Convenience and flexibility

This means that you can take your language classes from the comfort of your own home, in a park, or while traveling. Instead, you can study wherever and whenever you have free time. Another benefit of learning a language online is that you can choose your own schedule. This is especially useful for people who work full-time or have other commitments.

You can fit language learning into your busy life without sacrificing other important activities. When you learn a language online, you can also study at your own pace. This means that you can take as much time as you need to master each lesson and move on to the next.

You can also repeat lessons or review material if you need to. Learning a language online can also be more cost-effective than traditional in-person classes. You can save money on these expenses and use the savings to invest in other language learning resources, such as language exchange websites or online dictionaries.

The technology used for online language classes is constantly improving. This means that you can benefit from the latest tools and resources to enhance your learning experience.

For example, you may use video conferencing software, interactive lessons, and virtual games to make language learning more engaging and fun. When you learn a language online, you have access to a wide range of resources, including online dictionaries, language exchange websites, and language learning apps.

You can use these resources to supplement your language classes and to practice speaking and listening to the language. Van den Brande defines flexible learning as enabling students to study whenever and how they want to.

In this sense, it is predicted that the examination of flexibility, which has an important place in distance education, would contribute to distance education planning in the future. Flexibility in distance education covers all activities from attending classes to the end of the learning process for students and is a critical element in individualising the learning process Bergamin et al.

Also, flexible learning environments facilitate behavioural engagement and interaction in the learning environment Kariippanon et al. Although there are many sub-types of the concept of flexibility in different sources, this study is based on the classification of Bergamin et. In this context, it can be asserted that autonomy is essential in self-learning, and self-learning is vital for students to be successful in distance education and to take their learning responsibilities Firat, Furthermore, students need to have self-regulated learning skills to participate effectively in learning activities in a flexible learning environment Bergamin et al.

Also, Schraw states that autonomous and flexible learning encourages self-regulation in students. Furthermore, flexibility specifically addresses the needs of employed and adult students since it considers the diversity of their previous knowledge and life experiences and supports self-learning Ammenwerth et al.

Therefore, flexibility in distance education is vital for students to improve their online learning processes. Distance education at universities, especially during the COVID pandemic, was conducted with students with heterogeneous demographic characteristics in terms of gender and department.

Although the literature includes several studies examining the effect of gender on distance education processes, inconsistent findings have been determined. For example, Alghamdi et. Tosuntaş et.

In their study, Zhang et. On the other hand, various related studies have reported that gender did not affect the distance learning processes of students Nistor, ; Yu, When considering all these findings, it is predicted that examining the impacts of gender and department factors on the distance education process will guide the design of online education environments.

As distance education becomes more and more widespread, this raises various questions about how to design effective distance education environments for students.

Thus, it is crucial to reveal the relationships between flexibility, self-regulated effort, and satisfaction to create efficient and effective learning environments in distance education.

In this context, the distance education process carried out during the COVID pandemic has been examined with the following research questions. In this sense, the research questions are as follows:.

The study was designed as survey research. Survey research is based on taking the opinions of a large group of people about a particular topic or issue Fraenkel et al. This study investigated the perceived flexibility, self-regulated effort, and satisfaction of university students in Turkey in distance education during the COVID pandemic.

Furthermore, their views on the distance education process were detected. The researchers employed an online survey to collect data from university students from different universities in Turkey and the Turkish Republic of Northern Cyprus TRNC.

With the onset of the Covid epidemic, first-term emergency remote teaching applications were carried out in universities in Turkey, and unplanned distance education was generally offered.

In the next semester, when the data of this study were collected, a more planned distance education period was provided to the students since it was determined in advance that the courses would be given by distance education. In this context, instructors were given seminars on distance education, and the technical infrastructure of universities was strengthened, enabling instructors to prepare for distance lessons at least three months ago.

The courses were carried out through asynchronous materials presented through a specific learning management system Moodle, Blackboard et al. and synchronous course sessions held weekly by the instructors.

Ethics committee approval of the study was obtained from the university where the researchers were affiliated. The students were subjected to the survey at the end of the fall semester of the — academic year.

One thousand eight hundred twenty-five undergraduate students responded to the questionnaire presented within the scope of the research, and the data of undergraduate students were accepted as valid and complete. The students had an average of In the study, the faculties were examined under four categories: Education, Social Sciences, Medical and Health Sciences, and Engineering and Natural Sciences.

