Open the Google™ search engine and execute a search for "distance education degree" and in
.11 seconds on a LAN connection 1,100,000 sites are referenced off those three simple words.
With that type of abundant information and implied options, one might believe that selecting a
solid distance education degree offering institution should be a "piece of cake"; think again. The
questions that an individual should pose when contemplating a distance education program are
numerous. It is the intent of this paper to explore the general issue of accountability (i.e.,
accreditation, credibility, and selection) as it relates to distance education programs and degrees
offered at a distance.

Accreditation
In order to discuss the issue of accountability, a base of framework needs to be understood.
One of those framework components is accreditation and its role in higher education.
Accreditation in simple terms is "any form of independent review of educational programs for
the purpose of helping to establish that the learning offered is of a uniform and sound quality."
(Phillips, 2001) In the United States, higher education accreditation has typically been
organized regionally.

Accreditation of a traditional higher education institution may be quite different from that of a
distance education delivery based educational institution. As a result of the uniqueness brought
into the accreditation issues, two accrediting bodies specifically oriented toward distance
education based institutions have emerged; the Commission of the Distance Education and
Training Council and the Commission of Career Schools and Colleges of Technology.
(Wonacott, 2001) Many institutions strive to secure and maintain accreditation because it
provides avenues to federal money. This may also have implications for the students' ability to
obtain tuition support, particularly if associated with federal government sources.

Credibility
While accreditation serves as one possible measure of accountability, it alone provides only a
partial picture. The process of accreditation itself has no shortage of critics. As Gordon Davis,
visiting professor as Columbia University Teacher's College laments, "Accrediting bodies, if
they survive at all, will have to become more flexible and focused on educational results."
(Smith, 1999) This opinion is reflected by Jamie Merisotis, president of the Institute for Higher
Education Policy, who says accreditors' standards for judging quality are going to have to
change in the age of the Internet. (Carnevale, 2000b)

The executive director of the North Central Association of Colleges and Schools understandably
disagrees stating, "that as long as students are attentive and institutions are responsible,
accrediting standards don't need drastic changes." (Carnevale, 2000b) In an effort to measure
program credibility, the potential distance education student may view accreditation as a reflection
of quality. Unfortunately, "the accreditors are not interested in what or how the students learn,
but how many feet of classroom space we have per student", says Malcolm Gillis, president of
Rice University in Houston. (Honan, 1998) This approach runs contrary to various on-line
programs that offer competency-based degrees where "the curriculum is stated in terms of
competencies rather than student credit hours." (Albrecht, 2001)

In response to this type of criticism, the six regional accreditation bodies hired the Western
Cooperative for Educational Telecommunications to create a draft and work with the
Commissions to articulate guidelines for distance education. (Carnevale, 2000a) Those
guidelines were adopted by the Commissions and made public in late 2000. Those guidelines
are an addendum to this paper as they were reported on the web pages of the Higher Learning
Commission. (Commission, 2000) (For Anderson's in-depth article, citations, and addendum
see: http://www.uwex.edu/disted/desien/2002/0207/full.htm) The principles upon which the
Commission has constructed their guidelines were first crafted prior to August 1999 by
another educational telecommunications project. (WICHE, 1999)

While the bulk of this discussion on credibility has focused on the credibility of the accreditation
system, this illustrates the enormity of the problem facing a student desiring to establish a
baseline from which to judge a distance education delivered course or program. Left to evaluate
on their own, students might seek opinions from former students through various upstart
entrepreneurial endeavors such as NewPromise.com and eCollege.com, which are developing
a database of student reviews for online courses. (Carnevale, 2000b) While this service may
provide some reviews on specific online courses, to what extent can such a resource move
beyond anecdotal comments and offer substance to which a prospective student or employer
can attach credence?

Selection
As more students seek to accommodate a busy lifestyle and the responsibilities of family and
work, many are turning to the online options. As the tendency toward greater access expands,
likewise it seems the student's choices will increase. Sally Johnstone, director of the Western
Cooperative for Educational Telecommunications, suggests, "Students should comb through
their choices and make sure the courses have good instructors, are taught through institutions
that are accredited and that provide dependable services online, and offer credits that are
transferable." A competency-based emphasis, becoming more the standard in online courses,
introduces a notable contrast to the brick and mortar experience. (Newcombe, 1999) This
raises a worrisome twist for the general or liberal education and the entire system under
girding it. (Dusen, 2000) A student intending to pursue an online degree would be advised to
recognize the likelihood of contrasts between an on-campus and an exclusively off-campus
experience.

Conclusion
While accessing on-line instruction can be as convenient as a modem and phone line away,
there are multifaceted issues to be considered before investing in any distance education
program. Foremost consider the issue of accreditation. The student is strongly urged to use
accreditation as a means of verifying the providers formalized accountability as an overall
institution. The U.S. Department of Education has a list of verified accreditors. Secondly,
determine the credibility of the program being considered. While this is more difficult to
ascertain than is accreditation, its importance can be immense should program credentials be
weighed selectively in the student's sought profession.

Locating a particular program or course offered at a distance is no longer the determining
factor in selecting a program of study. The greater task, which a student faces, is that of
evaluating the program or course prior to enrolling and committing tuition dollars. By
screening, carefully and meticulously, each candidate institution with particular focus on
accreditation and credibility, a rewarding outcome is attainable. The process of conducting
those reviews, however, may not be so easily attainable.

For the in-depth article, citations, and addendum see:
http://www.uwex.edu/disted/desien/2002/0207/full.htm