Shifting Classroom Learning to Online Learning: A Case Study to Transition From the Traditional Classroom-Based Program to Online CBT Format
The objective of this study is to examine the transition from the Traditional classroom-based program to Computer-Based Training. There are reported to be a great number of colleges and universities that are presently transitioning to Computer-Based Training and fully transitioning to “online, blended or web-facilitated courses.” (Keengwe & Kidd, 2010) The number of online programs and classes available have grown exponentially during the course of the last ten years. Other terms used to refer to Computer-Based Instruction include those stated as follows: “…web-based training, e-learning, distributed learning, Internet-based learning, web-based instruction, cyber learning, virtual learning, or net-based learning. Online learning is a subset of distance education and embraces a wide set of technology applications and learning processes including, computer-based learning, web-based learning, virtual classrooms, and digital collaborations.” (Keengwe & Kidd, 2010)
In addition it is reported to take the form of course with access to content for “just-in-time” learning, access (Hall, 2000). This definition encompasses delivery of course content via all electronic media, including the Internet, intranets, extranets, satellite broadcasts, audio/video tapes, interactive TVs, and CD-ROMs. Online learning is focused not only on the online contexts, but also includes a full range of computer-based learning platforms and delivery methods, genres, formats and media such as multimedia, educational programming, simulations, games and the use of new media on fixed and mobile platforms across all discipline areas.” (Keengwe & Kidd, 2010)
It is argued by Campbell (2004) that the “emphasis of online learning in higher education settings is on the development of metacognitive as well as reflective and collaborative learning. Further, online learning goes beyond planned subject learning to recognize the value of the unplanned and the self-directedness of the learner to maximize incidental learning and improve performance.” (Keengwe & Kidd, 2010)
It is reported that a comparative study conducted by Dabbagh and Nanna Ritland explored the differences between “traditional and online learning environments” is that the traditional learning environment is limited by location and instructor and student presence and is presented in real time, under the control of an instructor and is a linear method for teaching. The following table shows the historical context of online distance education development from 1975 to the present.
Figure 1: Historical Context of Online Distance Education Development
Era
Focus
Educational Characteristics
1975-1985
Programming;
Drill and practice;
Computer-assisted learning CAL
Behaviorist approaches to learning and instruction; programming to build tools and solve problems; Local user-computer interaction.
1983-1990
Computer-Based Training
Multimedia
Use of older CAL models with interactive multimedia courseware; Passive learner models dominant; Constructivist influences begin to appear in educational software design and use.
1990-1995
Web-Based Education & Training
Internet-based content delivery; Active learner models developed; Constructivist perspectives common; Limited end-user interactions.
1995-2005
eLearning
Internet-based flexible courseware deliver; increased interactivity; online multimedia courseware; Distributed constructivist and cognitivist models common; Remote user-user interactions.
2005 — present
Mobile learning and social networking
Interactive distance courseware distributed online through learning management systems with social networking components; learning that is facilitated via a wireless device such as a PDA, a smart phone or a laptop; learning with portable technologies where the focus is on the mobility of the learner.
Source: (Keengwe & Kidd, 2010)
As shown in the figure above the focus and characteristics of online education have changed with each era and evolved into what is known today as online learning. Barriers to online teaching and learning are stated to include such as “faculty time, rewards, workload, lack of administrative support, cost, course quality, student contact, and equipment concerns as barriers to online teaching practices.” (Keengwe & Kidd, 2010)
Research findings indicate that program leaders should “…keep abreast of the technology issues; courses integrate more collaboration between instructors and learners; training be provided to faculty to overcome negative dispositions; leaders attempt to incorporate the need for distance education courses in institutions’ missions, and that a reconsideration of tenure and promotion decisions should be examined in an attempt to support faculty workloads.” (Keengwe & Kidd, 2010) Inadequate software and hardware as well as internet connections that are slow, procrastination of learners, “…lack of technical expertise among the instructors, insufficient orientation for learners, and a lack of release time for instructors to develop and design their online courses have been cited as barriers to faculty participation in developing and teaching online courses.” (Keengwe & Kidd, 2010)
III. Overview and Summary of Current Training Program
The Federal Aviation Administration (FAA) offers distance education in the form of a Correspondence Study Program for technical, management and business skills training enabling individuals to work at their own speed outside the classroom environment. There are presently 100 courses that can be taken through means of distance education. The Federal Aviation Administration has a multi-disciplined approach to distance learning including the use of the following
