Running head: ONLINE EDUCATION 1 ONLINE EDUCATION 6 n Online Education Jane Doe Traditional Paper Grantham University Abstract Online education has made vast improvements since the Internet was created. Before the Internet, schools were using various forms of technology to teach classes from a distance. Distance learning ranged from using the United States Post Office to mail assignments to using radio, television, and telephone. In this paper I will discuss how online education is advancing and becoming more competitive with traditional “brick and mortar” schools. Distance education has evolved tremendously over the past 100 years. Correspondence schools were developed in the late 1800s to allow students to go to school from far distances. The 1900s were full of improvements that allowed schools to offer classes through radio, television, and telephone. One of the most monumental advances in online education was the creation of the Internet. Schools started to use the Internet to their advantage in 1981 (Miller, 2014). From this time period, schools have quickly adopted this form of education to teach their students. Online education has given some students the opportunity to earn an education who may not have previously been able to do so. There are many universities that offer full online degree programs. Students are able to continue their daily lives and still earn a degree at any age. Online classes offer flexibility which is a huge benefit to students with full-time jobs, children, or those who are in the military. Often times, online universities have more affordable tuition compared to traditional schools. In a society where education is vital and yearly tuition increases, affordability can be a deciding factor for students when choosing their educational future. Many online programs offer “hybrid” or “blended” courses. These are courses that have a mixture of students in-class and online (Hiltz and Turoff, 2005). These blended courses allow instructors to use effective teaching methods to provide the same educational experience for both types of students. The use of technology has allowed instructors to interact with online students in very helpful ways. Many management systems, such as BlackBoard, allow instructors to post videos, announcements, discussions, and detailed feedback to educate their students. In an article by Hiltz and Turoff (2005) discussing the evolution of online learning, they state: There is no need for the instructor or student in a blended course to be concerned with which students attend the face-to-face class and which students participate online. All learning experiences are also available in a digital form that is at least equally effective. This quote illustrates that online courses have just as much quality as face-to-face courses offered at a traditional school. Online education has been a growing trend which has caused an increase in the c ...

1. Running head: ONLINE EDUCATION 1
ONLINE EDUCATION 6
n
Online Education
Jane Doe
Traditional Paper
Grantham University
Abstract
Online education has made vast improvements since the Internet
was created. Before the Internet, schools were using various
forms of technology to teach classes from a distance. Distance
learning ranged from using the United States Post Office to mail

2. assignments to using radio, television, and telephone. In this
paper I will discuss how online education is advancing and
becoming more competitive with traditional “brick and mortar”
schools.
Distance education has evolved tremendously over the past
100 years. Correspondence schools were developed in the late
1800s to allow students to go to school from far distances. The
1900s were full of improvements that allowed schools to offer
classes through radio, television, and telephone. One of the
most monumental advances in online education was the creation
of the Internet. Schools started to use the Internet to their
advantage in 1981 (Miller, 2014). From this time period,
schools have quickly adopted this form of education to teach
their students. Online education has given some students the
opportunity to earn an education who may not have previously
been able to do so.
There are many universities that offer full online degree
programs. Students are able to continue their daily lives and
still earn a degree at any age. Online classes offer flexibility
which is a huge benefit to students with full-time jobs, children,
or those who are in the military. Often times, online
universities have more affordable tuition compared to
traditional schools. In a society where education is vital and

3. yearly tuition increases, affordability can be a deciding factor
for students when choosing their educational future.
Many online programs offer “hybrid” or “blended”
courses. These are courses that have a mixture of students in-
class and online (Hiltz and Turoff, 2005). These blended
courses allow instructors to use effective teaching methods to
provide the same educational experience for both types of
students. The use of technology has allowed instructors to
interact with online students in very helpful ways. Many
management systems, such as BlackBoard, allow instructors to
post videos, announcements, discussions, and detailed feedback
to educate their students. In an article by Hiltz and Turoff
(2005) discussing the evolution of online learning, they state:
There is no need for the instructor or student in a blended
course to be concerned with which students attend the face-to-
face class and which students participate online. All learning
experiences are also available in a digital form that is at least
equally effective.
This quote illustrates that online courses have just as much
quality as face-to-face courses offered at a traditional school.
Online education has been a growing trend which has
caused an increase in the competition for higher education. In
2014, University of Florida became the first public school to
offer fully online degree programs (Miller, 2014). Many
schools are expected to follow. These changes may be a
strategy implemented by the university to ensure their long-term
survival in the changing education industry. In an article by
Sara Burnett (2001) titled, “Going the Distance”, Sara discusses
how online education will soon expand. The generation of
students coming out of high school has been raised with Internet
and may expect to have the option of online classes at the
university they attend. Some may even enroll in a strictly
online school. It is important that schools realize online classes
are becoming more popular in our society. If they do not
change, they could miss out on a large population of student
enrollments.

