Paraphrasing and Giving Credit to Source
Article 1
The greater flexibility offered by online education has led researchers to focus primarily
on characteristics related to self-discipline and motivation to understand how aspects of the
learners influence their success in an online setting.
Paraphrased
The convenience of distance learning has inspired research on specific characteristics of learners in an attempt to comprehend the effects of individual student characteristics on their achievement in a distance learning course (Stark 235).
Original
Roblyer (1999) found that students who chose online courses placed a higher value on controlling the timing and pace of their learning, compared to those who chose face-to-face courses.
Paraphrased
Research shows that the convenience of self-management is the driving factor for learners who choose distance learning in comparison to those who enroll in classroom learning (Stark 236).
Article 2
Original
Prior research on the differences between instructors’ perceptions on different individual and program factors demonstrated that online instructors and FTF instructors perceived the environments differently on most factors (Fish & Snodgrass, 2018a, b).
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Previous research on trainers’ insight on the different aspects of distance learning and traditional classroom learning indicates a significant variation in various aspects of the two learning approaches (Fish and Snodgrass 115).
Original
With respect to preference and appropriateness for online education, it appears that instructors that teach online have self-selected themselves into teaching online as they are indifferent to it. FTF instructors are very happy teaching in the FTF environment and do not wish to teach online.
Paraphrased
Based on the partiality and suitability of distance learning, online trainers are more inclined to online courses since they are already accustomed to them. In contrast, classroom-based trainers are more comfortable in a physical class, and their perception of distance learning is very different (Fish and Snodgrass 116).
Works Cited
Emily Stark. “Examining the Role of Motivation and Learning Strategies in the Success of Online vs. Face-to-Face Students.” Online Learning, no. 3, 2019. EBSCOhost, doi:10.24059/olj.v23i3.1556.
Fish, Lynn A., and Coral R. Snodgrass. “Instructor Academic Factors and Their Influence on Instructor Perspectives of Online versus Face-to-Face Education at a Jesuit Institution.” Business Education Innovation Journal, vol. 11, no. 1, June 2019, pp. 107–117. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=bsu&AN=139304135&site=eds-live&scope=site.