Online distance education electives

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Discussion Overview

The discussion revolves around the challenges and considerations of taking online courses for credit, particularly in the context of fulfilling elective requirements for a double major. Participants explore various subjects, including mathematics and engineering, and share their experiences and opinions on the effectiveness and acceptance of online education.

Discussion Character

  • Debate/contested
  • Technical explanation
  • Conceptual clarification

Main Points Raised

  • One participant expresses a need to take online courses to meet elective unit requirements, specifically mentioning interest in subjects like Abstract Algebra and Complex Analysis.
  • Another participant notes that many colleges do not accept online credits, raising concerns about the transferability of such courses.
  • Some participants discuss the restrictions their institutions place on online courses, emphasizing that they must be equivalent to on-campus offerings and only count as elective units.
  • There are differing opinions on the value of online courses, with one participant advocating for their legitimacy by citing Stanford's online master's programs.
  • Concerns are raised about the difficulty of online courses due to the lack of direct interaction with instructors, with one participant sharing a personal account of a colleague's experience with online learning at Stanford.
  • Another participant mentions that the online learning experience can vary significantly between institutions, noting that at Stanford, students tend to ask fewer questions in lectures compared to other schools.
  • One participant highlights the differences in learning environments, particularly the absence of peer interaction in online settings, which can impact the educational experience.
  • There is a mention of the Socratic method used by some professors, which contrasts with the nature of online classes where direct engagement is limited.

Areas of Agreement / Disagreement

Participants express a mix of opinions regarding online courses, with some advocating for their value and others expressing skepticism about their effectiveness and acceptance. The discussion remains unresolved, with no consensus on the overall merits of online education.

Contextual Notes

Participants highlight various institutional policies regarding online course acceptance, the nature of student engagement in online versus in-person classes, and the subjective experiences of learning in different environments.

jbusc
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In order to meet the requirements for my double major, I have to have a minimum number of units which unfortunately is a tiny bit short of the number of units I'll have when I fulfill all my course requirements.

Therefore, I'm interested in taking about 4 semester-units of credit online, in a subject (preferably math) that I wouldn't take ordinarily - something like Abstract Algebra, Complex Analysis, possibly Real Analysis, etc. However, any other topic in physics, engineering, history, or french is welcome.

The course has to be during the summer for me to get credit from it, and preferably could be taken Pass/Fail. It also has to be from an accredited university that accepts it toward it's own on-campus degrees.
 
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most colleges tha I've seen don't accept online credits
 
Your school doesn't have online classes?
 
not at the undergraduate level...

They'll take online courses...but they have to be equivalent to the course offered by the same (accredited) school on campus, and acceptable towards the bachelor's degree there...and there are significant restrictions on the what the credits can be used for. Basically, elective units only. Which is fine by me.

For example, UC berkeley online courses count. But UC Berkeley basically only has pre-calculus.
 
Dont you go to UMBC?

Jus take it at CP.

I would generally say stay away from online courses.
 
mmmm...no, USC.

It's just that there's no room in my schedule for more math...so in order to get the elective units needed I would just take more engineering here...
 
Oh, my bad.

Just take something, as long as it is not online. More engineering courses are good.
 
Nothing at all is wrong with online classes; Stanford offers entire master's degree programs in a number of fields, entirely online.

- Warren
 
chroot said:
Nothing at all is wrong with online classes; Stanford offers entire master's degree programs in a number of fields, entirely online.

- Warren

I know a guy at work who is doing his masters at stanford online. He said it is harder because he's not sitting there and can't interact with the teacher. (But he has moved down there to do his PhD). Personally, I would stay away for that reason.
 
  • #10
cyrusabdollahi said:
I know a guy at work who is doing his masters at stanford online. He said it is harder because he's not sitting there and can't interact with the teacher. (But he has moved down there to do his PhD). Personally, I would stay away for that reason.

It's definitely a slightly harder route -- but it's Stanford, after all. What do you expect? Cake?

- Warren
 
  • #11
It's the same at USC...the entire master's engineering program is online now as an option, including most of the undergrad courses which are requirements or prerequisites for master's degrees.

But it doesn't make sense for me to take those courses online, since I'm here anyways.

I really don't mind online courses or self-study...all I really need are a syllabus, textbook, and an exam to take :)
 
  • #12
chroot said:
It's definitely a slightly harder route -- but it's Stanford, after all. What do you expect? Cake?

- Warren

Well, it being hard because you can't interact with the professor has nothing to do with the name of the school.
 
  • #13
cyrusabdollahi said:
Well, it being hard because you can't interact with the professor has nothing to do with the name of the school.

It may be different at other schools, but, frankly, very few people ever seem to interrupt professors at Stanford. For some reason, students ask maybe 2-3 questions per 75 minute lecture. Everyone else just posts a blizzard of questions to the course's bulletin board, which are all answered by TAs. It works out pretty well -- I rarely feel like I am seriously missing out on anything. Other schools may well be different.

- Warren
 
  • #14
chroot said:
It may be different at other schools, but, frankly, very few people ever seem to interrupt professors at Stanford. For some reason, students ask maybe 2-3 questions per 75 minute lecture. Everyone else just posts a blizzard of questions to the course's bulletin board, which are all answered by TAs. It works out pretty well -- I rarely feel like I am seriously missing out on anything. Other schools may well be different.

- Warren

More or less, I agree with you on that. Also, its not the same when you can't turn to the guy sitting next to you, you know?

You really are on your own, so to speak.

Also, you are grad and I am not. So that in-and-of -itself is going to be different.
 
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  • #15
Here, certain professors operate on the "socratic" method of teaching - you must ask questions, and you will be asked questions, in class. And it can be a significant part of your grade. Personally, I love it, but it's not universally liked.

Obviously that's never the case in the online classes, though.
 

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