setting are missed by using these resources, they are helpful tools to add additional support to the educational system. The necessity to pay for transport to the educational facility is removed. Students appreciate the convenience of e-learning, but report greater engagement in face-to-face learning environments. Colleges and universities are working towards combating this issue by utilizing WEB 2.0 technologies as well as incorporating more mentorships between students and faculty members. According to James Kulik, who studies the effectiveness of computers used for instruction, students usually learn more in less time when receiving computer-based instruction, and they like classes more and develop more positive attitudes toward computers in computer-based classes. Students can independently solve problems. There are no intrinsic age-based restrictions on difficulty level, i.e. students can go at their own pace. Students editing their written work on word processors improve the quality of their writing. According to some studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know. Studies completed in "computer intensive" settings found increases in student-centric, cooperative, and higher-order learning, writing skills, problem-solving, and using technology. In addition, attitudes toward technology as a learning tool by parents, students, and teachers are also improved. Employers' acceptance of online education has risen over time. More than 50% of human resource managers SHRM surveyed for an August 2010 report said that if two candidates with the same level of experience were applying for a job, it would not have any kind of effect whether the candidate's obtained degree was acquired through an online or a traditional school. Seventy-nine percent said they had employed a candidate with an online degree in the past 12 months. However, 66% said candidates who get degrees online were not seen as positively as job applicants with traditional degrees. The use of educational apps generally has a positive effect on learning. Pre- and post-tests have revealed that the use of educational apps on mobile devices reduces the achievement gap between struggling and average students. Some educational apps improve group work by allowing students to receive feedback on answers and promoting collaboration in solving problems. The benefits of app-assisted learning have been exhibited in all age groups. Kindergarten students that use iPads show much higher rates of literacy than non-users. Medical students at the University of California Irvine that utilized iPad academically have been reported to