Friday, January 29, 2016

Here it is! My Opinion Editorial--

Empowering Students Everywhere to Change the World
Nelson Mandela boldly declares, “Education is the most powerful weapon which you can use to change the world ("Education for All (EFA)").” Who wouldn’t want a better world? In that case, if we want it to change and improve, we need more people to become educated. It makes much more sense, then, that we give more people the ability to obtain a formal education and receive a degree of their choosing. The problem is that this is not always possible. This world has become an increasingly demanding and difficult place to live. Many lack the time and ability to dash back and forth from work and family to classes and exams. Can I even mention how impossible it is to complete homework in this type of situation? For many, this type of lifestyle is overwhelming. There must be some sort of alternative option available.
That’s where online classes come to the rescue! Some universities are even offering degree programs online. These are not just programs that offer some college credit; rather, they are programs that offer college degrees.  Although they are very beneficial, there are too few. They are often misunderstood and not well supported. Courses are offered, but not enough for students to earn complete degrees. Even our very own BYU has room to improve in terms of these online programs since it doesn’t offer degrees in all fields of study. This must change. These online degree programs need to be better understood, created, and more readily available to the public. Why? It is because they are simple and much more convenient. There is no dashing to and from a campus with these programs. Everything needed is there at home on a computer. This is the only difference between online courses and classes on a campus. Students can benefit just as much from online coursework as they can from traditional campus schooling. Thus, there is really no need to fear online degree programs and they should be more accessible to the public.
To some, there is still a cause for concern. There are many educators who believe otherwise, arguing that complete online programs make it so that students don’t learn how to collaborate with others as they would in a traditional program offered on a university campus. I, however, beg to differ.
I have had my fair share of college courses online. A graphic design class that I took during my first year of college required that I post my projects online and then visit a certain webpage once a week to chat with the instructor as well as with the other students. We vocally critiqued the work of each other, shared thoughts and ideas in terms of improvement, and received feedback from the instructor. We all lived in completely different areas across the United States, yet we were brought together through an online course by collaborating and constantly communicating. I was amazed how much I learned from that experience about working with others as well as graphic design itself even though the course was online. I have no doubt that other programs can do the same for others as they did for me.   
Although students may have a wholesome collaborative experience through complete degree programs online, many are very skeptical of academic honesty. If there are more of these programs, it makes sense that there will be cheating. This may be true, but online programs actually share the same problem as all colleges, including prestigious universities. David L. Jaff, MS, of Stanford stated that between 75 and 98 percent of college students admitted to cheating in high school (Jaff). There was even an incident in which dozens of Harvard students were caught cheating on an exam (Pérez Peña, 2013). In that case, why point fingers at only online courses? Cheating takes place on all college campuses. It isn’t solely an issue online. When this is understood, the concept of online degree programs appears much less questionable and much more appealing to those desiring to offer them. 
Some may even dare to accuse students taking courses online of being “lazy.” This is often false as well as a dangerous assumption, especially in the situation of my friend, Daina. She is a good friend of mine who was recently diagnosed with Postural orthostatic tachycardia syndrome, also known as POTS. Because of this disease, she is plagued with constant and extreme stomach pain, an abnormally rapid heartbeat, circulatory complications, and persistent fatigue. She is unable to stand for long periods of time and walking is often difficult for her. She is only twenty-one years old and wants to attend culinary school. Unfortunately, this disease has confined her to her home and attending classes is not possible. What would she do without online courses? She is currently taking these classes, which help her to keep her mind sharp and even distract her from her constant discomfort. She doesn’t know for sure how long she will suffer this way, but thanks to online degree programs, she could still be able to earn a degree even as sick as she is. The trick is presenting an entire program for her to earn that degree and not simply to take classes in order to avoid boredom.
She is not the exception either. Another one of my friends was also confined to her bed because she suffered from stomach paralysis. Although she was always in bed, she was still able to earn her high school degree through online programs. She was able to achieve this dream before she passed away only a few months later. How devastating would it have been to be kept from achieving such a dream simply from being too sick to attend classes? Many share these same circumstances, and it is only fair that they too be given a chance to change the world and reach their dreams through their education. It is possible through online school programs. However, it cannot happen if these programs are not accepted by our society and made publically available.  
In essence, preparation for receiving a degree online is not much different than receiving one on a college campus. They enable students from difficult situations to access the schooling necessary to obtain a degree. They also present a good, collaborative environment. The only difference is that these classes take place within the walls of one’s own home. They give many who want to be at school, especially those who are ill, the chance to still make their dreams a reality.  Let us give to as many as possible the opportunity to achieve their goals and earn a degree. There may be some of these programs, but there are not nearly enough. They that do exist are not supported enough by the public or by educators. They are therefore not nearly as effective as they could be.
It is time for us to come together as students and fight for these programs. Even BYU has limits to its online program by only offering degrees in some areas, but not all. We must create programs for more areas of study and make them accessible to more potential students. Let us do our own research and learn of the benefits that come from these programs. Once understood, we must begin more of these programs. We cannot do this without the support of our university’s administration and staff. Let us go directly to the schoolboard as well as to the professors with this plan to improve. We have the desire, and they have the power to make it a reality. Joining together as faculty and students will provide us with all of the tools necessary to create, enhance, and make available these online degree programs for everyone. By doing so, we are better able to accomplish as Nelson Mandela said and help change the world.



Works Cited
"Education for All (EFA)." Resources for Speakers on Global Issues. United Nations Resources. Web. 29 Jan. 2016. <http://www.un.org/en/globalissues/briefingpapers/efa/quotes.shtml>. 
Jaffe, David L. "Academic Cheating Fact Sheet." Perspectives in Assistive Technology. Web. 26 Jan. 2016. <https://web.stanford.edu/class/engr110/cheating.html>

Pérez Peña, Richard. "Students Accused of Cheating Return Awkwardly to a Changed Harvard." The New York Times [New York] 17 Sept. 2013: A12. The New York Times. 16 Sept. 2013. Web. 26 Jan. 2016. <http://www.nytimes.com/2013/09/17/education/students-accused-of-cheating-return-awkwardly-to-a-changed-harvard.html>. 

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