4. The National Center for Education Statistics released a
study in 2012 that stated one in four students took an online
course during the fall that year (Haynie, 2014). The total
number of students in that study amounted to 5.4 million.
Although this number was 1.7 million lower than they had
originally predicted, it is still a large number of students
attending online courses. An additional key factor that was
found was graduate students were more likely to obtain their
degree online rather than in-class. For only having been around
since the 1980s, online education has made a tremendous impact
on the way we look at education.
Online education has come a long way in our society. We
are continuously improving as a society which puts more
importance on obtaining a higher education. From the
beginning, it has enabled more and more students to learn at the
secondary level. Online education will continue to grow and
expand as we become more advanced. Universities that
embrace online learning and educational changes are setting
themselves up for success in the future. As Charles Darwin
stated, “It’s not the strongest of the species that survives, not
the most intelligent, but the one most responsive to change”
(Darwin, 1859).
References

5. Burnett, S. (2001). GOING THE DISTANCE. Community
College Week, 13(21), 6
Haynie, D. (2014, June 12). New government data sheds light
on online learners. Retrieved December 14, 2014.
Hiltz, S. R., & Turoff, M. (2005). EDUCATION GOES
DIGITAL: The Evolution of Online Learning and the
Revolution in Higher Education. Communications Of The
ACM, 48(10), 59-64.
Miller, G. (n.d.). History of Distance Learning. Retrieved
November 10, 2014.
Authors:
Source:
Document Type:
Subjects:
Abstract:
Lexile:
Full Text Word
Count:
ISSN:
Accession
Number:

6. Database:
Passed-over med school grad learns life lesson, gets 2nd
chance.
GREENE, JAY
Crain's Detroit Business. 4/14/2014, Vol. 30 Issue 15, p0030-
0030. 1p.
Article
FRAME, Nick
WAYNE State University. School of Medicine
MEDICAL school graduates
RESIDENTS (Medicine)
HOSPITALS -- Michigan
The article profiles Nick Frame, a graduate of Wayne State
School of
Medicine, who on March 21, 2014 Matching Day was matched
with Mercy
Health St. Mary's Hospital in Grand Rapids, Michigan as a first-
year medical
resident in family medicine. Frame was given a second chance
after his name
was not called for a residency slot last year. The artificial cap
on the number
of doctors accepted into hospital residency training programs in
the U.S. is
discussed.
1250
1376

7. 0882-1992
95764345
Regional Business News
Plum Print
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Passed-over med school grad learns life lesson, gets 2nd chance
Nick Frame waited a whole year for March 21, also known in

8. the medical field as "Match Day."
At Detroit's MGM Grand Hotel & Casino, with about 269 other
graduates of Wayne State
School of Medicine, Frame found out he had matched with
Mercy Health St. Mary's Hospital in
Grand Rapids as a first-year medical resident in family
medicine. He starts work July 1.
"I was excited, ecstatic, really happy," said Frame, 26, who
decided his senior year at
Eisenhower High School in Shelby Township that he wanted to
become a doctor.
"I did want emergency medicine, but I think family medicine is
a better fit for my personality as a
whole," he said. "After residency, I can still go out and do
emergency medicine."
As happy as Frame is now, it was a different emotion he
experienced a year ago on Match Day.
On March 17, 2013, Frame's name wasn't called for a residency
slot. He joined more than 1,500
other newly graduated medical students nationwide - and one
other Wayne State student - with
college debt of more than $200,000 who weren't selected by a
teaching hospital.
"I was stunned, absolutely," he said. "I can't even remember the
specifics of that. I had no idea
what to do."
Frame said over the next several weeks he went through the
motions to apply for the thousand
or so unfilled residency slots nationally during the so-called

