Pro’s and Con’s of Online Education Courses

The term online courses was not very appealing in the 1970’s and 1980’s. The internet was in development stages in the 1990’s. Today in the 21st century everything is possible and acceptable when it comes to using the internet. Especially in education having access to the internet is a huge resource.

More and more of today’s university students screen time is competing with seat time. Today colleges are offering online courses to students which sound wonderful. Not having to go to a sit in class and show up on campus, no meeting the teacher in person and having test and quizzes online. Online courses for individuals juggling other things such as a work and family life, online courses seem to sound great until it comes time to do the online course. As for the universities online courses cut cost and provide student with more opportunities.

Online courses can be helpful when juggling day to day life but sometimes they are more trouble than they are worth. Students tend to be more lazy in an online class and things can be hard to negative. With online courses the students do not get to see the teacher in person and  usually communication is by via email which tends to delay response time. Another risk of online courses is the simple fact of the fail of technology. It is the worst when trying to complete an assignment and then the internet is acting up.

Advice for anyone jumping into an online class is to simply research it and talk to others to get advice and know what to expect. Some times with online classes one will learn to love it or hate it.

Annotated Bibliography

“CentreTech Campus.” Community College of Aurora in Colorado: Aurora, Denver Metro, and Online,

An online education course offers many benefits for students at both community colleges and universities. The first major benefit that students love is flexibility. Taking online education is the best option for students with other priorities that need to have a flexible school schedule. Online education allows students to manage their class assignments when it is convenient for them. Another benefit is the expense of taking an online course. College courses are typically expensive, but when taking education online the expenses tend to be less. The savings come from not having to spend money on fuel for transportation or for a parking pass on the campus.

The Community College of Aurora in Colorado states “Most people who choose online learning tend to have other commitments, and prefer this mode of learning as it gives them power over how they will delegate their time towards their different projects.” I agree with this statement and found it helpful to students who work a job or have kids and need to have a flexible schedule. When taking a seated course you have to plan your work and home life around that class on campus, whereas when taking an online course you can plan your school assignments around your work schedule and home life. Transportation plays a big role in college as well as money and I thought the information from this source was good advice for anyone trying to save money.  

Estelami, H. (2016). An exploratory study of the effects of online course efficiency perceptions on student evaluation of teaching (SET) measures. American Journal of Business Education (Online), 9(2), 67-n/a. doi:

An exploratory study of the effects of online course efficiency perceptions on student evaluation of teaching set mesures. “The results indicate, that contrary to belief, students who view online courses as efficient exhibit lower sentiments towards the course and the instructor, and are also academically weaker than other students.”

In the exploratory study it was found that students tend to think that taking an online course will be easy and sometimes that is not the case. Online courses tend to come along with more work and the student has to be able to stay on top of their assignments just like in a normal class. Also students tend to lower their expectations even towards the instructor of the online course.

Purdue University Global, Purdue University Global. “Classroom vs. Online Education.” Purdue Global,PurdueUniversityGlobal,8Jan.2019,

Purdue global talks about the ups and downs of taking online courses and how it all depends on one’s work status, where someone lives, and someone’s learning style. Purdue states that the traditional classroom education experience requires you to attend classes in person, on a campus. This is still the most common way of learning, although a recent report suggests a decline in traditional college enrollment. Online education is becoming a more appealing option for many students. While on-campus enrollment saw slight year-over-year declines from 2014 to 2016, online enrollments saw increases.

Online courses are becoming more and more popular especially in today’s generation. Students are not just students they are parents, full time workers and have lives outside of school which makes it hard for them to be able to be in a classroom. Online courses are very helpful for students and some students even do school fully online due to their busy lives. The Journal of Public Affairs Education published a study that compared the effectiveness of online learning with in-classroom learning and found that Because of the distributed model of group studying, members may be slower to respond in the online setting. Although response time may be longer online, the quality of feedback tends to be more detailed and focused than in the classroom setting.

Tallent-Runnels, M., Thomas, J. A., Lan, W. Y., Cooper, S., & al, e. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-125. Retrieved from

Online courses are helpful for students who struggle to focus in a classroom setting. It allows the student to view the lecture powerpoints on their own time and at their own pace to retain the information. When students take a seated course on the campus, professors tend to move at such a fast pace that some students have a hard time keeping up. Professors moving quickly through the lecture can cause a negative effect on the students grades. Often times when a student falls behind during a lecture due to the speed that the professor is going, the student starts to lose focus and misses even more information.

