This is an article on distance education, that reflects one
person's opinion on the subject. It is offered as a Frequently
Asked Questions (FAQ) document. The author is Steve Levicoff,
Ph.D., but no peer review is obvious, so it is his opinion and
perhaps nothing more. You can always send him an e-mail by clicking
on his address, or post your own article as a commentary.
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Article 12 of 14
Subject: Distance Education: The *Unofficial* FAQ (Part 1 of 2)
From: inrelawmtl@aol.com
Date: 1996/11/26
Message-Id: <19961126043500.XAA01355@ladder01.news.aol.com>
Organization: AOL http://www.aol.com
Newsgroups: alt.education.distance
X-Admin: news@aol.com------------------------------------
From: Institute on Religion and Law
Bureau de Montreal
By: Steve Levicoff, Ph.D.
Respond to: 76624.376@compuserve.com
------------------------------------
In light of the fact that recent dialogue with the esteemed Dr. Dowd has
brought things way off course for this newsgroup, I thought it wouldn't
hurt to re-post this occasional message. Perhaps it will get things back
on track as to the informational nature of the newsgroup . . .
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Distance Education: The *Unofficial* FAQ
(A Periodic Posting)
Part 1 of 2
=================================================================
1. What is distance education?
Distance education, in the context of higher education, is
simply *any* type of learning that takes place outside the
traditional model of on-campus classes attended on a regular
basis. Also known as distance learning, nontraditional
education, or alternative education, distance education
consists of many individual learning methods including
correspondence courses, audio or video based courses
(including those available on public television), on-line
courses via the Internet, independent studies, mentoring,
portfolio development (also known as credit for life
experience), or challenge examinations (such as the CLEP,
ACT-PEP, DANTES, or individual college testing programs such
as the TECEP, Regents College, and Ohio University
examinations). Distance education does *not* include
classes that meet on a *regular* basis at extension or
"satellite" campuses, nor so-called "degree completion
programs" that meet on a weekly basis over a 12-18 month
period, but does include modular class sessions (which may
last a day, weekend, or week) for which students do
significant pre- and post-session work.
2. What type of distance education is most effective?
Whatever works best for *you*. There is no one type of
learning methodology that works better than any other. Some
students still learn best in the traditional classroom,
while others learn best through independent studies. Some
can study for, and successfully pass, challenge
examinations, while some students who are otherwise quite
bright may test poorly but articulate their knowledge in
another written or oral format.
3. What are the benefits of distance education?
Most of the literature you'll read on distance education or
nontraditional degree programs seem to stress the benefits
of these methods for persons who otherwise have busy
lifestyles, full-time jobs, and family commitments. These
are legitimate factors, since most distance programs allow
you to schedule your studies with a greater degree of
flexibility than you can in traditional schools. However,
there are numerous other advantages: You can often self-
design your programs to meet your personal interests and
professional needs, you can pursue your studies with more
creativity than in a traditional classroom using resources
in your own community, and you can use learning methods that
often excel those traditional courses that focus on didactic
lectures.
It's also important to realize what the benefits of distance
education are *not*. Distance education is not any easier
than traditional education (unless you enroll in a degree
mill), nor will your studies be any less comprehensive. If
you're looking to sluff your way to a degree, this isn't it.
In fact, because you don't have professors kicking you in
the butt in the classroom, distance education usually
requires *more* motivation and energy than its traditional
counterpart.
4. How do I begin to learn more about distance education,
including how to earn a degree in my chosen field through
distance learning?
Get off your ass, get to a bookstore, buy a good guidebook
on the subject, and read it. Whatever you do, don't expect
to get all of your answers here on the newsgroup - not only
will you receive incomplete information, much of the
information you receive will be inaccurate or highly biased.
Then, after you read the guide, blow $32.00 on a roll of
stamps and write to 100 different distance education
programs for their catalogs and other program literature,
using your own informed judgment to determine which program
will be right for you.
5. Okay, are there any books you particularly recommend?
Glad you asked; there are two. The first is "Campus-Free
College Degrees," by Marcie Kisner Thorson, now in its 7th
edition. It's available in bookstores or directly from the
publisher; for more information, e-mail <marciet@oknet.com>.
