A rising trend in education is online schools. Google “online schools” and you will get thousands of hits with schools offering every type of diploma and degree. But is an online education all it’s cracked up to be? Let the facts speak for themselves.
One of the big attractions of enrolling in an online school is convenience. However, many distance learners fall into the trap of thinking that they can fit an online course into their schedules. Just log on after work or on the weekend, and the homework gets done. If only it were so easy. A flexible schedule takes a lot of discipline, especially if you’re a working parent with a family to look after. In fact, the dropout rate for e-courses is very high. A report in the Chronicle of Higher Education found that “dropout rates range from 20-50% for distance learners as compared to 10-20% for their face-to-face counterparts.” Obviously, flexibility is not always a good thing.
Another issue is credibility. Think about it: Do you want a degree from an internet school nobody’s heard of, or do you want a degree from a brick-and- mortar university? Many students still want the name of an established academic institution on their resume. One unfortunate student, however, enrolled in an online school only to graduate and learn that the school had a bad reputation among Human Resource professionals. Who looks at your resume first?
The people in Human Resources. Then there is the issue of personal interaction. Part of an on-campus education is to meet face-to-face with your professors and peers. Such interaction is a vital part of the educational process yet it has been eliminated with the rise of e-courses. If you are the type of student who needs regular, face-to-face student-teacher interaction, then an e-course would not be a wise investment.
The reading is about the bad apples of online education. It provides three supporting ideas in order to strengthen its position. However, the professor doubts the proposition regarding the online learning. She refutes each of the passage claim.
First, the article states that the propaganda of possible advantages of internet learning is a kind of trap. But, the narrator denies this claim. She describes that the proposition is not convincing because the learning from online is not like to learn from school rather it is required a lots of hard work to complete the course. Moreover, the loitering and sedentary learning is not becoming with this coursework.
Second, the reading asserts that the fallout from the online education is high and it was due to their bad schooling. However, the professor refutes this idea. She says, before pursuing online course it is better to analysis a lot because such courses require a lot of money and time. In addition, the author friend later discovered the bad reputation of that school. Apart from that, it is considerable to do hard work in case of school enrolling rather than give blame their poor schooling.
Third, the written excerpt claims that the internet based schooling is less chance to strengthen the student and teacher interaction. The point is quite incoherent with the lecturer position. She explains that in online student gets the chance to become self-directed and independent. Moreover, it benefits them to become more confident regarding their learning by himself or herself.
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- If a goal is worthy, then any means taken to attain it are justifiable.Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting yo 50
Grammar and spelling errors:
Line 3, column 288, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a lot' or simply 'lots'?
Suggestion: a lot; lots
...learn from school rather it is required a lots of hard work to complete the course. Mo...
^^^^^^
Transition Words or Phrases used:
but, first, however, moreover, regarding, second, so, then, third, apart from, in addition, kind of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 12.0 10.4613686534 115% => OK
Auxiliary verbs: 0.0 5.04856512141 0% => OK
Conjunction : 6.0 7.30242825607 82% => OK
Relative clauses : 7.0 12.0772626932 58% => More relative clauses wanted.
Pronoun: 27.0 22.412803532 120% => Less pronouns wanted
Preposition: 34.0 30.3222958057 112% => OK
Nominalization: 9.0 5.01324503311 180% => OK
Performance on vocabulary words:
No of characters: 1303.0 1373.03311258 95% => OK
No of words: 250.0 270.72406181 92% => More content wanted.
Chars per words: 5.212 5.08290768461 103% => OK
Fourth root words length: 3.97635364384 4.04702891845 98% => OK
Word Length SD: 2.70770456291 2.5805825403 105% => OK
Unique words: 136.0 145.348785872 94% => More unique words wanted.
Unique words percentage: 0.544 0.540411800872 101% => OK
syllable_count: 391.5 419.366225166 93% => OK
avg_syllables_per_word: 1.6 1.55342163355 103% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 7.0 3.25607064018 215% => Less pronouns wanted as sentence beginning.
Article: 10.0 8.23620309051 121% => OK
Subordination: 1.0 1.25165562914 80% => OK
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 3.0 2.5761589404 116% => OK
Performance on sentences:
How many sentences: 17.0 13.0662251656 130% => OK
Sentence length: 14.0 21.2450331126 66% => The Avg. Sentence Length is relatively short.
Sentence length SD: 38.3898234785 49.2860985944 78% => OK
Chars per sentence: 76.6470588235 110.228320801 70% => OK
Words per sentence: 14.7058823529 21.698381199 68% => OK
Discourse Markers: 5.82352941176 7.06452816374 82% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 1.0 4.19205298013 24% => OK
Sentences with positive sentiment : 5.0 4.33554083885 115% => OK
Sentences with negative sentiment : 8.0 4.45695364238 179% => OK
Sentences with neutral sentiment: 4.0 4.27373068433 94% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.169477056911 0.272083759551 62% => OK
Sentence topic coherence: 0.04845708627 0.0996497079465 49% => OK
Sentence topic coherence SD: 0.0426053731633 0.0662205650399 64% => OK
Paragraph topic coherence: 0.100845059055 0.162205337803 62% => OK
Paragraph topic coherence SD: 0.0232177059018 0.0443174109184 52% => OK
Essay readability:
automated_readability_index: 10.5 13.3589403974 79% => Automated_readability_index is low.
flesch_reading_ease: 57.27 53.8541721854 106% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 8.8 11.0289183223 80% => OK
coleman_liau_index: 12.35 12.2367328918 101% => OK
dale_chall_readability_score: 8.18 8.42419426049 97% => OK
difficult_words: 61.0 63.6247240618 96% => OK
linsear_write_formula: 6.0 10.7273730684 56% => Linsear_write_formula is low.
gunning_fog: 7.6 10.498013245 72% => OK
text_standard: 9.0 11.2008830022 80% => OK
What are above readability scores?
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Rates: 78.3333333333 out of 100
Scores by essay e-grader: 23.5 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.