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E-learning

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E-learning

E-learning is a controversial matter and has gotten fans and critics in almost equal measure. People criticize the effectiveness and how resourceful this platform is and whether indeed it is fruitful. However, supporters of this matter think this platform has brought in positive aspects. I believe that online learning is convenient and should be used as a primary form of education. The paper will be looking at e-learning arguments and relate them to Aristotle’s three proofs.

Online learning supports logos; in research by Alfred and Hope, research on the introduction of E-learning is as effective as other traditional forms of learning (Rovai and Hope 67). They conclude that it produces a stronger sense of the community that any other kind of education. In research by McArthur, he supports online learning since it supports diversity; hence the reasoning of the student is better (McArthur 192-193).

E-learning supports ethos since to people associating with it over the years due to it considering credibility. A team of researchers what makes online learning a credible source of learning (Razavi et al., 47-60). These tools have enabled the standardization of online education to other forms of learning. David Mulder looks at how online learning has developed credibility and how people can assess the online platform to ascertain their quality and authenticity (Mulder 357-358).

Pathos is a factor-based within online writing, and this has been proven. In research by the duo on online learning confirms that motivation is a factor that this platform has taken heavily, and they say a lot should be done (Kyewski and Nicole 25-37)). In yet another study, the researchers study how the internet has improved people’s opinions regarding learning English on online platforms (Helwe and Chadi 35).

 

 

 

 

 

 

 

 

 

 

 

 

Works Cited

Helwe, Chadi, et al. “Assessing Arabic Weblog Credibility via Deep Co-learning.” Proceedings of the Fourth Arabic Natural Language Processing Workshop. 2019.

Kyewski, Elias, and Nicole C. Krämer. “To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course.” Computers & Education 118 (2018): 25-37.

 

 

McArthur, Jenn. “Book review of” Learning in the Age of Digital Reason”.” (2018): 192-193.

Mulder, David J. “Review of Conrad, D., & Openo, J.(2018). Assessment Strategies for Online Learning: Engagement and Authenticity. Edmonton, AB: Athabasca University Press.” TechTrends 63.3 (2019): 357-358.

Razavi, Sayedeh Nastaran, and Hadi Salehi. “The Effect of an Online Learning Group Program on Learning Motivation of English as a Foreign Language Among Iranian University Students.” Journal of Sign and Meaning-Vol 1.2 (2019).

Rovai, Alfred P., and Hope Jordan. “Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses.” The International Review of Research in Open and Distributed Learning 5.2 (2014).

 

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