Online graduate degree programs are being offered worldwide. In many respects, the programs are like the same degree programs available in a traditional campus environment, but in several key aspects, they are very different.
First, online degree programs do not offer one-on-one time with the professors. On campus, professors hold regular office hours and expect to have conferences with their graduate students. In addition, many opportunities present themselves for informal interactions before and after class or in chance meetings on campus. Some professors invite their graduate students to their homes or otherwise make themselves available in semi-social settings. In contrast, online professors are unable to see their graduate students in person and, consequently, do not know them very well.
Second, many online graduate programs are not as challenging or as high quality as their on-campus counterparts. In fact, some courses are so easy that students are able to complete them online in one weekend. For the most part, senior faculty members refuse to teach the online courses, contributing to the difference in quality of the online and on-campus courses with the same titles. Many excellent professors view the huge numbers in the online classes as an impediment. Technology allows for more students to take the same course, and junior faculty or graders provide feedback on assignments that are graded by senior faculty teaching on campus.
Third, top schools do not offer online degree programs. Although non-credit courses or even a handful of credit courses may be available, the best schools still require that graduate students complete a more conventional program with most of their time spent in residence on campus. For students who want a graduate degree from a prestigious university, online options are not open to them.
The article states that online degree programs are not as effective as conventional campus degrees and provides three reasons for support. However, the professor cast doubts on those ideas and explains that online degree programs have their own advantages and refutes each of the author's reasons.
First, the reading assumes that online programs do not offer one-to-one time interaction of the students with the professors. The professor, however, refutes this point by saying that it is up to the students whether they want to interact with the professor or not. He also states that there are various modes of interaction with professors in online programs such as chat, email and telephone calls.
Second, the article posits that online degrees are not as challenging or as high quality as the on-campus programs. In addition, the article states, junior faculty gives feedback to the students on their assignments in contrast to the senior faculty on the campus. However, the professor says that the quality of the online courses is also up to the mark. He provides an example where his students were enrolled in an online course, the students had thought that the course would be easier than the campus courses but found just opposite of what they had expected. Moreover, the online course requires self-discipline as students have to manage technology along with the content of the study.
Third, the article claims that top schools do not offer online courses. Nevertheless, the professor in the lecture opposes this point and states that even top schools provide online courses. He says that every Ivy League colleges except Princeton University offer online courses to the students for the completion of their degree by providing a one-term residency requirement.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2019-12-14 | Bobby1987 | 90 | view |
| 2019-10-10 | mukesh7542 | 73 | view |
| 2019-10-10 | mukesh7542 | 80 | view |
| 2019-10-10 | mukesh7541 | 76 | view |
| 2019-10-10 | mukesh7541 | 80 | view |
- will believe you when you’re telling the truth and your word will have no weighting.in addition, another “bad factor” of telling untruths is that you have absolutely no control over when the truth(of previous untruths) will emerge. Untruths breed pa 61
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- Every school should have same curriculum . 58
- A nation should require all of its students to study the same national curriculum until they enter college."-Write a response in which you discuss the extent to which you agree or disagree with the recommendation and explain your reasoning for the po 66
- agage 16
Transition Words or Phrases used:
also, but, first, however, moreover, nevertheless, second, so, third, in addition, in contrast, such as, in contrast to
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 7.0 10.4613686534 67% => OK
Auxiliary verbs: 1.0 5.04856512141 20% => OK
Conjunction : 8.0 7.30242825607 110% => OK
Relative clauses : 12.0 12.0772626932 99% => OK
Pronoun: 24.0 22.412803532 107% => OK
Preposition: 34.0 30.3222958057 112% => OK
Nominalization: 5.0 5.01324503311 100% => OK
Performance on vocabulary words:
No of characters: 1495.0 1373.03311258 109% => OK
No of words: 285.0 270.72406181 105% => OK
Chars per words: 5.24561403509 5.08290768461 103% => OK
Fourth root words length: 4.10876417139 4.04702891845 102% => OK
Word Length SD: 2.60377357144 2.5805825403 101% => OK
Unique words: 146.0 145.348785872 100% => OK
Unique words percentage: 0.512280701754 0.540411800872 95% => More unique words wanted or less content wanted.
syllable_count: 459.0 419.366225166 109% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 3.25607064018 92% => OK
Article: 11.0 8.23620309051 134% => OK
Subordination: 0.0 1.25165562914 0% => More adverbial clause wanted.
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 1.0 2.5761589404 39% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 13.0 13.0662251656 99% => OK
Sentence length: 21.0 21.2450331126 99% => OK
Sentence length SD: 34.5097533593 49.2860985944 70% => OK
Chars per sentence: 115.0 110.228320801 104% => OK
Words per sentence: 21.9230769231 21.698381199 101% => OK
Discourse Markers: 9.15384615385 7.06452816374 130% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 0.0 4.19205298013 0% => OK
Sentences with positive sentiment : 6.0 4.33554083885 138% => OK
Sentences with negative sentiment : 1.0 4.45695364238 22% => More negative sentences wanted.
Sentences with neutral sentiment: 6.0 4.27373068433 140% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.269603079917 0.272083759551 99% => OK
Sentence topic coherence: 0.108143763527 0.0996497079465 109% => OK
Sentence topic coherence SD: 0.0843684135886 0.0662205650399 127% => OK
Paragraph topic coherence: 0.182756698581 0.162205337803 113% => OK
Paragraph topic coherence SD: 0.0897141677854 0.0443174109184 202% => More connections among paragraphs wanted.
Essay readability:
automated_readability_index: 14.3 13.3589403974 107% => OK
flesch_reading_ease: 50.16 53.8541721854 93% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 11.5 11.0289183223 104% => OK
coleman_liau_index: 13.17 12.2367328918 108% => OK
dale_chall_readability_score: 8.78 8.42419426049 104% => OK
difficult_words: 74.0 63.6247240618 116% => OK
linsear_write_formula: 11.0 10.7273730684 103% => OK
gunning_fog: 10.4 10.498013245 99% => OK
text_standard: 11.0 11.2008830022 98% => OK
What are above readability scores?
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Rates: 80.0 out of 100
Scores by essay e-grader: 24.0 Out of 30
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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.