Some universities now offer their courses on the Internet so that people can study online. Is this a positive or negative development?
Distance learning through an online platform is provided for students as an option to replace traditional classroom at many universities. In my view, such a development, although detrimental at some point, could be seen as an essential step forward.
On the one hand, this way of learning remotely without being in regular face-to-face contact with teachers in the classroom is negative from two aspects. First, online students cannot develop comprehensively like the way other students who attend classes at school do. During online courses, students can barely make friends or even compete with their peers. This is often linked to the fact that those learners seem to undervalue the significance of interaction and rivalry with classmates in an educational environment which, actually, are great stimuli for scholastic success. Second, participants of online learning programs tend to procrastinate and poorly allot appropriate amounts of time to complete assignments. This form of studying requires tremendous self-discipline as well as organization and time management skills while students usually struggle with balancing their coursework other priorities and easily get demotivated without direct guidance from instructors.
On the other hand, online learning proves to be a great alternative although traditional universities are still widely considered as the best way to acquire knowledge and a diploma. Access to all resources of a traditional course is offered, which empowers learners to freely choose a wide range of different subjects, from science to economics. Furthermore, lower costs and the widespread presence of the Internet allow unlimited numbers of participants regardless of not only their financial background but also current living places. For example, Coursera is a website that offers a variety of courses at reasonable prices and presents legal degrees for participants upon completion of each course.
In conclusion, though there are some drawbacks of courses delivered on websites, I believe the aforementioned online studying method is revolutionary in contemporary tertiary education systems.
Transition Words or Phrases used:
actually, also, but, first, furthermore, if, second, so, still, well, while, for example, in conclusion, of course, as well as, in my view, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 13.1623246493 91% => OK
Auxiliary verbs: 3.0 7.85571142285 38% => OK
Conjunction : 9.0 10.4138276553 86% => OK
Relative clauses : 5.0 7.30460921844 68% => More relative clauses wanted.
Pronoun: 11.0 24.0651302605 46% => OK
Preposition: 50.0 41.998997996 119% => OK
Nominalization: 12.0 8.3376753507 144% => OK
Performance on vocabulary words:
No of characters: 1819.0 1615.20841683 113% => OK
No of words: 315.0 315.596192385 100% => OK
Chars per words: 5.7746031746 5.12529762239 113% => OK
Fourth root words length: 4.21286593061 4.20363070211 100% => OK
Word Length SD: 3.17289477841 2.80592935109 113% => OK
Unique words: 205.0 176.041082164 116% => OK
Unique words percentage: 0.650793650794 0.561755894193 116% => OK
syllable_count: 568.8 506.74238477 112% => OK
avg_syllables_per_word: 1.8 1.60771543086 112% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 5.43587174349 74% => OK
Article: 0.0 2.52805611222 0% => OK
Subordination: 2.0 2.10420841683 95% => OK
Conjunction: 0.0 0.809619238477 0% => OK
Preposition: 6.0 4.76152304609 126% => OK
Performance on sentences:
How many sentences: 13.0 16.0721442886 81% => Need more sentences. Double check the format of sentences, make sure there is a space between two sentences, or have enough periods. And also check the lengths of sentences, maybe they are too long.
Sentence length: 24.0 20.2975951904 118% => OK
Sentence length SD: 44.8169188256 49.4020404114 91% => OK
Chars per sentence: 139.923076923 106.682146367 131% => OK
Words per sentence: 24.2307692308 20.7667163134 117% => OK
Discourse Markers: 12.0769230769 7.06120827912 171% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 6.0 8.67935871743 69% => OK
Sentences with negative sentiment : 3.0 3.9879759519 75% => OK
Sentences with neutral sentiment: 4.0 3.4128256513 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.145808568089 0.244688304435 60% => OK
Sentence topic coherence: 0.0446686906378 0.084324248473 53% => OK
Sentence topic coherence SD: 0.0287566089003 0.0667982634062 43% => Sentences are similar to each other.
Paragraph topic coherence: 0.0783234349791 0.151304729494 52% => OK
Paragraph topic coherence SD: 0.0337585801276 0.056905535591 59% => OK
Essay readability:
automated_readability_index: 17.9 13.0946893788 137% => OK
flesch_reading_ease: 30.2 50.2224549098 60% => OK
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 15.0 11.3001002004 133% => OK
coleman_liau_index: 16.48 12.4159519038 133% => OK
dale_chall_readability_score: 10.54 8.58950901804 123% => OK
difficult_words: 114.0 78.4519038076 145% => OK
linsear_write_formula: 8.5 9.78957915832 87% => OK
gunning_fog: 11.6 10.1190380762 115% => OK
text_standard: 12.0 10.7795591182 111% => OK
What are above readability scores?
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Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.