(1) eLearning which is “is the ability to take online courses from any computer anytime, anywhere. No travel. No waiting. There is always a seat available for you in the virtual classroom.” (FAA, 2013)
(2) Aviation Training Network: This ATN is reported to make use of a video studio that is both “modern ad interactive” and to do so ‘in conjunction with a satellite uplink to provide a means for FAA and other government organizations to deliver cost-effective live training. The Academy’s Aviation Training Network broadcasts to more than 100 downlink sites throughout the U.S. including Hawaii, Alaska and Puerto Rico. This allows participants to attend training with very little travel time involved.” (FAA, 2013)
(3) Computer-Based Instruction (CBI)National Program Office is responsible for the distribution of over 250 courses on CD-ROM and internet to FAA facilities. The CBI Office supports and maintains a vast network of state-of-art multimedia computer platforms located throughout the FAA. Through CBI, FAA workforce skills are developed, maintained and enhanced. (FAA, 2013)
(4) Correspondence Study: Program offers technical, management and business skills training allowing individuals to work at their own pace outside the classroom. There are over 100 courses to choose from. (FAA, 2013
(5) Tech Ops Distance Learning Tool: allows authorized ATO Technical Operations employees to request all distance learning course materials. All ATO (ATSS) personnel can submit requests for Correspondence Study courses, subject to supervisory approval. (FAA, 2013)
IV. Applicable Guidance on regulatory training from FAA
The U.S. Department of Transportation, Federal Aviation Administration National Policy 8900 is for the purpose of guiding “…an introduction of operations specifications (OpSpecs) to Title 14 of the Code of Federal Regulations (14 CFR) part 147, Aviation Maintenance Technician Schools (AMTS). ” (FAA, 2013) Reported as the primary audience for receipt of this notice is “Flight Standards District Offices (FSDO), International Field Offices (IFO), International Field Units (IFU), principal maintenance inspectors (PMI), and principal avionics inspectors (PAI) with AMTS oversight responsibilities. The secondary audience includes Flight Standards Service (AFS) branches and divisions in the regions and at Washington, DC, headquarters (HQ).”(FAA, 2013)
Laboratory
Facilities enabling student demonstrations or participation for instruction in general principles. Laboratory equipment required should match subject taught and teaching level. (FAA, 2013)
Practical Project
A hands-on assignment requiring skills taught at the 2 to 3 teaching level. Students involved in a practical project can use or research documents such as maintenance publications, FAA directives, or manufacturer data. (FAA, 2013)
Quality Standards
Measures of a student’s manipulative skills needed to simulate a “return to service” condition of instructional or training aids. These aids do not need to meet “return to service” maintenance criteria. (FAA, 2013
Specialized Instructors
AMTS instructors who are not FAA certificated mechanics, and who teach mathematics, physics, basic electricity, basic hydraulics, drawing, and similar subjects. (FAA, 2013)
Special Tools
Tools, such as tensiometers, micrometers, and torque wrenches, typically provided by the AMTS. These tools do not require calibration when used for demonstration or on non-airworthy equipment. (FAA, 2013)
Training resources are stated to include:
(1) personnel — training management and instructor and (2) Facilities — a central training location, off-site centers for learning and other geographic locations;
(3) Equipment including stand alone computers, networks, laptops and local area networks (LANs), or the web;
(4) Software — operating systems, browsers, learning content, or specialized programs; (5) Curriculum — videos, computer-based lessons, workbooks, study guides, CDs, DVDs, part-task trainers. Third party tenderers contractors and consultants and the classroom as previously described. (FAA, 2013)
References
Keengwe, J. And Kidd, TT ) (2010) Correspondence Study, CBI & OJT. Journal of Online Learning and Teaching Vo. 6, No. 2 June 2010. Retrieved from: http://jolt.merlot.org/vol6no2/keengwe_0610.htm
FAA Academy Distance Learning (2010) MY FAA Academy Distance Learing. Retrieved from: https://www.academy.jccbi.gov/distancelearning / http://jolt.merlot.org/vol6no2/keengwe_0610.htm
Are you busy and do not have time to handle your assignment? Are you scared that your paper will not make the grade? Do you have responsibilities that may hinder you from turning in your assignment on time? Are you tired and can barely handle your assignment? Are your grades inconsistent?
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While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.
Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.
In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.
Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.
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We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.
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We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.
Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.
There is a very low likelihood that you won’t like the paper.
Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.
We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.
You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.
We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.
You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.
Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.
You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.
The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.
GET A PERFECT SCORE!!! 