Table 1 shows the demographic information of the participants. An online survey prepared by the researchers was used as a data collection tool in the study. Before completing the survey, the participants were asked to read and approve a consent form to participate in the study voluntarily.

The first part of the survey included questions about the demographic characteristics of the participants.

It is rated by taking the arithmetic average of the items in each factor, and the average arithmetic ranges are as follows; 1. Bergamin et. The scale consists of three factors; flexibility of time management 3 items , the flexibility of teacher contact 2 items , and flexibility of content 4 items.

The related factors accounted for It was determined that the composite reliability coefficient for the overall scale was 0. Although the original scale was a point Likert, this study used a 5-point Likert version of the scale to comply with the other factors of the survey.

The satisfaction scale was developed by Kuo et. Table 2 shows each factor in the survey, the items in these factors and the reliability scores obtained. Quantitative data obtained from the study were analysed with descriptive and predictive methods in line with the research questions.

First, the skewness and kurtosis values were utilised to determine whether they were normally distributed. In this study, the values were between these critical values.

Thus the normality assumption was met. An independent sample t-test was used to determine whether or not gender had a significant effect on factors.

The test for normality, examining standardised skewness and kurtosis values, indicated the data were statistically normal.

An alpha level of 0. Also, Tamhane T2 was used as the Post-Hoc test to detect the difference between the groups since the assumption about the homogeneity of variances could not be achieved.

Finally, linear regression was applied to reveal to what extent flexibility and self-regulated effort predicted satisfaction. The data met all assumptions linearity, normality, multicollinearity, and independence Field, The qualitative data obtained at the beginning of the analysis process was organised by one of the researchers in line with the purpose of the research and divided into conceptually meaningful codes.

Then, by creating a code list, the relationship of each data with the relevant code was checked. Finally, the themes created were reconsidered with the work of three researchers, discussed extensively, and the themes on which a common view was agreed were determined. Table 3 shows the mean, standard deviation, skewness, and kurtosis values for each factor examined within the scope of the study.

However, it was determined that the effect size value of the results was small Cohen, The students of education discipline at FTM, FTC, FC, and SRE had the highest mean score. In terms of satisfaction, students in natural and engineering sciences obtained the highest mean score. According to the Welch's ANOVA results, there were significant differences among the disciplines.

Therefore, the Post-Hoc test was applied to determine the disciplines causing the difference. For this reason, the Tamhane T2 Post-Hoc test, used in case of heterogeneity of variances, was used. However, the estimated omega squared values showed that the total variances in the dependent variables were quite low.

The post hoc comparisons are presented in Table 6. The correlations between factors were moderate. The self-regulated effort had the most important effect on satisfaction, which FTM followed. FC and FTC had less effect on the model. Figure 1 shows the findings for these three categories.

Based on Fig. Moreover, these suggestions featured the inclusion of the blended learning model in the new education system, especially face-to-face F2F learning for just applied courses. Students who cannot attend the online exams also had requests about the extra make-up exam.

Some of the suggestions offered by students in line with their online learning experiences are as follows;. I feel that my friends would agree with me.

Model-wise, it has some highly successful advantages in both motivation and learning. That said, they should offer some courses both face-to-face as well as online. If they were to implement a hybrid system combining the best of both distance and face-to-face education, it could lead to outstanding results.

The problems such as the lack of communication between the students and the instructor and other students, the ineffectiveness of the applied courses, and the intensive homework of the instructors in the process were mostly reported.

The problems the students expressed the least included the low digital competencies of the instructors and the failure to enter the exam grades on time. Some of the problems experienced by the students in line with their online learning experiences are as follows;.

Our instructors should make the videos—as well as their asynchronous resources—. They should offer them a variety of materials that cater to their needs—that, to me, is very important. All teachers were concerned about was preventing cheating.

Their goal should have been to create exams that were fairer. The least expressed advantage by the students was the decrease in expenditures and expenses.

I was also able to choose at what time I did so according to when I was alert. It gave our teachers the chance to enrich their classes with diverse materials—which, in turn, allowed us to recognise our learning path out and create a suitable working plan around that.

They allowed me to understand processes in a more detailed fashion, and I could re-watch them. The data for this study were collected at the end of the year when the COVID pandemic emerged.

When the data was collected, the courses in all universities were compulsory in distance education, asynchronous materials in the learning management system and synchronous live lessons. Within the scope of the present study, flexibility, self-regulated effort, and satisfaction in the online learning process of university students and their views on the distance education process were investigated.

