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 of all, 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 telephonic 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, feedback of the assignments are provided by junior faculty in online courses whereas the same is done by senior faculty in on-campus courses. The professor refutes this claim by saying that the quality of the online courses is up to the mark and provides an example of his students who had taken the online courses and thought it would be easier as compared to the on-campus courses. However, they found the opposite of what they had expected. Online courses require self-discipline as students have to manage technology along with the content of the study.
Finally, 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.
Grammar and spelling errors:
Line 9, column 496, Rule ID: COMP_THAN[3]
Message: Comparison requires 'than', not 'then' nor 'as'.
Suggestion: than
... courses and thought it would be easier as compared to the on-campus courses. Howe...
^^
Transition Words or Phrases used:
also, finally, first, however, nevertheless, second, so, whereas, in addition, such as, first of all
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 8.0 10.4613686534 76% => OK
Auxiliary verbs: 1.0 5.04856512141 20% => OK
Conjunction : 9.0 7.30242825607 123% => OK
Relative clauses : 11.0 12.0772626932 91% => OK
Pronoun: 24.0 22.412803532 107% => OK
Preposition: 39.0 30.3222958057 129% => OK
Nominalization: 5.0 5.01324503311 100% => OK
Performance on vocabulary words:
No of characters: 1529.0 1373.03311258 111% => OK
No of words: 290.0 270.72406181 107% => OK
Chars per words: 5.2724137931 5.08290768461 104% => OK
Fourth root words length: 4.12666770723 4.04702891845 102% => OK
Word Length SD: 2.63181847586 2.5805825403 102% => OK
Unique words: 143.0 145.348785872 98% => OK
Unique words percentage: 0.493103448276 0.540411800872 91% => More unique words wanted or less content wanted.
syllable_count: 469.8 419.366225166 112% => 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: 9.0 8.23620309051 109% => 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: 22.0 21.2450331126 104% => OK
Sentence length SD: 45.169503248 49.2860985944 92% => OK
Chars per sentence: 117.615384615 110.228320801 107% => OK
Words per sentence: 22.3076923077 21.698381199 103% => OK
Discourse Markers: 7.69230769231 7.06452816374 109% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 1.0 4.19205298013 24% => 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: 0.286989805911 0.272083759551 105% => OK
Sentence topic coherence: 0.113613199859 0.0996497079465 114% => OK
Sentence topic coherence SD: 0.0798663831168 0.0662205650399 121% => OK
Paragraph topic coherence: 0.191098493714 0.162205337803 118% => OK
Paragraph topic coherence SD: 0.0848787812384 0.0443174109184 192% => OK
Essay readability:
automated_readability_index: 14.5 13.3589403974 109% => OK
flesch_reading_ease: 49.15 53.8541721854 91% => OK
smog_index: 3.1 5.55761589404 56% => Smog_index is low.
flesch_kincaid_grade: 11.9 11.0289183223 108% => OK
coleman_liau_index: 13.58 12.2367328918 111% => OK
dale_chall_readability_score: 8.81 8.42419426049 105% => OK
difficult_words: 75.0 63.6247240618 118% => OK
linsear_write_formula: 11.0 10.7273730684 103% => OK
gunning_fog: 10.8 10.498013245 103% => OK
text_standard: 11.0 11.2008830022 98% => OK
What are above readability scores?
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Rates: 73.3333333333 out of 100
Scores by essay e-grader: 22.0 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.