Shifting Classroom Learning to Online Learning: A Case Study to Transition From the Traditional Classroom-Based Program to Online CBT Format
The objective of this study is to examine the transition from the Traditional classroom-based program to Computer-Based Training. There are reported to be a great number of colleges and universities that are presently transitioning to Computer-Based Training and fully transitioning to “online, blended or web-facilitated courses.” (Keengwe & Kidd, 2010) The number of online programs and classes available have grown exponentially during the course of the last ten years. Other terms used to refer to Computer-Based Instruction include those stated as follows: “web-based training, e-learning, distributed learning, Internet-based learning, web-based instruction, cyber learning, virtual learning, or net-based learning. Online learning is a subset of distance education and embraces a wide set of technology applications and learning processes including, computer-based learning, web-based learning, virtual classrooms, and digital collaborations.” (Keengwe & Kidd, 2010)
In addition it is reported to take the form of course with access to content for “just-in-time” learning, access (Hall, 2000). This definition encompasses delivery of course content via all electronic media, including the Internet, intranets, extranets, satellite broadcasts, audio/video tapes, interactive TVs, and CD-ROMs. Online learning is focused not only on the online contexts, but also includes a full range of computer-based learning platforms and delivery methods, genres, formats and media such as multimedia, educational programming, simulations, games and the use of new media on fixed and mobile platforms across all discipline areas.” (Keengwe & Kidd, 2010)
It is argued by Campbell (2004) that the “emphasis of online learning in higher education settings is on the development of metacognitive as well as reflective and collaborative learning. Further, online learning goes beyond planned subject learning to recognize the value of the unplanned and the self-directedness of the learner to maximize incidental learning and improve performance.” (Keengwe & Kidd, 2010)
It is reported that a comparative study conducted by Dabbagh and Nanna Ritland explored the differences between “traditional and online learning environments” is that the traditional learning environment is limited by location and instructor and student presence and is presented in real time, under the control of an instructor and is a linear method for teaching. The following table shows the historical context of online distance education development from 1975 to the present.
Figure 1: Historical Context of Online Distance Education Development
Era
Focus
Educational Characteristics
1975-1985
Programming;
Drill and practice;
Computer-assisted learning CAL
Behaviorist approaches to learning and instruction; programming to build tools and solve problems; Local user-computer interaction.
1983-1990
Computer-Based Training
Multimedia
Use of older CAL models with interactive multimedia courseware; Passive learner models dominant; Constructivist influences begin to appear in educational software design and use.
1990-1995
Web-Based Education & Training
Internet-based content delivery; Active learner models developed; Constructivist perspectives common; Limited end-user interactions.
1995-2005
eLearning
Internet-based flexible courseware deliver; increased interactivity; online multimedia courseware; Distributed constructivist and cognitivist models common; Remote user-user interactions.
2005 — present
Mobile learning and social networking
Interactive distance courseware distributed online through learning management systems with social networking components; learning that is facilitated via a wireless device such as a PDA, a smart phone or a laptop; learning with portable technologies where the focus is on the mobility of the learner.
Source: (Keengwe & Kidd, 2010)
As shown in the figure above the focus and characteristics of online education have changed with each era and evolved into what is known today as online learning. Barriers to online teaching and learning are stated to include such as “faculty time, rewards, workload, lack of administrative support, cost, course quality, student contact, and equipment concerns as barriers to online teaching practices.” (Keengwe & Kidd, 2010)
Research findings indicate that program leaders should “keep abreast of the technology issues; courses integrate more collaboration between instructors and learners; training be provided to faculty to overcome negative dispositions; leaders attempt to incorporate the need for distance education courses in institutions’ missions, and that a reconsideration of tenure and promotion decisions should be examined in an attempt to support faculty workloads.” (Keengwe & Kidd, 2010) Inadequate software and hardware as well as internet connections that are slow, procrastination of learners, “lack of technical expertise among the instructors, insufficient orientation for learners, and a lack of release time for instructors to develop and design their online courses have been cited as barriers to faculty participation in developing and teaching online courses.” (Keengwe & Kidd, 2010)
III. Overview and Summary of Current Training Program
