Several recent issues and trends in online education have resulted in consolidation of efforts for Massive Open Online Courses (MOOCs), increased Open Educational Resources (OER) in the form of asynchronous course repositories, with noticeable increases in governance and policy amplification. These emerging enrollment trends in alternative online education are highlighted as a means of tackling the overarching question of how best to deal with accepting these online courses and credentialing. Barriers to acceptance and a policy framework are discussed, as well as key recommendations for spearheading marketing efforts for institutions of all sizes, in an effort to create wider acceptance and implementing competency-based transfer credit policy among distance learning administrators and institutional leaders.