AIU

AIU



AIU

The major reason of this term paper is to recount my know-how as a scholar in AIU and to talk about distinct discovering schemes which are being taken up in AIU. My know-how at AIU was very cooperative as I have been through the virtual studies. I had knowledge about how to take virtual investigations as now day's virtual universities have developed very fast. I had a memorable experience at AIU as I had so many friends there; also I enjoyed my life there. The academic infrastructure of AIU was very good. Its libraries, classrooms, study rooms all were well organised.

I took the online program in business administration. This program helped me a lot in understanding the basics of business administration and the major concepts. The name of my degree was Associate of Arts in Business Administration (AABA) (Bialystok, 2003). AIU Online's Associate of Arts Degree in Business Administration helped me to enter today's demanding business world with a unique blend of courses. This online degree program, designed with working adults in mind, provides a broad base of fundamental business courses and general education requirements to foster critical thinking and communication skills (Cohen, 2008). The concentration in Business helps prepared me with an introduction to the global business environment.

This online AABA is conceived in order that scholars can easily transition to the bachelor's degree culmination program. The 90-credit AABA degree meets the smaller grade obligations of the Bachelor of Business Administration degree culmination program. When earning an Associate of Arts in Business Administration degree online, you will desire to have get access to industry-current discovering technologies (Cohen, 2000). AIU Online's course consignment scheme incorporates Flash expertise and wealthy, interactive multimedia.

AIU follows different strategies to integrate its learning program into instructional approach. Research on strategy instruction at AIU has also investigated the instructional sequences used by language instructors (not researchers) at AIU to implement strategy instruction into foreign language lessons. One of the research interests of Chamot et al. (2008) was to discover how three regular classroom teachers actually integrated strategy instruction into their Spanish and Russian foreign language class activities. The results showed that although 'each participating instructor had an individual way of providing learning strategy instruction' (O'Malley & Chamot, 2005), all three instructors opted for direct instruction (informing students of the purpose and value of strategies) and followed a structured sequence of introducing, practicing, reinforcing and evaluating strategy ...