Discussion Overview
The discussion revolves around the availability of distance learning degrees in physics and related fields, such as astrophysics and engineering. Participants inquire about specific universities offering such programs and share their experiences and opinions on the quality and feasibility of these degrees.
Discussion Character
- Exploratory
- Debate/contested
- Technical explanation
Main Points Raised
- Some participants list universities offering distance learning degrees in physics, including Thomas Edison State College, Charter Oak University, Excelsior College, the Open University in the UK, and UNISA.
- One participant notes that Thomas Edison State College offers specialized professional degrees in physics-related fields, while Charter Oak University does not have undergraduate programs in physics.
- Concerns are raised about the lack of fully accredited universities offering 100% distance learning for undergraduate physics or engineering degrees, emphasizing the importance of laboratory work.
- Another participant mentions finding an accredited university in their country that offers a BSc in Physics with practical components, allowing students to attend study centers for examinations.
- Some participants express skepticism about the employability of graduates from distance learning programs, citing a perceived glut of physicists and the challenges of entering graduate programs.
- There is a discussion about the evolving landscape of online education and its acceptance by employers, with some arguing that corporations are increasingly interested in online training for efficiency.
Areas of Agreement / Disagreement
Participants express a mix of views, with some agreeing on the challenges of distance learning in physics and engineering, while others share positive experiences or suggest alternatives. The discussion remains unresolved regarding the overall quality and acceptance of distance learning degrees.
Contextual Notes
Participants highlight limitations such as the need for laboratory work in physics and engineering degrees, the variability in program quality, and the lack of comprehensive statistics on the success of distance learners in graduate studies or employment.