The students could structure their learning processes whenever, wherever, and for as long as they wanted in the online learning process. In terms of content flexibility, the students became a part of the learning process with their views, could rank the subjects according to their importance, choose where they would study, and learn the subjects grasping their interest.

The students also mentioned the advantages of online education, such as flexibility, material richness, reduced costs, and recording of online courses.

On the other hand, it was determined that the level of flexibility of teacher contact was relatively low. Therefore, it can be asserted that there are barriers to communicating with the instructors through different channels and whenever they want.

After all, teachers taught with an unfamiliar method during the pandemic. It was determined that the self-regulated efforts of the students in the online learning process were moderate. This result suggested that the students sometimes discontinued the work they planned to do without completing it due to losing focus; they gave up when the course was not understood and studied only on its easily understandable parts.

In addition, they did not complete the subject when the instructional materials were complicated. However, based on this result, it can be interpreted that the online learning process that students experienced for the first time contributed to their self-regulation, albeit relatively.

Students should have self-regulated learning skills to attend effectively learning activities in a flexible learning environment Bergamin et al. Moreover, autonomous and flexible learning promotes self-regulation in students Schraw, The reason for this finding may be that many face-to-face courses are urgently converted to distance education with the COVID pandemic, and students are negatively affected by these complex and stressful processes Atasoy et al.

Students experience difficulties such as independent learning, time management, and maintaining motivation in the online learning process and problems such as accessibility, digital division, and inequality Lee et al.

The qualitative findings indicated limitations such as the problem of accessing the courses due to the technical infrastructure, the increased workload, the lack of communication with the instructor and peers, and insufficient instructional materials.

There was a significant difference in flexibility of teacher contact and satisfaction, but the effect values were low. The literature includes results reporting that satisfaction does not change according to gender, and even though there is a significant difference, the effect size is small Er Turkuresin, ; Simsek et al.

This finding can be explained by the fact that faculty members of the faculty of education adapted to the online education process more quickly and managed it well due to their pedagogical knowledge.

On the other hand, parallel with Simsek et. Also, similar to previous studies, students studying in the applied sciences, such as medical and health sciences departments, had relatively low satisfaction with online learning Aristovnik et al.

There were moderate correlations between flexibility, self-regulated effort, and satisfaction. This result can be interpreted as the fact that these variables were crucial in structuring the effective online learning process.

Satisfaction is one of the critical factors in determining the effectiveness of the online education process and is intertwined with many other factors Hamdan et al. In this study, it was revealed that flexibility and self-regulated effort significantly predicted satisfaction.

The variable of self-regulated effort had the most important effect on satisfaction, and this variable was followed by the flexibility of the time management variable. Students with high self-regulation skills are active participants in their metacognitive, motivational, and behavioural processes Zimmerman, Studies in the literature have reported that self-regulation is an important variable that predicts student satisfaction and success Barak et al.

It can be asserted that flexibility provides satisfaction with online learning by addressing the needs of working and adult students Ammenwerth et al. The data were collected from a high number of students in the study, which increased the generalizability of the results.

However, limitations of the study are that the study was conducted in the context of universities in Turkey and TRNC, using a convenience sampling method, by collecting data with self-reported data.

Another limitation of this study is the possibility that the crisis environment created by the pandemic may affect the findings since the data were collected during the distance education process carried out during the COVID pandemic period. Based on the study results, it can be said that universities should develop strategies based on disciplines to increase the satisfaction of students when they have to take the necessary courses due to the pandemic process and offer education entirely online.

Additional support services can be provided to the instructors so that the student—teacher interaction is not interrupted during the distance education process. In-service training can be organised to improve the distance education competencies of instructors.

A hybrid approach can be adopted, especially in applied courses. Universities should go into a restructuring process according to their conjunctures and establish sustainable digital transformation strategies to increase the effectiveness of online education.

Path analysis studies can be carried out by examining other variables affecting distance education satisfaction in future studies. Alghamdi, A.

Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender.

Computers in Human Behavior, , — Article Google Scholar. Ali, A. Key factors for determining student satisfaction in distance learning courses: A study of Allama Iqbal Open University.

Contemporary Educational Technology, 2 2 , — Article MathSciNet Google Scholar. Ally, M. Foundations of educational theory for online learning.