9. "Scramble."
"There was one open ER spot. I applied to that. Some surgery,
preliminary and family medicine
slots," he said.
But Frame said he didn't put a lot of effort into it and didn't
match in the Scramble either. He was
disappointed he didn't find a position along with 98.5 percent of
his classmates at Wayne State
who did match with a residency program.
Frame said given all the talk the past few years about the need
for more physicians to care for
an additional 30 million insured patients under the Patient
Protection and Affordable Care Act, it
didn't make sense to prevent more than 1,000 well-educated
U.S. trained doctors each year
from practicing medicine in hospital residency programs.
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"I tried not to think about what else I would do for a career," he
said. With $250,000 in medical
school debt, Frame planned on paying down his debt with his
post-residency salary and by
practicing in an underserved medical area with various loan
forgiveness programs from
hospitals or government programs.
Physician supply priorities
Despite studies that show the U.S. will face a shortage of about
130,000 doctors by 2025, the
U.S. has an artificial cap on the number of doctors accepted into
hospital residency training
programs.
While medical students are awarded medical degrees or
osteopathic degrees, the M.D. or D.O.
monikers, when they graduate, they can only be licensed by
state medical boards as
professional physicians after completing a residency program.
To become a practicing physician, more than 40,000 medical
school graduates each year
compete for nearly 30,000 first and second-year residency slots.

11. This year, 29,671 graduates matched into one of 9,600
accredited residency programs,
including 16,400 graduates of U.S. schools and 9,287 graduates
of international schools,
according to the National Residency Matching Program.
Over the past 18 years, graduate medical education funding,
which is primarily paid for by
Medicare, has been frozen. However, teaching hospitals have
increased the number of funded
residency slots by about 12 percent since 1996 to about 110,000
residents from 98,000 by using
their own funding sources.
In recent years, talk has surfaced about legislation to increase
residency slots by as many as
15,000. But how to pay for additional doctors without raising
the deficit or cutting other programs
has stymied such efforts.
Dr. Frame makes a new plan
After the initial shock of not matching, Frame's dream of being
a doctor slowly returned after
some soul-searching and discussing his situation with his father,
Phil Frame, and a number of
physician mentors.
During the past year, with the help of James Meza, M.D.,
Margit Chadwell, M.D., Frame kept his
hand on medicine by volunteering at the Robert R. Frank
Student Run Free Clinic in Detroit.
"The advice I received was stay clinically active this year and
apply next year. Another goal I

12. decided to accomplish was to get back to what drew me to
medicine in the first place, namely
the free clinic," Frame said.
At the clinic, Frame said he met Chadwell, one of the
physicians in charge. She created the
position of post-graduate clinical director for Frame. While a
volunteer, Frame said he worked
25 to 30 hours per week.
"I worked closely with Dr. Chadwell, the executive board and a
group of students," he said. "I did
a little of everything. I saw patients, filled in the gaps where
needed. I ran chart reviews with
students where we looked at patient needs one week before their
visit so we could come up with
a game plan when they came in."
Frame said the past year he has learned more about delivering
patient care, and the intricacies
about administering a clinic.
He also met Meza, whom Frame described as a person who not
only gave him invaluable
medical career advice but also with general life issues.
"We kind of bonded immediately. We traded stories, and I told
him I hadn't matched. He wanted
to be involved," he said. "He helped me with my application and
my whole life."
Frame said Meza helped him understand how to learn from his
mistakes.

13. "He said the setback I had (losing a residency slot) doesn't
really define who I am or my goals
as a person or physician," Frame said. "You have to roll with it
and keep moving forward. His
kind words helped me get my confidence back."
But one of the biggest pieces of advice Meza gave Frame was to
consider a career in family
medicine.
"I never had considered it before. I first wanted to become a
surgeon and later an emergency
medicine physician," he said.
By talking often with Meza, Frame said he learned family
medicine has a wide scope of practice.
"I can take care of children, adults and the elderly as well. That
appealed to me because I have
always enjoyed working at the free clinic," Frame said.
Good news
Frame's efforts the past year paid off last month with his
selection as a family medicine resident
by St. Mary's, a 344-bed Catholic hospital owned by Livonia-
based Trinity Health.
"I applied to 80 to 90 emergency medicine programs and about
40 family medicine programs in
the Midwest, mostly in Michigan, Ohio and Illinois," said
Frame, noting that he only applied to 30
hospitals his first go-round.
Frame said he feels very lucky to be selected by St. Mary's, a

