ฉันต้องใช้ภาษาอังกฤษถูกหลักไวยากรณ์

ฉันต้องใช้ภาษาอังกฤษถูกหลักไวยากรณ์
Literature Review
The Allen and Seaman (2013) report looked at online education, including the growing presence of massive open online courses (MOOCs), from the institutional perspective, not from the student’s. In their report, the authors noted that the remaining barriers to widespread acceptance of online education were lack of faculty and employer acceptance, lack of student discipline and low retention rates. Of these, student retention in online programs is particularly relevant to the discussion of student satisfaction with their online experience. Reinforcing the instructor’s role in designing satisfying online curricula, Kransow (2013) posited that if students were satisfied with their online experiences, they would be more likely to remain in the program.
Kransow (2013) poses a critical question for instructors working in the online environment. How can online courses be designed to maximize student satisfaction as well as student motivation, performance and persistence? Drawing on the literature, Kransow emphasizes the importance of building a sense of community in the online environment. Yet, building an online community that fosters student satisfaction involves strategies that go beyond facilitating interaction with course components. Building community also requires, among other elements, interaction with each other, that is, between student and instructor and among students in the course. Sher (2009), in his study of the role such interactions play in student learning in a Web-based environment, found interaction between student and instructor and among students to be significant factors in student satisfaction and learning.
Interaction—between the student and the instructor, among students, and with course content and technology—was the focus of Strachota’s (2003) study of student

ผลลัพธ์ (อังกฤษ) 1:

Do I have to use English grammar.Literature ReviewThe Allen and Seaman (2013) report looked at online education, including the growing presence of massive open online courses (MOOCs), from the institutional perspective, not from the student's. In their report, the authors noted that the remaining barriers to widespread acceptance of online education were lack of faculty and employer acceptance, lack of student discipline and low retention rates. Of these, student retention in online programs is particularly relevant to the discussion of student satisfaction with their online experience. Reinforcing the instructor's role in designing satisfying online curricula, Kransow (2013) posited that if students were satisfied with their online experiences, they would be more likely to remain in the program.Kransow (2013) poses a critical question for instructors working in the online environment. How can online courses be designed to maximize student satisfaction as well as student motivation, performance and persistence? Drawing on the literature, Kransow emphasizes the importance of building a sense of community in the online environment. Yet, building an online community that fosters student satisfaction involves strategies that go beyond facilitating interaction with course components. Building community also requires, among other elements, interaction with each other, that is, between student and instructor and among students in the course. Sher (2009), in his study of the role such interactions play in student learning in a Web-based environment, found interaction between student and instructor and among students to be significant factors in student satisfaction and learning.Interaction—between the student and the instructor, among students, and with course content and technology—was the focus of Strachota's (2003) study of student

ผลลัพธ์ (อังกฤษ) 2:

I have to use the English language is grammatically
Literature Review
The Allen and Seaman (the 2013th) Report looked at online Education, including The Growing Presence of Massive Open online courses (MOOCs), from The Institutional Perspective, Not from The Student's. In their Report,. the authors noted that the remaining barriers to widespread acceptance of online education were lack of faculty and employer acceptance, lack of student discipline and low retention rates. Of these, student retention in online programs is particularly relevant to the discussion of student satisfaction with their online. Experience. Reinforcing The instructor's role in Designing satisfying online curricula, Kransow (2,013th) posited that IF Students were Satisfied with their online experiences, they would be more likely to remain in The Program.
Kransow (the 2013th) poses a Critical question for instructors Working in. the online environment. How can online courses be designed to maximize student satisfaction as well as student motivation, performance and persistence? Drawing on the literature, Kransow emphasizes the importance of building a sense of community in the online environment. Yet, building an online community. that fosters student satisfaction involves strategies that go beyond facilitating interaction with course components. Building community also requires, among other elements, interaction with each other, that is, between student and instructor and among students in the course. Sher (2009), in his. Study of The role Such Interactions Play in Student Learning in a Web-based Environment, Found Interaction between Student and instructor and Among Students to be significant factors in Student satisfaction and Learning.
Interaction-between The Student and The instructor, Among Students, and with. course content and technology-was the focus of Strachota's (2003) study of student.

ผลลัพธ์ (อังกฤษ) 3:

I have to use English grammar Literature Review

The Allen and Seaman (2013) report looked at, online education including. The growing presence of massive open online courses (MOOCs), from the institutional perspective not from, the student 's.? In, their reportThe authors noted that the remaining barriers to widespread acceptance of online education were lack of faculty and employer. Acceptance lack of, student discipline and low retention rates. Of these student retention, in online programs is particularly. Relevant to the discussion of student satisfaction with their online experience.Reinforcing the instructor 's role in designing satisfying, online curricula Kransow (2013) posited that if students were. Satisfied with their, online experiences they would be more likely to remain in the program.
Kransow (2013) poses a critical. Question for instructors working in the online environment.How can online courses be designed to maximize student satisfaction as well as student motivation performance and, persistence?? Drawing on, the literature Kransow emphasizes the importance of building a sense of community in the online, environment. Yet.Building an online community that fosters student satisfaction involves strategies that go beyond facilitating interaction. With course components. Building community also requires among elements, other, with interaction each other that is between,,, Student and instructor and among students in the course. Sher (2009),In his study of the role such interactions play in student learning in a, Web-based environment found interaction between. Student and instructor and among students to be significant factors in student satisfaction and learning.
Interaction - between. The student and the instructor among students, and with, course content and technology - was the focus of Strachota 's (2003). Study of student.