My Learning Style Essay

Crafting an essay on the subject of "My Learning Style" presents a unique set of challenges that stem
from the introspective nature of the topic. The difficulty lies in the need for deep self-reflection and
the articulation of one's individual approach to acquiring knowledge. This process demands a level of
self-awareness that can be challenging to achieve, as it requires a thorough examination of personal
preferences, strengths, and weaknesses in the learning process.

Moreover, expressing these insights in a coherent and engaging manner adds another layer of
complexity. The writer must navigate the delicate balance between providing specific examples and
maintaining a broader perspective on how their learning style has evolved over time. Articulating
these thoughts requires a keen understanding of oneself, effective communication skills, and an
ability to translate personal experiences into a relatable narrative.

Furthermore, the essay should not merely be a list of learning preferences but should delve into the
underlying reasons behind those preferences. This necessitates a thoughtful exploration of
experiences, influences, and educational environments that have shaped the individual's learning
style.

In summary, composing an essay on one's learning style involves a challenging process of

introspection, self-analysis, and effective communication. It requires a writer to dig deep into their
own experiences, understand their cognitive processes, and translate those insights into a well-
structured and compelling narrative.

For those seeking assistance in navigating such challenges, there are resources available. Similar
essays and more comprehensive writing support can be explored through platforms like
HelpWriting.net , where experienced writers can provide guidance and expertise in crafting essays
on a variety of topics.
My Learning Style Essay My Learning Style Essay
 Disadvantages Of Distance Education
1. Introduction Distance education (e.g., online course programs, e learning programs),
have presented challenges for both students and instructors, leading to extensive research
on the tenets of what constitutes quality learning in the differing virtual settings (Boling,
Hough, Krinsky, Saleem, Stevens, 2012; Oncu, Cakir, 2011). Preference of online
learninghas become the norm for over 25% of students who enroll in an online course at
some point during the completion of an undergraduate, graduate or postsecondary level
degree (Young, Bruce, 2011; Elaine Allen, Seaman, 2007). Data gathered by the U.S.
Department of Educations Integrated Postsecondary Education Data System (IPEDS) on
Distance Education enrollment from 2012 2014... Show more content on Helpwriting.net
...
Instructors gravitate towards systematized teaching approaches online in an effort to
reduce confusion and increase course completion (Jimoyiannis, 2012). However little
research has shown a direct link between course completion and structured organization
of course content (Mayadas, Bourne, Bacsich, 2009). Studies over the past decade
instead suggest bridging traditional face to face (F2F) classroom norms in an online
setting by building community in an effort to infuse proponents of social learning
(Young, Bruce, 2011; Cheung, Liu, Lee, 2015; Garrison, Cleveland Innes, Fung, 2010).
Researchers have argued that what motivates students to acquire new knowledge are
interpersonal interactions within a classroom environment (Castillo Merino, Serradell
Lopez, 2014; Yu, Tian, Vogel, Chi Wai Kwok, 2010).
Findings have indicated that students desire for elements of personal agency have not
changed (Castillo Merino, Serradell Lopez, 2014; Kuo, Walker, Schroder, Belland, 2014).
Zhan, Mei (2013) connected student satisfaction with interpersonal elements of online
learning environments, indicating that students preferred online course options which
incorporated social elements. Additional studies exploring academic outcomes and
increased presence of instructors and student discussions have found that students
motivation have been impacted by the level of interaction experienced by the student
(Robinson, 2011; Harmon,
 Puritans Beliefs
Puritanism arose in the late 16th century, when a religious reformation was going on
with the Church of England. The Puritans believed that society should be pure and
they strove to live for God. The Puritan culture and way of life was heavily based upon
what the Bible said and the word of God. Puritans were a very strict group of people in
every aspect of their lives, from the way they held church, to what they did on certain
days of the week. As a whole, the Puritansociety emphasized the righteousness and the
sovereignty of God, moral values and the belief of predestination, and lived their lives
according to the scripture in the Bibleas Godly examples in society. Puritans believed in
the righteousness of God and his sovereignty, that God is more powerful and more
holy than anyone else. In the eyes of the Puritans, God was omnipotent and
untouchable. There was never an obstacle too large or a situation unsolvable for God.
They believed that God controls and directs everything happening in the universe.
God s holiness was highly admired by the society of the Puritans. It was an assurance
of God s love and concern for the Puritan people. God s righteousness was believed to
change the character of individuals. God worked through the hearts of people, and
from changes of the heart, developed a new and more holy individual. It was seen as
being renewed by God s loving grace. God touched and affected every aspect of a
Puritan s life. Puritan culture saw themselves as