Theory and Practice of Online Learning, 2 , 15— Google Scholar. Ammenwerth, E. Flexible learning—Fostering successful online-based learning. Zeitschrift Für Hochschulentwicklung, 14 3 , — Aristovnik, A. Impacts of the COVID pandemic on life of higher education students: A global perspective.

Sustainability, 12 20 , 1— Atasoy, R. Turkish Studies, 15 6 , 95— Atilgan, B. Evaluation of the emergency distance teaching from the perspective of medical students. Journal of Continuing Medical Education, 29 6 , — Austerschmidt, K. Implementation and effects of flexible support services on student achievements in statistics.

Barak, M. On-campus or online: Examining self-regulation and cognitive transfer skills in different learning settings. International Journal of Educational Technology in Higher Education, 13 35 , 1— Barnard, L.

Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12 1 , 1—6. Bates, A. National strategies for e-learning in post-secondary education and training. International Institute for Educational Planning, UNESCO. Baturay, M. Turkish Online Journal of Distance Education, 16 3 , 3— Bergamin, P.

Open Praxis, 4 1 , 18— The relationship between flexible and self-regulated learning in open and distance universities. The International Review of Research in Open and Distributed Learning, 13 2 , — Bozkurt, A. Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic.

Asian Journal of Distance Education, 15 1 , i—vi. Cho, M. The Internet and Higher Education, 17 , 69— Chow, W.

Procedia-Social and Behavioral Sciences, , — Cohen, J. Statistical power analysis for the behavioural sciences. Laurence Erlbaum Associates. MATH Google Scholar. Driscoll, A. Can online courses deliver in-class results?

Teaching Sociology, 40 4 , — Duncan, T. The making of the motivated strategies for learning survey. Educational Psychologist, 40 2 , — Er Turkuresin, H. Examination of distance education practices conducted during the COVID pandemic regarding the views of preservice teachers.

Field, A. Discovering statistics using SPSS. Sage publications. Firat, M. Measuring the e-learning autonomy of distance education students. Open Praxis, 8 3 , — Fraenkel, J.

How to design and evaluate research in education. Hamdan, K. International Journal of Educational Management, 35 3 , — Harsasi, M. Determinants of student satisfaction in online tutorial: A study of a distance education institution. Turkish Online Journal of Distance Education, 19 1 , 89— He, L.

Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis. Medical Education, 55 3 , — Hodges, C. The difference between emergency remote teaching and online learning. Inan, F. The impact of self-regulation strategies on student success and satisfaction in an online course.

International Journal on E-Learning, 16 1 , 23— Johnson, B. Educational research: Quantitative and qualitative approaches. Karadag, E. International Journal of Educational Technology in Higher Education, 18 57 , 1— Karataş, S.

Journal of Van Yüzüncü Yıl University Faculty of Education, 5 2 , 62— Kariippanon, K. Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school. Plos One, 14 10 , 1—

This flexibility means that students can access educational resources from the comfort of their homes, at work, or while traveling. Virtual Flexibility in transactions is essential to ensure that everyone has equal access to the account, and convenience is necessary to make transactions quick and Whether you want the full campus experience, need a place to learn near work or home, or want to study online, we offer convenient locations across

Survey Says: Convenience and Flexibility Top Factors for Employee Commuters

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Convenience and flexibility in the cloud

Convenience and flexibility - Flexibility and convenience offer a person, whether they are a teacher or another type of professional, the impression that they have the This flexibility means that students can access educational resources from the comfort of their homes, at work, or while traveling. Virtual Flexibility in transactions is essential to ensure that everyone has equal access to the account, and convenience is necessary to make transactions quick and Whether you want the full campus experience, need a place to learn near work or home, or want to study online, we offer convenient locations across

Many students today begin as traditional students but discover that they need to keep working to afford school. Online courses allow these students to continue in their jobs while also pursuing academic credentials. Instead of driving an hour to class through snowstorms and thunderstorms, then fighting to find a parking spot, online students simply stroll to the computer and turn it on.

Not only does this save time and inconvenience, many online students also reap substantial savings on transportation costs. Even the most basic online course requires the development of new computer skills as students learn to navigate different learning management systems and programs.

In addition, the participation skills students learn within their online courses translate to many professions. The ability to transfer credits can be extremely helpful in many different circumstances.

College students, for example, may want to attend summer classes away from their physical college while enjoying their summer vacation or doing seasonal jobs at home. They can take a course online and transfer the credits.

