在线学习也鼓励学生进行时间管理与实践更高水准的个人责任（Cavanaugh，2001）。举例来说，佛罗里达州的虚拟学校的学生可以选择的课程完成率取决于他们的个人需求。学生有权延长或减少其完成期间从传统的36周学年。在这样做时，学生能够管理自己的时间，并定制模块或单位组织者提供，以满足他们的需求。在线学习的灵活性与学生的责任提交最终产品给他们的导师。学生可以在一周内的任何时间提交课程作业，但仍需承担责任措施。这种模式是非常类似的虚拟办公和远程办公的今天，允许灵活性，但高指挥责任和最终产品的质量要求。豪伊和乔林（1998）的状态，在线，网络学习具有以下优点：沟通和互动；即时性；持久性；扩散；而兴奋。数字技术的交互和人际应用促进了学习方式的转变。在线学习使得从权威学习转向基于发现或经验学习的学习。
美国经济学essay代写:时间管理
Online learning also encourages students to execute time management and practice a higher level of personal responsibility (Cavanaugh, 2001). To illustrate, Florida Virtual School students are able to choose the rate of course completion depending on their individual needs. Students are empowered to either extend or reduce their completion period from the traditional 36-week school year. In doing so, students are able to manage their time and customize the module or unit organizers provided to suit their needs. Flexibility in online learning comes with the student's accountability to submit end products to their instructors. Students are free to submit course assignments at any time of the day in a given week but will still be subject to accountability measures. This model is very much comparable to virtual offices and telecommuting of today that allows flexibility but commands high accountability and quality expectations for the end product.Haughey and Anderson (1998) state that online, networked learning has the following advantages: communication and interaction; immediacy; permanence; diffusion; and, excitement. Interactive and interpersonal applications of digital technology facilitates the shift on how learning is approached. Online learning makes the move from an authority-based learning to one founded on discovery or experiential learning.