I found this source useful because it gave solid results from data that was collected through an experiment. “Researchers collected data from undergraduate students who enrolled in either online or lecture sections of a psychology course throughout an academic year and then compared the results. They found students in the online sections acquired more content knowledge and performed better on in-class examinations than those in the lecture sections.” It is a struggle for a student to take an exam for a class and score a high grade on it if they did not retain the information from the lecture. Not everyone can learn at the same pace. Online courses are helpful to those who need to go at a slower pace to take notes and actually retain the information.

Roses Are Red, Violets Are Blue, Emily Killed Homer, but What Did You Do?

A Rose for Emily by William Faulkner is a short story that takes place back in the late nineteenth to early twentieth century in a small town of Mississippi. Miss Emily Grierson lived with her father whom was once a wealthy man. Her father was so wealthy that he had even loaned some money to the town. After her fathers death the town Mayor, Colonel Sartoris, suspended Emily’s taxes out of respect to her father and what he had done for the town. Emily is an intimidating woman who was raised in a wealthy home whom has become spoiled and receives special treatment because of her last name and whom her father was. Years later Emily meets a young man by the name of Homer Barron and falls in love. Homer Barron was a construction worker who was paving the sidewalks of the town. Homer’s failure to properly court and marry Emily caused suspicion. Emily was afraid that Homer would leave her all alone so decided the only way to keep him there forever was to take his life. After Emily killed Homer she locked him in a room where his body lay upon a bed and every now and then she goes in the room and lies beside Homers deceased body. 

The written short story of “A Rose for Emily” by William Faulkner is very similar to the film adaptation by Lyndon Chubbuck. The story and the film both start out with Emily Grierson’s death. In the first paragraph of the short story the whole town is going to Emily’s funeral to pay their respects. In the film two men are preparing Emily’s decaying body for her funeral. Then the short story and the film adaptation move on and starts at the Grierson home. In the film Emily Grierson’s father passed away at the dinner table while he was eating a chicken leg. As the town people came to her home to give her food and tell her sorry for her loss Emily is in denial, ”Miss Emily we are so sorry to hear about your poor daddy’s death” The women of the town say. “My father is not dead” Emily responds(5:25-5:40). Emily did not want to believe her father was dead so left his body right where he died at the dinner table for days until a few men came to her door step and went inside to remove the body themselves. 

In the film Emily was holding a blade in her hand contemplating on killing her self when she heard a loud bang outside the house and ran downstairs to see what it was. When Emily got to the front door there stood a handsome man by the name Homer Barron whom Emily immediately fell in love with. Gossip filled the town as Homer Barron took Miss Emily for a carriage ride. The next day Emily went to a local store to buy arsenic, but she refused to say what she was going to use it for. Emily was very intimidating so the negro delivery boy brought her the package and the druggist didn’t return. In the book is specifies that the poison Emily receives is “For Rats”, while in the film the druggist explains that he will give her the best stuff that will kill anything (809).

Emily put on a white gown and Homer was in a tuxedo as they ate lunch and shortly headed upstairs where the removal of clothes would take place. Here in the room Emily handed Homer a glass of poison and he chugged it not knowing what was in the glass. By this time Homer had finished paving the sidewalks and vanished. No-one had seen him in days. The towns people began to talk and smelled an awful odor coming from the Grierson house. Men of the town came and sprinkled lime around the outside of the house to cancel out the smell and the rumors. 

When Emily was 74 years old she passed away, and her cousins from Alabama came in town and had her funeral two days after her passing. With nothing left in the house two women and an elder man enter the home and wanted to take a look in the locked room upstairs. The man knocks down the door as they discover a wedding gown and a tuxedo laid out. They also stumbled among Homer’s deceased body laid out on the bed with everything covered in dust. As the man and two women took a close look at the body they found a strand of gray hair on the pillow beside the dead corpse. Miss Emily Grierson had been going into that room and laying beside the deceased body for years. Emily was attached and could not stand the thought of being alone. Killing Homer was the only thing she could do so she would not have to be alone ever again. 

