When a student chooses to study for an online degree, they are required to take all pure online classes to get certification. Faculty members from all over the world do classes through video streaming, email or other technology through the internet. Online students don’t have to attend universities because all their studies are fully done online.
Online universities may or may not have traditional campuses; But it does not prevent students from designing an online university to have a good reputation. However, students always tend to ensure that the university is accredited by the famous accreditation body.
When someone enrolled at an online university, they hope to be taught via the internet via email, video streaming, or other online technology. While some consider this teaching method to not have one-on-one experience between a teacher and student, actually the opposite. The quality of online university teaching is comparable to the quality of direct experience on campus.
Many people believe that the global accreditation system is bound to change widely due to constant technological improvements. However, if it looks optimistic that fast technology growth in education can be taken as a golden opportunity for learning and the need to develop a wider accreditation process. This article focuses on this evolutionary pathway was taken by educational providers and identified accreditation resources and important methods to assess the quality of distance education.
If we remove concern for accountability, evaluation and quality assurance, distinguishing learning interesting education providers as a profitable arena in terms of profit and market growth.
In fact, higher education has taken roads that have never traveled before. Distance education in various forms changes our perceptions of communication and learning styles that are common in the community. Since the 1990s, the accreditation body has been spoiled in answering questions about quality assurance in distance education, some of which have been answered but some remain unresolved.
The problem faced by the current educational provider is to make the right change in quality control to overcome the difficulties faced by the latest technology. This is an argument for standards and practices based on signs that allow flexibility in shipping education.
Distance education is already here to stay for a longer time. Providers of higher education and public are aware of this fact. Higher education has begun to deal with these challenges; However, some problems with the quality of distance education have not been answered by accreditation. They need to develop a more stringent framework for measuring quality in distance education.