This results in reflection and articulation of content, as the very process of reporting and writing about what they have learned engages students in an activity learning experience. Some students work best in the morning, some in the evening. Some students commute to campus and others take night classes. Scheduling time for homework and group projects can be difficult depending on each student's course, job, and personal responsibilities. When course content and activities are provided online, students no longer need to worry about accessing course materials.
Students can complete assignments during their most productive times.
Busy students can choose to download readings or take practice exams whenever it is most convenient, in the evening after kids are put to bed, or at 4 a.m. during a bout of insomnia. A guest speaker for her 10 a.m. astronomy section is scheduled to speak, but after class time, at 8 p.m. Because the course is supplemented with an online component, the professor coordinates a live chat session with the guest speaker. Anna attends the lecture by logging in and even asking questions from home. In traditional education, students working on group projects must coordinate schedules. In distance learning environments, this may not even be possible, forcing participants to work independently.