Factors affecting credibility of online degrees

Factors affecting credibility of online degrees

Introduction

Following the request on how to determine the credibility of online degrees, a research was conducted and the results are posted on this memo. The research involves case studies that were carried out on two Arab countries. The study was carried out as a way of comparing if degrees earned online have the same value as degrees earned through physical class attendances. The research went further to determine the perceived disadvantage of the degree earned online compared to a physically attended degree. The Arab countries chosen were Egypt and Oman.

Technology makes it possible for distance learning

With the advancement of technology, many traditional universities have been seeking ways of conducting conventional and distant education at the same time. Many universities are now willing to offer off-campus programs for bachelor’s degree and master’s degree. Some of these universities have even engaged in collaborations that ensure the service of distant learning program has been executed in the best way possible. Cairo university in Egypt has partnered with British Open University to enable such a healthy program between the two countries. The media through which such learning is done includes shared printed materials, recorded videotapes and other interactive multimedia such as CDs.

The total number of people who have access to modern technology is high and this makes it easier to enroll for the program of distant learning. Online education would not be possible without the latest advancements in technology. The two Arabian countries happen to have online presence of about 360 million. If only a quarter of the number wanted to have an online degree, it would be possible since they already have access to online technology.

Perception of the online degree

The question that most people ask themselves is the credibility of online degrees. Many people still believe that the on-campus degree is authentic based on the kind of exposure given to the students. Face to face interaction with the lecturers and fellow students is believed to give the student a certain level of interaction and exposure ability which the online student may not have. The on-campus classes build the social character of a student and they are then able to interact with other people even in the workplace environment. Employers in both countries are often reluctant to accept papers of interviewees who have online degrees. Based on this perception, the on-campus graduates have an upper hand in the two regions.

The challenge of acceptability of online degrees does not end with the employers alone. During the research, university educators were asked to give their honest thoughts about online degrees through interviews. The presented candidates had the same qualifications as the two except that one of them had a different learning mode. In this case online degree learning while the other two used on-campus learning. To a surprising result, most educators expressed their doubts on the online degree candidate by picking the on-campus candidate. When asked to justify their decision, they claimed that they had more trust in degrees gained through the traditional academic setting.

There are traditional degrees that the general public does not believe can be earned through online learning. These degrees include, medicine and related studies, engineering and any law related degree. These degrees are perceived to be complex and cannot be fully delivered online. It is becoming evident that even with the concept of online degree becoming more and more popular, there exists a gap on the part of societal acceptance as indicated by the results of the research. The society does not credit distant education degrees in a trustworthy manner as compared to traditionally earned degrees.

Reason for the existence of societal gap

The main reason why most people do not have faith in the online degrees is the quality domains of the instruments used. The technology used to offer the service can again be used as the source of student cheating and engaging in fraudulent activities. This undermines the process of administering online degrees. The rating scales used to measure the capability of such students can be challenging. Not many people believe that an online tutor can rate a student without observing the character and social behavior of the student.

Finally, online degrees lack the exposure of field experience. Through online degree, there is no proof that the student was able to attend an internship in order to gain field experience. Therefore, there is no recommendation from a field agent and hence the student with an online degree cannot prove that he is able to execute what is required in the field.

Conclusion

There is no doubt that online distance education programs are a convenient option for degree-seeking students. While providers of online distance education believe that the quality of education is similar to that offered in campus, the perception expressed by respondents indicate that online education is inferior. Online education providers need to come up with a campaign that will help create awareness on online education and improve the societal ratings and credibility.