Or, if desired courses at their regular college are full, they can take the courses online for credit. While there may be certain social benefits to face-to-face education options, there really is no difference between online vs.

classroom learning in terms of the quality of education. Both cover the same material and require the same exams. The standards of an accredited online program are of the same value as on-campus coursework. Online learning will only continue to grow in acceptance and prestige.

Busy professionals have plenty of reasons to take advantage of this flexible, convenient, and career-boosting option. Those who are returning to school may need an adjustment period to adapt to taking courses while also maintaining a job. Here are a few tips for professionals who are furthering their education.

New responsibilities can be difficult to incorporate into an existing routine. Setting a schedule and sticking to it is a good way to make coursework a part of daily life. Education can be a means of launching a career forward. Working students may find that they occasionally need to take a personal day to catch up on schoolwork.

Instead of worrying about missing work, use paid time off. Take work and family responsibilities into account when deciding on course load.

Be sure to take personal time when possible. Enriching life with friends and family, entertainment, or even a well-earned nap can keep spirits high when balancing classes and career demands.

If learning at your own pace without having to sacrifice your current career and other obligations sounds appealing, you may want to look into an advanced degree.

Explore the Washington State University Carson College of Business Online MBA. Learn more about how to advance your education while maintaining a satisfying work-life balance.

How MBA Programs Demonstrate the Importance of Diversity. Another limitation of this study is the possibility that the crisis environment created by the pandemic may affect the findings since the data were collected during the distance education process carried out during the COVID pandemic period.

Based on the study results, it can be said that universities should develop strategies based on disciplines to increase the satisfaction of students when they have to take the necessary courses due to the pandemic process and offer education entirely online.

Additional support services can be provided to the instructors so that the student—teacher interaction is not interrupted during the distance education process. In-service training can be organised to improve the distance education competencies of instructors. A hybrid approach can be adopted, especially in applied courses.

Universities should go into a restructuring process according to their conjunctures and establish sustainable digital transformation strategies to increase the effectiveness of online education. Path analysis studies can be carried out by examining other variables affecting distance education satisfaction in future studies.

Alghamdi, A. Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender.

Computers in Human Behavior, , — Article Google Scholar. Ali, A. Key factors for determining student satisfaction in distance learning courses: A study of Allama Iqbal Open University.

Contemporary Educational Technology, 2 2 , — Article MathSciNet Google Scholar. Ally, M. Foundations of educational theory for online learning. Theory and Practice of Online Learning, 2 , 15— Google Scholar.

Ammenwerth, E. Flexible learning—Fostering successful online-based learning. Zeitschrift Für Hochschulentwicklung, 14 3 , — Aristovnik, A. Impacts of the COVID pandemic on life of higher education students: A global perspective.

Sustainability, 12 20 , 1— Atasoy, R. Turkish Studies, 15 6 , 95— Atilgan, B. Evaluation of the emergency distance teaching from the perspective of medical students. Journal of Continuing Medical Education, 29 6 , — Austerschmidt, K. Implementation and effects of flexible support services on student achievements in statistics.

Barak, M. On-campus or online: Examining self-regulation and cognitive transfer skills in different learning settings. International Journal of Educational Technology in Higher Education, 13 35 , 1— Barnard, L.

Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12 1 , 1—6. Bates, A. National strategies for e-learning in post-secondary education and training. International Institute for Educational Planning, UNESCO.

Baturay, M. Turkish Online Journal of Distance Education, 16 3 , 3— Bergamin, P. Open Praxis, 4 1 , 18— The relationship between flexible and self-regulated learning in open and distance universities.

The International Review of Research in Open and Distributed Learning, 13 2 , — Bozkurt, A. Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15 1 , i—vi. Cho, M. The Internet and Higher Education, 17 , 69— Chow, W.

Procedia-Social and Behavioral Sciences, , — Cohen, J. Statistical power analysis for the behavioural sciences. Laurence Erlbaum Associates. MATH Google Scholar. Driscoll, A.

Can online courses deliver in-class results? Teaching Sociology, 40 4 , — Duncan, T. The making of the motivated strategies for learning survey. Educational Psychologist, 40 2 , — Er Turkuresin, H. Examination of distance education practices conducted during the COVID pandemic regarding the views of preservice teachers.

