ERIC Number: ED481865
Record Type: RIE
Publication Date: 2002-Jun
Distance Learning and Transfer of Academic Credit. A Report and Recommendations in a Series on Distance Learning Policy Issues.
Southern Regional Education Board, Atlanta, GA.
The promise of learning via technology is undermined when students are required to repeat certain courses of enroll in a single university in order to meet degree requirements. It is important that transfer principles be recognized and adopted first on the state level, but state systems of higher education can no longer work in isolation if the full potential of distance learning is to be realized. Because distance learning is independent of physical "place," and is not contained by state boundaries, the same principles should be adopted regionally and, eventually, nationally. It is time for the consideration of regional and national transfer policies, including major field requirements and residency requirements. States seeking to increase access and better serve students should consider designating one or two institutions to act as "degree completers" for the state. Degree-completing institutions would provide an important service to distance learning students by taking various course credits and integrating them into a meaningful, coherent degree. As a credit aggregators, the institution would better use its own resources, grow enrollments, and receive grater full-time-equivalent credit. In addition, as more adult learners demand "just in time learning," the traditional structure of courses will no longer suffice. Mechanisms need to be developed to translate various forms of modularized education and competency-based certifications into "credit equivalencies." The report contains 11 recommendations for police that should be adopted by the Southern Regional Education Board and its member states to bring about consensus on the elements of degree programs. Two appendixes list some state-level approaches and some virtual campuses and distance learning consortia. (SLD)
Publication Type: Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: Southern Regional Education Board, Atlanta, GA.
Note: A Report by the Distance Learning Policy Laboratory Subcommittee on Student Credit Transfer. Support also provided by Stranahan Foundation.