Lyndon Chubbuck’s film and William Faulkner’s short story of “A Rose for Emily” are so similar there were hardly any differences to point out. They both started out the same and ended the same. The film was very helpful and created a nice visual while the short story gave more detail and went more in depth to give us an idea of a visual without having one to physically look at. 

Work Cited 

A Rose for Emily. Directed by Lyndon Chubbuck, Performances by Anjelica Huston and John Carradine, Pyramid 1983. YouTube, uploaded by Ashti Abdulhamid, 27 Feb. 2015,

Faulkner, William. “A Rose for Emily.” The Norton Field Guide to Writing with Readings and Handbook. 4th ed., by Richard Bullock, Maureen Daly Goggin, and Francine Weinberg, 2016, pp. 803-12.

Adam Piore’s Million Dollar Jackpot

This article by Adam Piore explains why so many people continue to play the lottery when the chances of actually winning are very low. Robert Williams is a health science professor at the University of Lethbridge in Alberta whom studies lotteries and stated “the odds of winning the $590-million jackpot were one in 175-million” (698). Many who play the lottery find it to be very simple to drive to a nearby convenience store to pay two dollars to purchase a ticket and spend about ten seconds to fill out six numbers. It is crazy to think that someone could pay two dollars one day and become a millionaire the next. That is an extreme life change but its not that simple. The odds of actually winning the lottery are extremely low. Rebecca Paul Hargrove serves as the president in the Tennessee Education State Lottery Corporation and states “Playing the lottery is not an investment, it’s an entertainment” (700). It is the psychological thoughts of winning and the advertising of recent updates to the tickets that keep many interested in playing the lottery. 

After Hargrove took over the Illinois lottery and began her new job she began to think about her own life and what motivated her all these years to want to keep playing the lottery. As a marketer trying to think of all the possible ways to keep your customers wanting more was a normal thing. Her personal motives for playing the lottery was the thought of all the things she could do with 40 million dollars, “Pay one dollar and then for three days you can think about that question” (701). It is a psychological fantasy of what one could do with all that money that drives people to continue to pay one or two dollars every once in a while and not think twice about the calculations of how quickly those few dollars will add up. 

From her first day in the lottery business Hargrove learned that winning on a smaller scale was something that the customers should be experiencing. What Hargrove states on page (701) makes perfect sense “If you play a lot and play for three years and never win, you’re not going to keep playing.” To keep the customers interested and motivated to keep playing the lottery Hargrove decided to introduce a second weekly lotto drawing. After she introduced the second weekly drawing she noticed an immediate five percent spike in sales (702). In order to keep the customers wanting to come back to play without any burnout Hargrove also changes the prices, designs, and themes to update the tickets and make them more interesting.

Due to the psychological fantasies of becoming a millionaire and the eye catching advertisements in local connivence stores it is true to say that people will continue to play the lottery in the present time on into the future. No matter how much money is spent while day dreaming of becoming a millionaire the people will not give up. 

Works Cited Piore, Adam. “Why We Keep Playing the Lottery.” The Norton Field Guide to Writing with Readings and Handbook. 4th ed., by Richard Bullock, Maureen Daly Goggin, and Francine Weinberg. Norton, 2016, pp. 698-708.

My Journey

My name is Tori Nicole Brown and this is my freshman year. I graduated from Fred. T. Foard High School and am glad to start a new journey here at Catawba Valley Community College. My senior year I did an internship with Dr. Neuwirth who is an oral surgeon and I loved it. I loved the atmosphere, dealing with patients, the job duties, and the office hours. By participating in the internship I realized I wanted to pursue a career in the dental field. I looked into my options and narrowed it down to two careers; dental assisting and dental hygiene. It was a tough decision choosing just one so I decided to get my degree for both. As a dental assistant you are the oral surgeon or dentist’s extra hands. As a dental hygienist you have a one-on-one appointment with the patient to do there annual cleanings. My goal is to start the dental assisting program at Western Peidmont Community College in Fall of this year and have my dental assisting degree in one year. Then I plan to apply to the dental hygiene program here at CVCC. I have heard a lot of good things about the program here and am working very hard to make all A’s. I have also heard that it is a very competitive program to get into but I am excited to work as hard as I can to be one of the 20 that they accept. I look forward to gaining my degrees for dental assisting and dental hygiene and that is why I am here at CVCC.

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