14. hospital he described as
"excellent" and "offering me lots of opportunities."
Over the next two months before he reports in middle June for
orientation, Frame said he will
start looking for housing.
"Of all the places I visited, Grand Rapids was the best place,"
the Detroit-born Frame said. "The
downtown is fantastic, and they have put tons on money into the
health care infrastructure of the
city."
Phil Frame said being in Grand Rapids also will help the family
finances as daughter Chelsea,
who is a senior at Grand Valley State University in nearby
Allendale Township, will live with Nick
until she graduates in December. Nick also graduated from
Grand Valley.
"It saves us from having to sign a one-year lease on an
apartment for her," Phil Frame said.
"She gets a roomie she likes and has a lot of experience living
with, and Nick gets a roommate
who actually likes cooking, doesn't mind doing laundry and is
fastidious about cleaning."
Frame said he is very much looking forward to his three years at
St. Mary's.
"I know it will be harder than I expected, and I expect to be
busy. Right now I am focusing on my
job, my program and my education. This is the foundation that
will carry me through for the rest

15. of my life. I am just trying to make the most of it."
Twitter: @jaybgreene
~~~~~~~~
By JAY GREENE
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Running head: TITLE OF ESSAY 1
TITLE OF ESSAY 4

16. Title of Essay
Author’s Name
Grantham University
Abstract
Abstracts are research tools that can help you readers determine
if the scope of your article/essay will help them in their own
research. In APA, abstracts are typically 150-250 words in
length and provide an evaluative summary of the essay to
follow. The personal opinion of the author is strictly prohibited
in abstracts. Unlike a body paragraph, the first line of an
abstract is not tabbed-in. For many student essays, especially in
lower-numbers courses, an abstract will not be required; still, it
is good to practice this skill.

17. Title of Essay
In APA style, the introduction of the essay should begin
here, followed by the body paragraphs. APA is typically a more
formal style than most students are accustomed to using in a
writing course. For the purposes of this course, the level of
formality should be based on the assignment. For example:
APA asks that students always write in third person (avoiding
words such as I, me, we, our(s), you, your(s), etc). Certain
rhetorical modes, however, don’t cater well to third person
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these situations, first person (I, me, we, our(s)) may be, and
should be employed; second person (you, your(s)) should be
avoided in all academic writing unless an essay is specifically
designed to relay instructions (there are few assignments that
will employ second person).
Like any essay, students should make sure their essays are
formatted with one inch margins, with their text exclusively in
Times New Roman 12-point font, and students should double
space their lines. This document can be downloaded and used
as a template wherein students may simply replace names, titles,
dates, and so on with their own information.
The final page of this document will demonstrate a

18. References page. If a student uses information from any source,
that source must be identified within the text and listed on a
References page. These citations should be listed in
alphabetical order and, opposite to the way a normal paragraph
works, the first line should be flush left and each following line
should be tabbed in. Though there is really no substitute for a
good APA Style Manual, students can refer to a citation
generator such as www.citationmachine.net to ensure proper
formatting. Any further questions should be directed to the
instructor of the course.
References
Badley, G. (2009). A place from where to speak: The university
and academic freedom. British
Journal of Educational Studies, 57(2), 146-163.
doi:10.1111/j.1467-
8527.2009.00429.x
Baumanns, M., Biedenkopf, K., Cole, J. R., Kerrey, B., & Lee,
B. (2009). The future of
universities and the fate of free inquiry and academic
freedom: Question and answer
session. Social Research, 76(3), 867-886. Retrieved from
EBSCOhost.
Berthoff, A. E. (2009). Learning the uses of chaos. In S. Miller
(Ed.), The Norton Book of
Composition Studies (pp. 649). New York: W. W. Norton &
Company.
Carroll, L. (2000) The Annotated Alice: The Definitive Edition.
M. Gardner (Ed.) NY: Norton. Elbow, P. (2000). Getting along
without grades—and getting along with them too. Everyone Can
Write: Essays Toward a Hopeful Theory of Writing and
Teaching Writing. NY: Oxford University Press.