Tue. Jan 18th, 2022

When a student opts to study for an online degree, they’re required to take all the classes purely online in order to earn the certification. Faculty members from around the world conduct classes via video streaming, e-mail or other technologies over the internet. Online students simply do not have to attend university as all their studies are completely conducted online.

Online universities may or may not have a traditional campus; however that does not dissuade students from deeming the online university to be reputable. However, students do always tend to ensure that the university is accredited by a renowned accrediting body.

When one enrolls at an online university, they expect to be taught over the Internet via e-mail, video streaming, or other online technologies. While some perceive this teaching method to be remotely lacking one-on-one experience between a teacher and student, it is actually quite the opposite. The quality of online university teaching is comparable to the quality of in-person experience on-campus.

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Many people believe that the global accreditation system is bound to change extensively owing to the constant increase of technology. However, if seen optimistically this rapid growth of technology in education can be taken as a golden opportunity for learning as well as a need for developing a more extensive accreditation process. This article focuses on this evolutionary path taken up by education providers and identifies the accreditation resources and methods important to assess the quality of distance education.

If we remove the concern for accountability, evaluation and quality assurance, distance learning overwhelmingly attracts educational providers as a lucrative arena in terms of profit and market growth.

In reality, higher education has taken a path never traveled before. Distance education in its various forms is altering our perceptions about the communication and learning styles already prevalent in the society. Since the 1990s, accreditation bodies have been indulged in answering questions about quality assurance in distance education, some of which have been answered but some remain unresolved yet.

The problem faced by educational providers currently is to make appropriate changes in quality control to overcome the difficulties being faced by latest technologies. This is an argument for the standards and practices based on signs that allow flexibility in education delivery.

Distance education is definitely here to stay for a longer time. Higher education providers and public are aware of this fact. Higher education has already started to deal with these challenges; however, some issues on quality of distance education are yet unanswered by the accreditors. They need to develop a more stringent framework for gauging quality in distance education.

By rahul