The other is "The Independent Study Catalog," published by
Peterson's Guides in Princeton, New Jersey, for the National
University Continuing Education Association. This, too, is
available through most bookstores, or call Peterson's
directly at (609) 243-9111. The NUCEA guide lists over
10,000 individual high school, college, and graduate-level
courses from over 70 schools, almost all of which are
legitimately accredited.
6. Uh . . . I've been lurking here for a while and sense a
glaring omission. Don't you recommend John Bear's book
"Bear's Guide to Earning College Degrees Nontraditionally?"
Only with *extreme* caution. John is well credentialed
himself, a funny guy, and a humorous writer. However, he
has been associated with several schools that I consider
degree mills (including Fairfax University, Columbia
Pacific, and Greenwich University), and is a paid
representative of two foreign degree programs (Heriot-Watt
University and the University of Leicester) which, in my
opinion, are not good choices for U.S. students. His books
are comprehensive, but some of his volumes tend to lump
accredited, unaccredited, and questionable schools together
(with occasional degree mills thrown into each of the above
lists), so that students who are not intimately familiar
with the in's and out's of distance education could be led
down the path to the depths of degradation. (No, I didn't
think of that line; it's from Robert Preston in "The Music
Man.") Good reading? Yes, to a degree, but be *very*
careful. Remember, John's a funny guy, but contrary to
what some other readers would have you believe here, he's
not God.
7. Okay, since you're obviously being controversial, what about
your own book?
Included here for information only . . . I am the author of
"Name It and Frame It? New Opportunities in Adult Education
and How to Avoid Being Ripped Off by 'Christian' Degree
Mills." However, you should be aware that "NIFI" deals
*solely* with religious institutions and programs in
religious studies, so if you are looking for something more
general, this isn't it. If your prospective studies are
focused in this area, e-mail me and I'll send you
information on it, but otherwise, you're best bet is to read
Marcie Thorson's book. (Incidentally, I get no commission
or kickback on Marcie's book; it's simply the best book
available in the field today.)
8. Now, you mentioned accreditation. There's a lot about that
here on the newsgroup . . . What, exactly, is the scoop
about accreditation, and why should I be concerned about it?
Accreditation is a voluntary process by which colleges,
universities, and professional schools ensure their
institutional integrity through an outside comprehensive
review process. The most credible type of accreditation in
the United States is called "regional" accreditation, which
means that an institution is accredited by one of the six
geographically dispersed associations approved by both the
United States Department of Education and the Commission on
Recognition of Postsecondary Accreditation (CORPA). The six
regional associations are the Middle States, New England,
North Central, Northwest, Southern, and Western Associations
of Colleges and Schools (a couple of them reverse the words
and use Schools and Colleges). The regional association
that accredits a school depends on the state in which the
school is located (hence the term "regional"); however, the
accreditation is recognized on a national level.
9. What about other types of accreditation?
There are several professional accrediting agencies that are
recognized by both the U.S. Department of Education and
CORPA. These accredit either schools, or individual
programs within larger schools, in specific professions. In
some cases, approval by a professional accreditor is a
*must* if you want to sit for a licensure examination such
as the psychology boards, nursing boards, or bar
examination. Commonly recognized accreditors in this
category include the American Psychological Association
(APA), the National League for Nursing (NLN), and the
American Bar Association (ABA). Be especially careful in
these fields: If the program you choose is not approved by
its applicable professional accreditor, you will very likely
not be able to sit for the licensure exam in most states.
In the case of religious colleges and universities, some
schools have opted out of regional accreditation in favor of
accreditation by the Accrediting Association of Bible
Colleges (AABC, for undergraduate programs) or the
Association of Theological Schools in the United States and
Canada (ATS, for graduate-level programs), both of which are
approved by the U.S. Department of Education and CORPA. A
school with AABC or ATS accreditation is legitimate;
however, prospective students should realize that credits
from such schools will not universally be transferable to
regionally accredited schools.
10. What about accrediting agencies that are not approved by the
U.S. Department of Education or CORPA?
