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 reading passage argues that online graduate degrees are inferior to the traditional on-campus environment in three key aspects. However, the speaker in the lecture casts doubt on the claims made in the article.
First and foremost, the writer assumes that the conventional degrees offer one-on-one time with the professors through office hours and conferences while the online courses do not allow students to see the educators in person. As a result, they would not know them well. Nevertheless, the lecturer brings up the fact that the personal interaction is up to the students, if they want to talk to their mentors in case of online degrees, they can achieve that through e-mail, chat and oftentimes telephone conferences instead of the face-to-face process.
Secondly, the excerpt contends that long-distance learning is relatively easy, not challenging and of low quality since a large number of students enroll and senior faculty members refuse to teach these kinds of courses. In contrast, the professor thinks that this idea does not hold under scrutiny. He elaborates that in order for online degrees to be accredited, they have to meet the same standards for traditional on-campus ones. Moreover, internet-based degrees could sometimes be even more difficult than regular schedule classes on campus since they need self-discipline and personal time management to finish them. Furthermore, learners ought to acquire skills of how to use the technology in addition to learning the course content.
Finally, the author posits that online options are not available for students who want to get a degree from top prestigious schools since they do not provide online programs. On the other hand, the lecturer indicates that Ivy League universities actually issue online degrees. According to the professor, although some colleges require students to complete one term on campus or only give non-credit online courses, most well-respected schools offer online options.
Grammar and spelling errors:
Line 1, column 216, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...oubt on the claims made in the article. First and foremost, the writer assumes t...
^^^^^^^
Line 5, column 553, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...es instead of the face-to-face process. Secondly, the excerpt contends that long...
^^^^^^^
Line 9, column 121, Rule ID: LARGE_NUMBER_OF[1]
Message: Specify a number, remove phrase, or simply use 'many' or 'numerous'
Suggestion: many; numerous
...ot challenging and of low quality since a large number of students enroll and senior faculty memb...
^^^^^^^^^^^^^^^^^
Line 13, column 467, Rule ID: WHITESPACE_RULE
Message: Possible typo: you repeated a whitespace
Suggestion:
...respected schools offer online options.
^^^^^^^^^
Transition Words or Phrases used:
actually, finally, first, furthermore, however, if, moreover, nevertheless, second, secondly, so, well, while, in addition, in contrast, of course, as a result, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 6.0 10.4613686534 57% => More to be verbs wanted.
Auxiliary verbs: 5.0 5.04856512141 99% => OK
Conjunction : 7.0 7.30242825607 96% => OK
Relative clauses : 10.0 12.0772626932 83% => OK
Pronoun: 21.0 22.412803532 94% => OK
Preposition: 46.0 30.3222958057 152% => OK
Nominalization: 5.0 5.01324503311 100% => OK
Performance on vocabulary words:
No of characters: 1688.0 1373.03311258 123% => OK
No of words: 308.0 270.72406181 114% => OK
Chars per words: 5.48051948052 5.08290768461 108% => OK
Fourth root words length: 4.18926351222 4.04702891845 104% => OK
Word Length SD: 2.8527914769 2.5805825403 111% => OK
Unique words: 195.0 145.348785872 134% => OK
Unique words percentage: 0.633116883117 0.540411800872 117% => OK
syllable_count: 517.5 419.366225166 123% => OK
avg_syllables_per_word: 1.7 1.55342163355 109% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 4.0 3.25607064018 123% => OK
Article: 8.0 8.23620309051 97% => OK
Subordination: 3.0 1.25165562914 240% => Less adverbial clause wanted.
Conjunction: 0.0 1.51434878587 0% => OK
Preposition: 3.0 2.5761589404 116% => OK
Performance on sentences:
How many sentences: 13.0 13.0662251656 99% => OK
Sentence length: 23.0 21.2450331126 108% => OK
Sentence length SD: 65.8441768215 49.2860985944 134% => OK
Chars per sentence: 129.846153846 110.228320801 118% => OK
Words per sentence: 23.6923076923 21.698381199 109% => OK
Discourse Markers: 13.6923076923 7.06452816374 194% => OK
Paragraphs: 4.0 4.09492273731 98% => OK
Language errors: 4.0 4.19205298013 95% => OK
Sentences with positive sentiment : 3.0 4.33554083885 69% => OK
Sentences with negative sentiment : 6.0 4.45695364238 135% => 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: 0.245750598468 0.272083759551 90% => OK
Sentence topic coherence: 0.0813352115486 0.0996497079465 82% => OK
Sentence topic coherence SD: 0.0814616761296 0.0662205650399 123% => OK
Paragraph topic coherence: 0.152216069524 0.162205337803 94% => OK
Paragraph topic coherence SD: 0.0309163397629 0.0443174109184 70% => OK
Essay readability:
automated_readability_index: 16.2 13.3589403974 121% => OK
flesch_reading_ease: 39.67 53.8541721854 74% => OK
smog_index: 8.8 5.55761589404 158% => OK
flesch_kincaid_grade: 13.4 11.0289183223 121% => OK
coleman_liau_index: 14.8 12.2367328918 121% => OK
dale_chall_readability_score: 9.65 8.42419426049 115% => OK
difficult_words: 95.0 63.6247240618 149% => OK
linsear_write_formula: 11.5 10.7273730684 107% => OK
gunning_fog: 11.2 10.498013245 107% => OK
text_standard: 12.0 11.2008830022 107% => OK
What are above readability scores?
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Rates: 90.0 out of 100
Scores by essay e-grader: 27.0 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.