Evaluation of Electronically Offered Degree and Certificate Programs By GERALD MWAITA Email: gerady@gmail.com As any adult
prospective student would find out as he/she searches for educational opportunity to fine tune their CVs, ‘technologically mediated instruction offered at a distance has rapidly become an important component of higher education. Growing numbers of colleges and
universities are going on-line with courses and programs, while those already involved are expanding these activities.’ As already reviewed on many websites, there are quarks among these new providers, in most cases deficient of ‘traditional’ institutional hallmarks. It is not surprising to find adverts that get your degree in 7-days. If this sounds unusual, but examine the whole idea and evaluate how this can be achieved. If I did my secondary education and post secondary diploma in business administration, and advanced diploma in the same area backed by 4-6 years of practical proven experience, I would not find it unusual to be subjected to writing a dissertation and defend it before a set examiners to enable me obtain a first degree. If these are gaps in my educational background these can be plugged to enable me progress towards a first degree. As already said the “Statement of Commitment by the Regional Accrediting Commissions for the Evaluation of Electronically Offered Degree and Certificate Programs,” the approach of the regional commissions to these emergent forms of learning is expressed in a set of commitments aimed at ensuring high quality in distance education. But why are these new emergent universities so popular among students? It is partly because they view education as sharing knowledge but not prohibiting the sharing of knowledge. Traditional universities worldwide have become so rigid with entrance requirements to the extent that apart from having academic affluence, you must have a six-figure bank account before you are considered for admission. To whom should slow learners and poor people go to? Personally find a professor who is so mean about sharing knowledge as a completely uneducated intellectual. It is utterly useless for you to obtain a first degree, then master’s degree and progress to obtaining a PhD if you turn out to be an arrogant, snobbish intellectual who thinks he/she can only talk and share knowledge with his/her peers. This kind of thinking promotes ignorance and builds the so called intellectual class that hardly serves the needs of society. How does society benefit from this? When will university professors crawl out of their hibernation and share knowledge they have accumulated with communities that need it most? This ‘high and mighty’ policy among traditional universities is created opportunities for new online universities to serve new student clienteles and to better serve existing populations. Let the regional commissions ensure that these emergent forms of learning is expressed in a set of commitments aimed at ensuring high quality in distance education. These include commitment to those traditions, principles, and values which have guided the regions’ approach to educational innovation; commitment to cooperation among the eight regional commissions directed toward a consistent approach to the evaluation of distance education informed through collaboration with others; and commitment to supporting good practice among
institutions. Let the commissions ensure that for a student to qualify for online degree he/she should; have completed secondary and high school education. have obtained either a professional certificate or diploma in the field of his/her specialty. have practical supervised work experience in the area of specialty. write assignments set by the supervisor. conduct research and write a dissertation to act as vive to academic excellence. have ability to meet a tuition budget of no more than US$999 (nine hundred ninety nine US dollars) to cover the whole exercise of obtaining a life experience or online degree. This process should take no more than 12 months. If the duration and budget go beyond the above proposal, then the student should register in a traditional university and attend formal class lectures. If the above is considered then aspirations of the regional commissions in endeavoring to maintain balance and flexibility in the evaluation of new forms of delivery, the regional commissions are also resolved to sustain certain values. Their aspirations include, among other things: that education is best experienced within a community of learning where competent professionals are actively and cooperatively involved with creating, providing, and improving the instructional program; that learning is dynamic and interactive, regardless of the setting in which it occurs; that instructional programs leading to degrees having integrity are organized around substantive and coherent curricula which define expected learning outcomes; that institutions accept the obligation to address student needs related to, and to provide the resources necessary for, their academic success; that institutions are responsible for the education provided in their name; that institutions undertake the assessment and improvement of their quality, giving particular emphasis to student learning; that institutions voluntarily subject themselves to peer review. I know I have irritated many people on this subject but your views and contributions are welcome. Gerald Mwaita (Email: gerady@gmail.com)