Avoid them like the plague. Many schools claim to be "fully
accredited," yet their accreditation comes from bogus
agencies or accreditation mills, many of which were founded
by the schools themselves. Be *especially* careful of
agencies like the Accrediting Commission International and
the American Accrediting Association of Theological
Institutions (as well as other accreditors that use
theological references), and those that use the word "World"
in their names. There is no such thing as a "worldwide"
accreditation; accreditation is, for the most part, an
American phenomenon. The bottom line is simple: as a
general rule, if a school is not accredited by one of the
six regional agencies, yet claims to be accredited, chances
are that it's a degree mill.
11. Speaking of which, what is a degree or diploma mill?
These two terms are interchangeable, but I treat them as
having distinct definitions. A diploma mill is a school
that will sell you a degree or diploma outright, or a school
that requires such a minimal amount of work (such as a ten-
page dissertation for a doctorate) that its degrees are a
joke. A degree mill is a school that actually requires some
degree of work, perhaps even a substantive degree or work,
but significantly less work than comparable, legitimately
accredited programs.
You should be aware that several degree mills have been
represented here on the newsgroup, either through blatant
advertising or through the testimony of its administrators,
students, or graduates. These include: American Coastline
University, California Coast University, Century University,
Columbia Pacific University, Faraston Theological Seminary,
LaSalle University, Miami Christian University, and Summit
University of Louisiana.
(By the way, Miami Christian is one of the more notorious
degree mills that advertises its web site here on the
newsgroup. If you'd like to read a comprehensive example of
what makes a school a degree mill, drop me a line and
request "Miami Christian University: Just the FAQ's" and
I'll e-mail a copy to you.)
You should also be aware that many degree mills appropriate
names that are similar to other universities that are
regionally accredited. For example, LaSalle University, a
degree mill in Louisiana, has no relationship to the
regionally accredited LaSalle University in Philadelphia.
Miami Christian University, a degree mill, has no
relationship to the legitimately accredited Miami Christian
College, which is now part of Trinity International
University. Trinity Evangelical Seminary (Naples, Florida),
Trinity Bible College and Seminary (Jacksonville, Florida),
and Trinity College of the Bible and Theological Seminary
(Newburgh, Indiana), all degree mills, have no relationship
with the legitimately accredited Trinity Evangelical
Divinity School in Illinois.
In the more official FAQ for thi newsgroup, Rita Laws
states, "In the US, the proprietor of a legal school may sue
someone who calls it a diploma mill in a public forum.
Newsgroup users should be careful about using this term and
other derogatory statements because the writer is liable for
whatever he or she posts. Even if the derogatory statement
is true and eventually proven, under current US law, the
accused might still have to pay for his or her own defense."
Nonsense. I have been referring to certain schools as
degree mills (and, in some cases, dipoma mills) for several
years and, despite a few well-directed threats of
litigation, *none* of them have ever sued me. Not that I
wouldn't mind - I can always use the publicity. The fact is
that is a school walks like a duck, quacks like a duck, and
looks like a degree mill, we can feel free to call them for
what they are.
12. Okay, what about schools that are unaccredited but state
approved?
Depends on the state. Some fifteen states do not require
licensure for schools that purport to be religious, which is
why there are so many religious degree mills operating
today. (LaSalle and Miami Christian Universities are good
examples.)
Some people believe that schools that are state approved in
California are credible but, with few exceptions, I
disagree. California has historically been a haven for
degree mills and, even though they have tightened their laws
for degree-granting institutions, they do not always enforce
their laws effectively.
Let me say this as clearly as possible: the *only*
unquestioned, nationally recognized standard for a
legitimate school is regional accreditation. Period. If
you pursue a degree from *any* school that is not regionally
accredited, chances are that it will have some limitations
in terms of either your prospects for professional
licensure, your chances for admission to the graduate school
of your choice, or the credibility of your credentials in
general (including possible ramifications related to your
employment).
13. C'mon, are you serious? Do people actually pay attention to
issues like accreditation?
You bet your ass they do. If you're a new newsgroup reader
and don't believe it, just retrieve some of the older posts
in this newsgroup to get a handle on credibility issues
regarding college and university degrees. You'll find that
the people who have unaccredited degrees are more hung up
than anyone else about defending the alleged credibility of
their credentials.
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Steve Levicoff, Ph.D.
76624.376@compuserve.com <------ this link will give you Professor Levicoff's profile and even let you send him an e-mail
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