The Federal Aviation Administration (FAA) offers distance education in the form of a Correspondence Study Program for technical, management and business skills training enabling individuals to work at their own speed outside the classroom environment. There are presently 100 courses that can be taken through means of distance education. The Federal Aviation Administration has a multi-disciplined approach to distance learning including the use of the following
(1) eLearning which is “is the ability to take online courses from any computer anytime, anywhere. No travel. No waiting. There is always a seat available for you in the virtual classroom.” (FAA, 2013)
(2) Aviation Training Network: This ATN is reported to make use of a video studio that is both “modern ad interactive” and to do so ‘in conjunction with a satellite uplink to provide a means for FAA and other government organizations to deliver cost-effective live training. The Academy’s Aviation Training Network broadcasts to more than 100 downlink sites throughout the U.S. including Hawaii, Alaska and Puerto Rico. This allows participants to attend training with very little travel time involved.” (FAA, 2013)
(3) Computer-Based Instruction (CBI)National Program Office is responsible for the distribution of over 250 courses on CD-ROM and internet to FAA facilities. The CBI Office supports and maintains a vast network of state-of-art multimedia computer platforms located throughout the FAA. Through CBI, FAA workforce skills are developed, maintained and enhanced. (FAA, 2013)
(4) Correspondence Study: Program offers technical, management and business skills training allowing individuals to work at their own pace outside the classroom. There are over 100 courses to choose from. (FAA, 2013
(5) Tech Ops Distance Learning Tool: allows authorized ATO Technical Operations employees to request all distance learning course materials. All ATO (ATSS) personnel can submit requests for Correspondence Study courses, subject to supervisory approval. (FAA, 2013)
IV. Applicable Guidance on regulatory training from FAA
The U.S. Department of Transportation, Federal Aviation Administration National Policy 8900 is for the purpose of guiding “an introduction of operations specifications (OpSpecs) to Title 14 of the Code of Federal Regulations (14 CFR) part 147, Aviation Maintenance Technician Schools (AMTS). ” (FAA, 2013) Reported as the primary audience for receipt of this notice is “Flight Standards District Offices (FSDO), International Field Offices (IFO), International Field Units (IFU), principal maintenance inspectors (PMI), and principal avionics inspectors (PAI) with AMTS oversight responsibilities. The secondary audience includes Flight Standards Service (AFS) branches and divisions in the regions and at Washington, DC, headquarters (HQ).”(FAA, 2013)
Laboratory
Facilities enabling student demonstrations or participation for instruction in general principles. Laboratory equipment required should match subject taught and teaching level. (FAA, 2013)
Practical Project
A hands-on assignment requiring skills taught at the 2 to 3 teaching level. Students involved in a practical project can use or research documents such as maintenance publications, FAA directives, or manufacturer data. (FAA, 2013)
Quality Standards
Measures of a student’s manipulative skills needed to simulate a “return to service” condition of instructional or training aids. These aids do not need to meet “return to service” maintenance criteria. (FAA, 2013
Specialized Instructors
AMTS instructors who are not FAA certificated mechanics, and who teach mathematics, physics, basic electricity, basic hydraulics, drawing, and similar subjects. (FAA, 2013)
Special Tools
Tools, such as tensiometers, micrometers, and torque wrenches, typically provided by the AMTS. These tools do not require calibration when used for demonstration or on non-airworthy equipment. (FAA, 2013)
Training resources are stated to include:
(1) personnel — training management and instructor and (2) Facilities — a central training location, off-site centers for learning and other geographic locations;
(3) Equipment including stand alone computers, networks, laptops and local area networks (LANs), or the web;
(4) Software — operating systems, browsers, learning content, or specialized programs; (5) Curriculum — videos, computer-based lessons, workbooks, study guides, CDs, DVDs, part-task trainers. Third party tenderers contractors and consultants and the classroom as previously described. (FAA, 2013)
References
Keengwe, J. And Kidd, TT ) (2010) Correspondence Study, CBI & OJT. Journal of Online Learning and Teaching Vo. 6, No. 2 June 2010. Retrieved from: http://jolt.merlot.org/vol6no2/keengwe_0610.htm
FAA Academy Distance Learning (2010) MY FAA Academy Distance Learing. Retrieved from: https://www.academy.jccbi.gov/distancelearning / http://jolt.merlot.org/vol6no2/keengwe_0610.htm
Are you busy and do not have time to handle your assignment? Are you scared that your paper will not make the grade? Do you have responsibilities that may hinder you from turning in your assignment on time? Are you tired and can barely handle your assignment? Are your grades inconsistent?
Whichever your reason is, it is valid! You can get professional academic help from our service at affordable rates. We have a team of professional academic writers who can handle all your assignments.
Students barely have time to read. We got you! Have your literature essay or book review written without having the hassle of reading the book. You can get your literature paper custom-written for you by our literature specialists.
