Distance Education and the Six Regional Accrediting Commissions: A Comparative Analysis
distance education, principle, practice
The last comparative analysis of distance education principles and practices used by the six major regional accrediting commissions (New England, Middle States, North Central, Southern, Northwest, and Western) was conducted as part of a master’s thesis in August, 2000 by Southern Illinois graduate student, Vincent Flango (Flango). During this time, and since, distance education has burgeoned but its learning outcomes has also come under closer scrutiny by the institutions who sponsor it, by the consortiums and associations who administer it, and by Congress and other legislative bodies who regulate it. The six regional accreditation agencies have each responded—and will continue to respond—to these changes and interests in the prevailing political and educational environ. Therefore, this study is a snapshot-in-time of the approach presently used by each of the major regional accrediting commissions to review those distance learning programs within the scope of their influence—it, too, will stand in need of being updated again in just a few years.
Original Publication Citation
Howell, S., Baker, K., Zuehl, J., and Johansen, J. (March 5, 2007). Distance education and the six regional accrediting commissions: A comparative analysis. (ERIC Document Reproduction Service No.ED495650)
BYU ScholarsArchive Citation
Howell, Scott L.; Baker, Katherine; Zuehl, Jennett; and Johansen, Justin, "Distance Education and the Six Regional Accrediting Commissions: A Comparative Analysis" (2005). Faculty Publications. 5755.
David O. McKay School of Education
Instructional Psychology and Technology
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