wholly via the Internet.
Who can teach an online course?
Faculty members as well as graduate students may teach online courses at UMass.
Will an online course echo a course I have already prepared?
It can, but be aware that many changes will be necessary for the course to "work" online. You may find it professionally stimulating to create an entire course anew.
Why would I want to teach an online course?
Do you want to experiment?
Do you want to travel during the semester, have other scheduling complications, or want the convenience of working from home?
Are you interested in reaching students whom you might not otherwise have a chance to teach? These are some of the reasons why instructors choose to teach online.
Where are online courses taught?
Anywhere. Most courses are taught entirely online and students and professors never or only rarely meet face-to-face. Other courses are taught with a strong on-campus component.
When are online courses taught?
UMass has many options for teaching online. Interested teachers can contact their own departments or the Division of Continuing Education.
How do I learn to teach an online course?
The best place to start learning how to teach online is in this handbook. Other places to look for information include your department, online teaching tools such as eCollege or Blackboard, the consultants at Continuing Education, or the instructional technologist at your campus. Also, colleagues who have taught online courses can be an invaluable resource. You can also gain experience with the online learning environment by developing a course homepage for your own classroom-based course.
Following are some common terms used in online courses:
- lurking—reading threaded discussion responses without posting a response. Students who lurk in online courses are like silent students in traditional courses; they listen but do not speak. In online situations where you do not know how many people are “listening,” lurking can be problematic if others do not know you are present.
- threaded discussion—an asynchronous discussion. In threaded discussions students may post responses to a prompt at any time. Threaded discussions allow students to work at their own pace, allow the teacher to respond more thoughtfully since all the responses are not posted simultaneously, and are easier to coordinate than expecting all students to be online at the same time.
- webliography—an online bibliography of web-related resources. Often online teachers will use a web-based bibliography to help students identity appropriate.
The term of online was not very appealing in 1970s and 1080s just like an airplane in the beginning of the 20th century. Internet was in development stage in early 1990s compared to now and the conventional wisdom about the online courses was different in 1990s than today. We are in the 21st century where everything is possible and acceptable. For example, students are studying at home/work place utilizing computer which is called online schooling/learning.
There are several factors contributing the growth of online enrollment including the following:
Younger people are choosing non-traditional education to start and advancing in their careers while completing and furthering their education.
Severe recession of 2008 has created poor economic situations where people are upgrading/changing their career through online educational/training programs.
Online method of education can be a highly effective alternative method of education for the students who are matured, self-disciplined and motivated, well organized and having high degree of time management skills, but it is an inappropriate learning environment for more dependent learners and has difficulty assuming responsibilities required by the online courses.
The Boston-based consulting firm Eduventures, Inc.(2006) found that about half of institutions and more than 60 percent of employers generally accept the high quality of online learning, but students’ perceptions differ. Only about 33 percent of prospective online students said that they perceive the quality of online education to be “as good as or better than” face-to-face education. At the same time, 36 percent of prospective students surveyed cited concern about employers’ acceptance of online education as a reason for their reluctance to enroll in online courses.
Varieties of online educational methods have been developed, but the potential students should consider some identifiable factors common to all types before enrolling in any course/program,in partcular,in an IELTS or TOEFL course. Generally all these factors are not applicable to every online learning situation, but they do apply to most. You as an IELTS / TOEFL test taker should more closely examine the online programs that most interest you and be sure that the program fits your life, career needs and job.
As an IELTS instructor, the approach to this new paradigm might be with varying degree of enthusiasm and/or concern. I ususally ask myself a few questions:
Are you optimistic or skeptical about Online learning?
Are you interested in knowing how delivering courses online can improve your teaching and offer excellent learning opportunities for your students?
Do you want to know what you will be up against as you plan and deliver your classes online?
It is critical to consider both the pros and cons of online learning so you can be better prepared to face the challenge of working in this new environment and embrace the new opportunities that it has to offer, and that is its Strengths and Weaknesses.
The following is a good listing of the advantages of online IELTS and TOEFL courses:
Online Education Pros: Can be divided into four groups.
Convenience: This convenience is in relation to study location, time, course duration, etc.
No commuting/traveling time to a campus
No geographic location constraint in selecting the learning option(s)
No learning pace constraint, you can learn at your pace and study at your convenience
No verbally expressing constraint, you can express yourself in writing rather than verbally
You can have virtual discussion rather instructor-led lecture
Course work and instructions can highly be customized to your field and subject area
High quality dialog: Learner is able to carefully reflect his/her quality thinking on each comment from others before responding or moving on to the next topic.
Student centered: Students are expected to read all of their classmates’ contributions, but they may actively engaged only in those parts of the contribution most relevant to their needs.
Access to resources: It is easy to include guest experts or students from other institutions as well as access to resources and information around the world.
Less Expensive: Generally these courses cost less than regular classroom academic or trade school course.
No travel and housing costs to classroom
Class attendee can continue to work at his/her job while taking classes
Technology: You can work on the course just about anywhere you have computer access. Online courses provide an opportunity to learn new technologies and practicing the use of office software, Internet, etc.
Additional Benefits: There are numerous additional benefits that you can mention them leaving a comment.
You will work with classmates not only from all over the Iran, but could be around the world.
No discrimination among students due to race, sex, sexual orientation, religion, nationality, age, dress, physical appearance, etc.
Equal participation from all classmates and the most outgoing student will not monopolize the discussion.
These courses are better for those people who are introverted as well as who learn through visual cues and require more time in understanding the material.
No immigration problems
Synergy: High level of dynamic interaction between the instructor and students as well as among the students themselves. Ideas and resources are shared, and continuous synergy will be generated through the learning process as each individual contributes to the course discussions and comments on classmates’ work.
Creative teaching: In the adult education class with the interactive learning environment may contribute to self-direction and critical thinking. Especially the nature of the semi-autonomous and self-directed world of the virtual classroom makes innovative and creative approaches to instruction even more important.
In a nutshell:
Obviously, there are advantages and disadvantages to every type of learning environment.
Students have to analyze both the pros and cons factors which contribute greatly to making an informed decision about the direction of his/her career path. Students have to decide, how they are going to accomplish their goals: online, in the classroom or a combination of both.
However, in some situations the inconvenience of maintaining a consistent school schedule prohibits potential students from furthering their education. It is also true that learning is highly dependent on the individual’s motivation to learn. So the bottom line is that the efforts any student puts into their education that eventually determines how much he/she will retain and how beneficial the overall experience was to his/her future career.