Sample Solution
The website I found related to my major is the World Economic Forum. This website summarizes data on global economic issues such as trade and investments, financial stability and development, labor markets, energy security, and more. It also provides a variety of graphs to illustrate this data in an easily digestible way. For example, there is a graph that shows how global unemployment has increased since 2008 due to the COVID-19 pandemic. There are other graphs showing the distribution of jobs across different sectors, changes in GDP of various countries over time, and much more.
As a finance student studying international economics, this website provides me with valuable information about current global dynamics that can inform my future career decisions. Not only does it provide relevant insight into macroeconomic indicators such as interest rates or inflation levels; but it also highlights opportunities for foreign investment or potential areas of growth within specific countries or industries. Additionally, this site allows me to better understand the interplay between different aspects of globalization (trade flows versus capital flows). Having access to these types of graphical representations makes learning these concepts easier by providing visual representation rather than just numbers.
Overall, this website offers great insights into economic trends both globally and in individual countries which can be used by students like myself who are interested in pursuing a career in finance or economics. Its use of graphs helps make understanding complex economic concepts much simpler while also providing up-to-date statistics that inform decision making processes when looking at business expansion opportunities within particular markets around the world.
tion in the future. This highlights that student motivation is both a cause and a consequence. This assertion that engagement can cause changes motivation is embedded on the idea that students can take actions to meet their own psychological needs and enhance the quality of their motivation. Further, Reeve, J. (2012) asserts that students can be and are architects of their own motivation, at least to the extent that they can be architects of their own course-related behavioral, emotional, cognitive, and agentic engagement.
Synchronous and Asynchronous Learning
The COVID-19 pandemic brought a great disaster on the education system around the world. Schools have struggled due to the situation in which led them to cessation of classes for an extended period of time and other restrictive measures that later on impede the continuance of face-to face classes. In consequence, there is a massive change towards the educational system around the world while educational institutions strive and put their best efforts to resolve the situation. Many schools had addressed the risks and challenges in continuing education amidst the crisis by shifting conventional or traditional learning into distance learning. Distance learning is a form of education through the support of technology that is conducted beyond physical space and time (Papadopulou, 2020). Distance learning is an online education that provides opportunities towards educational advancement and learning development among learners worldwide. In order to sustain the educational goal of our country, distance learning is a new way of providing quality education as much as possible among public and private institutions especially to those pursing in higher education. The instructional delivery in considering distance education can be through synchronous or asynchronous mode of learning, in which students can engage and continually attain quality education despite of the pandemic situation.
Based on the definition of Easy LMS Company (2020), synchronous learning refers to a learning event in which a group of participants is engaged in learning at the same time (e.g., zoom meeting, web conference, real- time class) while asynchronous learning refers to the opposite, in which the instructor, the learner, and other participants are not engaged in the learning process at the same time. Thus, there is no real-time interaction with other people (e.g., pre-recorded discussions, self- paced learning, discussion boards). According to article issued by University of Waterloo (2020), synchronous learning is a form of learning that is live presentation which allows the students to ask questions while asynchronous can be a recorded presentation that allows students to have time in reflecting before asking questions. Synchronous learning is a