Field, A. Discovering statistics using SPSS. Sage publications. Firat, M. Measuring the e-learning autonomy of distance education students. Open Praxis, 8 3 , — Fraenkel, J. How to design and evaluate research in education. Hamdan, K. International Journal of Educational Management, 35 3 , — Harsasi, M.

Determinants of student satisfaction in online tutorial: A study of a distance education institution. Turkish Online Journal of Distance Education, 19 1 , 89— He, L. Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis.

Medical Education, 55 3 , — Hodges, C. The difference between emergency remote teaching and online learning. Inan, F. The impact of self-regulation strategies on student success and satisfaction in an online course.

International Journal on E-Learning, 16 1 , 23— Johnson, B. Educational research: Quantitative and qualitative approaches. Karadag, E. International Journal of Educational Technology in Higher Education, 18 57 , 1— Karataş, S. Journal of Van Yüzüncü Yıl University Faculty of Education, 5 2 , 62— Kariippanon, K.

Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school. Plos One, 14 10 , 1— Kokoç, M. Flexibility in e-learning: Modelling its relation to behavioural engagement and academic performance. Themes in Elearning, 12 12 , 1— Adaptation study of the scale of flexibility in open and distance learning.

Educational Technology Theory and Practice, 10 2 , — Kuo, Y. A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distance Learning, 14 1 , 16— Lange, C.

The moderating effects of intrinsic load on the relationship between self-regulated effort and germane load. Journal of Computer Assisted Learning, 34 6 , — Lee, K. Student learning during COVID It was not as bad as we feared. Distance Education, 42 1 , — Lo, C.

Student learning and student satisfaction in an interactive classroom. The Journal of General Education, 59 4 , — Means, B. Teaching and learning in the time of COVID: The student perspective.

Online Learning, 25 1 , 8— Moore, J. Elements of quality: the Sloan-C framework. Needham, MA: Sloan-C. The sloan consortium quality framework and the five pillars.

Ng, H. International Journal of Interactive Mobile Technologies, 12 7 , 70— Nistor, N. Stability of attitudes and participation in online university courses: Gender and location efects.

Parlak, Ö. İnternet temelli uzaktan eğitimde öğrenci doyum ölçeği. Tez No: [Yüksek Lisans Tezi, Ankara Üniversitesi-Ankara]. Yükseköğretim Kurulu Ulusal Tez Merkezi. Pham, L. Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam.

International Journal of Educational Technology in Higher Education, 16 7 , 1— Pintrich, P. The role of goal orientation in self-regulated learning.

Handbook of self-regulation pp. Academic Press. Chapter Google Scholar. Puzziferro, M. Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses.

The American Journal of Distance Education, 22 2 , 72— Şahin, A. Assessing service quality in faculty of education via student satisfaction scale FE-SSS. Hacettepe University Journal of Education, 37 , — Sahin, I.

Salturk, A. Distance education in the COVID pandemic from the perspective of university students. Adiyaman University Journal of Social Sciences, 36 , — Schraw, G. You can also repeat lessons or review material if you need to.

Learning a language online can also be more cost-effective than traditional in-person classes. You can save money on these expenses and use the savings to invest in other language learning resources, such as language exchange websites or online dictionaries.

The technology used for online language classes is constantly improving. This means that you can benefit from the latest tools and resources to enhance your learning experience. For example, you may use video conferencing software, interactive lessons, and virtual games to make language learning more engaging and fun.

When you learn a language online, you have access to a wide range of resources, including online dictionaries, language exchange websites, and language learning apps.

You can use these resources to supplement your language classes and to practice speaking and listening to the language. You can also find study groups and other resources to help you stay motivated and engaged. In conclusion, learning a language online offers numerous benefits, including convenience and flexibility.

Cohvenience self-regulation in online and blended learning environments. It was Cnvenience that Convenience and flexibility composite reliability coefficient for the Creditworthiness determination Credit score calculation was 0. Ane is true, adn some extent, if they carry out Fkexibility duties, for example, if a teacher Convenience and flexibility ans lecture flexibjlity completes other tasks like making and taking tests, grading them, etc. Our flexible learning options and easy scheduling let you achieve your educational and career goals at your convenience: Take classes during the day or evening at one of our 11 locationsor online. thanks for sharing this information, this has really helped me as I was thinking of Online homeschooling for my children and I had doubt that is been cleared with this article. Ethics committee approval of the study was obtained from the university where the researchers were affiliated.

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