Distance Education College [PATCHED]
The Distance Education Accrediting Commission (DEAC) is a private, non-profit organization founded in 1926 that operates as an institutional accreditor of distance education institutions. Accreditation by DEAC covers all distance education activities within an institution and it provides accreditation from the secondary school level through professional doctoral degree-granting institutions. DEAC's geographic area of accreditation activities includes all states within the United States and international locations. Our website is designed to be a resource for all those interested in distance education accreditation: students, faculty, administrators and the public.
distance education college
AQC is an external review system carried out by a network of higher education curriculum experts. Although it is not accreditation, AQC engages a peer review process designed to provide meaningful, relevant feedback to distance education providers consistent with the principles of accreditation. The DEAC is committed to supporting innovations that continue to emerge and evolve in various online delivery systems by contributing its expertise and experience in evaluating online content that is presented for AQC review and by experimenting with ways to expand the availability of high quality online learning.
IPEDS collects information on DE in four of its surveys: Institutional Characteristics, Fall Enrollment, Completions, and, most recently, 12-Month Enrollment. The figures below present key statistics on DE course/program offerings and enrollments at U.S. colleges.
Students taking only DE courses do not necessarily live far away from their colleges (even when physically coming to campus is generally not required), especially among students enrolled in public colleges.
Enter your primary California Community College and then search for the class you would like to take. You can search by keyword, course name, or general education requirement. Once your search results are returned, you can filter by term, live seat counts, start date, teaching college, and transferability.
Through her work as a graduate student she realized that her true passion lies in education. She began transitioning to the education field shortly after she graduated, teaching classes for the Global Field Program that centered around conservation, education, and community. As a graduate from an online program, she understands the needs of students learning remotely and strives to take the distance out of distance education. Outside of teaching, she focuses much of her time on her two young daughters and enjoys hiking and traveling.
Cypress College offers you the opportunity to learn when learning is best for you. We offer courses that you can take from home, at work and even at play. We call these courses Distance Learning, but in reality they bring education to you. Now, at Cypress College, learning can be just a mouse click away.
Distance Learning offers you the flexibility of taking Cypress College courses without coming to campus as often as with a face to face class. These courses provide the same quality of instruction and cover the same material as our traditional on campus offerings. They are regular, transferable, credit courses. The only difference is that distance learning students will be learning off campus and will be taught through the use of technology.
Distance education, also known as distance learning, is the education of students who may not always be physically present at a school, or where the learner and the teacher are separated in both time and distance. Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via mail. Distance education is a technology mediated modality and has evolved with the evolution of technologies such as video conferencing, TV, and internet. Today, it usually involves online education and the learning is usually mediated by some form of technology. A distance learning program can be completely distance learning, or a combination of distance learning and traditional classroom instruction (called hybrid or blended). Other modalities include distance learning with complementary virtual environment or teaching in virtual environment (e-learning).
Massive open online courses (MOOCs), offering large-scale interactive participation and open access through the World Wide Web or other network technologies, are recent educational modes in distance education. A number of other terms (distributed learning, e-learning, m-learning, online learning, virtual classroom, etc.) are used roughly synonymously with distance education. E-learning has shown to be a useful educational tool. E-learning should be an interactive process with multiple learning modes for all learners at various levels of learning. The distance learning environment is an exciting place to learn new things, collaborate with others, and retain self-discipline.
One of the earliest attempts of distance education was advertised in 1728. This was in the Boston Gazette for "Caleb Philipps, Teacher of the new method of Short Hand", who sought students who wanted to learn the skills through weekly mailed lessons.
The first distance education course in the modern sense was provided by Sir Isaac Pitman in the 1840s who taught a system of shorthand by mailing texts transcribed into shorthand on postcards and receiving transcriptions from his students in return for correction. The element of student feedback was a crucial innovation in Pitman's system. This scheme was made possible by the introduction of uniform postage rates across England in 1840.
The University of London was the first university to offer distance learning degrees, establishing its External Programme in 1858. The background to this innovation lay in the fact that the institution (later known as University College London) was non-denominational and the intense religious rivalries at the time led to an outcry against the "godless" university. The issue soon boiled down to which institutions had degree-granting powers and which institutions did not.
The compromise that emerged in 1836 was that the sole authority to conduct the examinations leading to degrees would be given to a new officially recognized entity, the "University of London", which would act as examining body for the University of London colleges, originally University College London and King's College London, and award their students University of London degrees. As Sheldon Rothblatt states: "Thus arose in nearly archetypal form the famous English distinction between teaching and examining, here embodied in separate institutions."
With the state giving examining powers to a separate entity, the groundwork was laid for the creation of a programme within the new university which would both administer examinations and award qualifications to students taking instruction at another institution or pursuing a course of self-directed study. Referred to as "People's University" by Charles Dickens because it provided access to higher education to students from less affluent backgrounds, the External Programme was chartered by Queen Victoria in 1858, making the University of London the first university to offer distance learning degrees to students. Enrollment increased steadily during the late 19th century, and its example was widely copied elsewhere. This programme is now known as the University of London International Programme and includes Postgraduate, Undergraduate and Diploma degrees created by colleges such as the London School of Economics, Royal Holloway and Goldsmiths.
In the United States, William Rainey Harper, founder and first president of the University of Chicago, celebrated the concept of extended education, where a research university had satellite colleges elsewhere in the region.
In 1892, Harper encouraged correspondence courses to further promote education, an idea that was put into practice by Chicago, Wisconsin, Columbia, and several dozen other universities by the 1920s. Enrollment in the largest private for-profit school based in Scranton, Pennsylvania, the International Correspondence Schools grew explosively in the 1890s. Founded in 1888 to provide training for immigrant coal miners aiming to become state mine inspectors or foremen, it enrolled 2500 new students in 1894 and matriculated 72,000 new students in 1895. By 1906 total enrollments reached 900,000. The growth was due to sending out complete textbooks instead of single lessons, and the use of 1200 aggressive in-person salesmen. There was a stark contrast in pedagogy:
The regular technical school or college aims to educate a man broadly; our aim, on the contrary, is to educate him only along some particular line. The college demands that a student shall have certain educational qualifications to enter it and that all students study for approximately the same length of time; when they have finished their courses they are supposed to be qualified to enter any one of a number of branches in some particular profession. We, on the contrary, are aiming to make our courses fit the particular needs of the student who takes them.
Education was a high priority in the Progressive Era, as American high schools and colleges expanded greatly. For men who were older or were too busy with family responsibilities, night schools were opened, such as the YMCA school in Boston that became Northeastern University. Outside the big cities, private correspondence schools offered a flexible, narrowly focused solution. Large corporations systematized their training programmes for new employees. The National Association of Corporation Schools grew from 37 in 1913 to 146 in 1920. Starting in the 1880s, private schools opened across the country which offered specialized technical training to anyone who enrolled, not just the employees of one company. Starting in Milwaukee in 1907, public schools began opening free vocational programmes. 041b061a72