Best Practices for Electronically Offered Degree and Certificate Programs.
Council of Regional Accrediting Commissions. Describe what currently constitutes best practice in electronically offered degree and certificate programs and how the well-established essentials of institutional quality found in regional accreditation standards are applicable to these emergent forms of learning. Developed by the eight regional accrediting commissions in response to the emergence of technologically mediated instruction. |
Canadian Recommended E-learning Guidelines (CanREGs).
Canadian Association for Community Education. Outlines a set of quality standards addressing the outcomes, processes and practices, and inputs and resources for e-learning products and services. Intended to help those who want to design, delivery, evaluate and purchase quality e-learning products and services for students and their sponsors or advocates. |
Distance Education: Guidelines for Good Practice.
American Federation of Teachers - Higher Education Program and Policy Council. Provides 14 major guidelines, each with accompanying standards, addressing good practice in distance education. |
Distance Learning Guidelines.
Quality Assurance Agency for Higher Education (GB). Provides six major guidelines (system design; academic standards; quality assurance; student development and support; student communication and representation; and student assessment ) and 23 precepts with explicit guidance on assuring quality in distance education. |
Distance Learning Programs: Interregional Guidelines for Electronically Offered Degree and Certificate Programs.
Middle States Commission on Higher Education. Orginally developed and released by the eight regional accrediting commissions in the United States as two documents: 'Best Practices for Eectronically Offered Degree and Certificate Programs' and 'Statement of Commitment by the Regional Accrediting Commissions for the Evaluation of Electronically Offered Degree and Certificate Programs.' These two documents are combined here and published as a Middle States document. |
Distributed Education in the 21st Century: Implications for Quality Assurance.
Pond, W.K.. Provides a brief history of formal education and quality, describes the challenges posed by distributed education for quality assurance and accreditation, and outlines a new paradigm for accreditation and quality assurance based on universal attributes of quality education. |
Five Pillars of Quality Online Education.
Lorenzo, G & Moore, J. A report based on a recent Sloan-C invitational workshop, where more than 40 leading online educators gathered in September 2002 to focus on the five pillars of quality in online education: student satisfaction, access, learning effectiveness, faculty satisfaction and institutional cost effectiveness. |
Guidelines for Electronically Delivered Programs.
Western Interstate Commission for Higher Education. A checklist that provides five categories of guidelines for evaluating electronically delivered educational program: 1. Institutional Context and Commitment; 2. Curriculum and Instruction; 3. Faculty Support; 4. Student Support; and 5. Evaluation and Assessment. Includes specific questions designed to help in the assessment. |
Guiding Principles for Distance Learning.
American Distance Education Consortium. Principles cover Designing for active and effective learning; Supporting the needs of learners; Developing and maintaining the technological and human infrastructure; and Sustaining administrative and organizational commitment. |
Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs.
Western Cooperative for Educational Telecommunications. Provides key principles of good practice for electronically offered academic programs organized into eight major categories: eight Addresses Curriculum and Instruction; Institutional Context and Commitment; Role and Mission; Faculty Support; Resources for Learning; Students and Student Services; Commitment to Support; and Evaluation and Assessment. |
Quality Education Online - Effective Practices.
Sloan Consortium. Provides guidelines and effective practice examples that the Sloan five pillars of quality in online education: student satisfaction, access, learning effectiveness, faculty satisfaction and institutional cost effectiveness. |
Quality Learning in Ohio and at a Distance: A Report of the Ohio Learning Network Task Force on Quality in Distance Learning.
Ohio Learning Network. Provides recommendations on the conditions for quality e-learning; reviews existing principles of good practice; suggests ways to stimulate the creation of delivery methods for quality content by faculty (including strategies for the professional development of faculty and staff); and investigates new models of technology-enhanced teaching and learning. |
Quality On the Line: Benchmarks for Success in Internet-Based Distance Education.
Institute for Higher Education Policy. Provides a list of 24 benchmarks designed to assist policymakers, faculty, students, and others in making reasonable and informed judgments with regard to the quality of Internet-based distance education. |
General Quality Guidelines (13 links) 