The current surveys amongst
students learning economics through a longitudinal survey by many educational
researchers state that the acceptance and usage of online tools to learn than
being dependent on offline resources such as peer learning, speaking with
professors and depending on physical research. These research results have
triggered many questions amongst concerned parents and socio-educational
enthusiasts. While economics specifically is a study of needs and their
satisfaction through means or ways of exchange, the students learning it are
prone to be affected by the fact that they experience through these online
learning usage scenarios that direct human relationships are lesser resources
than virtual ones.
This usage may lead to a specific
negative approach in the real time application of economics that these students
are supposed and expected to implement in their real lives after finishing
college. Though these arguments on the issue of the virtual world affecting the
real one can be associated with every computerized usage and application such
as ‘children and gaming apps’ issues or ‘social media addiction amongst adults’
the expansion of this trend to education of economics graduates through the use
of economics
homework help websites.
This idea is however dissuaded by
the users of online information and virtual peers on a different perspective
altogether. Some students argue ‘Would there be complaints that we do not use a
pen and a paper anymore than writing in a word processer?’ implicating that
sites offering microeconomics
homework help for example are just better tools like a word processor
is to physical writing tools. Though this argument can be waged all day long,
the reality of initiative being taken against such action of more dependency
towards virtual learning is next to nothing.
This may be due to the fact that
almost all universities and colleges are now providing virtual class rooms and
online learning tools like podcasts, online lectures, discussions and even open
book exams through online websites. If the classroom and lectures are being
made virtual, the homework assistance could be a virtual one as well. However,
the questions of virtue on these virtual learning scenarios play more
significance towards academic honesty and the adherence of these assistance
services to the same.
Many colleges and universities are
constantly waging content right cases and legal disputes on basis of academic
honesty being compromised by some of the online services offering educational
assistance. However, the services such as online macroeconomics
homework help or tutoring services often attest to only be of the same
level of assistance that a peer may have been than assisting in breaking the
academic honesty policies. This argument cannot be shoved aside since asking an
educated neighbor to help solve a homework question or asking someone online to
do it are all the same in effect and cannot be called malpractice since
learning is involved in the process of getting the answers solved. Yet many educational
researchers, teachers, parents and student welfare groups are anxious about
these new and quickly spreading practices of online learning systems and sites
offering the service.
Please visit ScholarAnswer.com
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questions.
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