Do you struggle with finance? No need to torture yourself if finance is not your cup of tea. You can order your finance paper from our academic writing service and get 100% original work from competent finance experts.
Computer science is a tough subject. Fortunately, our computer science experts are up to the match. No need to stress and have sleepless nights. Our academic writers will tackle all your computer science assignments and deliver them on time. Let us handle all your python, java, ruby, JavaScript, php , C+ assignments!
While psychology may be an interesting subject, you may lack sufficient time to handle your assignments. Don’t despair; by using our academic writing service, you can be assured of perfect grades. Moreover, your grades will be consistent.
Engineering is quite a demanding subject. Students face a lot of pressure and barely have enough time to do what they love to do. Our academic writing service got you covered! Our engineering specialists follow the paper instructions and ensure timely delivery of the paper.
In the nursing course, you may have difficulties with literature reviews, annotated bibliographies, critical essays, and other assignments. Our nursing assignment writers will offer you professional nursing paper help at low prices.
Truth be told, sociology papers can be quite exhausting. Our academic writing service relieves you of fatigue, pressure, and stress. You can relax and have peace of mind as our academic writers handle your sociology assignment.
We take pride in having some of the best business writers in the industry. Our business writers have a lot of experience in the field. They are reliable, and you can be assured of a high-grade paper. They are able to handle business papers of any subject, length, deadline, and difficulty!
We boast of having some of the most experienced statistics experts in the industry. Our statistics experts have diverse skills, expertise, and knowledge to handle any kind of assignment. They have access to all kinds of software to get your assignment done.
Writing a law essay may prove to be an insurmountable obstacle, especially when you need to know the peculiarities of the legislative framework. Take advantage of our top-notch law specialists and get superb grades and 100% satisfaction.
We have highlighted some of the most popular subjects we handle above. Those are just a tip of the iceberg. We deal in all academic disciplines since our writers are as diverse. They have been drawn from across all disciplines, and orders are assigned to those writers believed to be the best in the field. In a nutshell, there is no task we cannot handle; all you need to do is place your order with us. As long as your instructions are clear, just trust we shall deliver irrespective of the discipline.
Our essay writers are graduates with bachelor's, masters, Ph.D., and doctorate degrees in various subjects. The minimum requirement to be an essay writer with our essay writing service is to have a college degree. All our academic writers have a minimum of two years of academic writing. We have a stringent recruitment process to ensure that we get only the most competent essay writers in the industry. We also ensure that the writers are handsomely compensated for their value. The majority of our writers are native English speakers. As such, the fluency of language and grammar is impeccable.
There is a very low likelihood that you won’t like the paper.
Not at all. All papers are written from scratch. There is no way your tutor or instructor will realize that you did not write the paper yourself. In fact, we recommend using our assignment help services for consistent results.
We check all papers for plagiarism before we submit them. We use powerful plagiarism checking software such as SafeAssign, LopesWrite, and Turnitin. We also upload the plagiarism report so that you can review it. We understand that plagiarism is academic suicide. We would not take the risk of submitting plagiarized work and jeopardize your academic journey. Furthermore, we do not sell or use prewritten papers, and each paper is written from scratch.
You determine when you get the paper by setting the deadline when placing the order. All papers are delivered within the deadline. We are well aware that we operate in a time-sensitive industry. As such, we have laid out strategies to ensure that the client receives the paper on time and they never miss the deadline. We understand that papers that are submitted late have some points deducted. We do not want you to miss any points due to late submission. We work on beating deadlines by huge margins in order to ensure that you have ample time to review the paper before you submit it.
We have a privacy and confidentiality policy that guides our work. We NEVER share any customer information with third parties. Noone will ever know that you used our assignment help services. It’s only between you and us. We are bound by our policies to protect the customer’s identity and information. All your information, such as your names, phone number, email, order information, and so on, are protected. We have robust security systems that ensure that your data is protected. Hacking our systems is close to impossible, and it has never happened.
You fill all the paper instructions in the order form. Make sure you include all the helpful materials so that our academic writers can deliver the perfect paper. It will also help to eliminate unnecessary revisions.
Proceed to pay for the paper so that it can be assigned to one of our expert academic writers. The paper subject is matched with the writer’s area of specialization.
You communicate with the writer and know about the progress of the paper. The client can ask the writer for drafts of the paper. The client can upload extra material and include additional instructions from the lecturer. Receive a paper.
The paper is sent to your email and uploaded to your personal account. You also get a plagiarism report attached to your paper.
GET A PERFECT SCORE!!!
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