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The Distance Learning Accreditation Board (DLAB)
By reviewing and accrediting distance learning institutions, USDLA provides leadership and guidance that will improve the distance learning profession. DLAB especially focuses on these aspects: |
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Evaluating effectiveness in distance learning. |
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Evaluating the quality of institutions: accreditation of educational institutions, programs, or courses of study |
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Providing information on quality assurance of distance learning by |
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DLAB is guided by its Accreditation Advisory Committee which is composed of top professionals in education, quality assurance, business and intergovernmental agencies. DLAB operates under the auspices of the USDLA Board of Directors and its Executive Committee.
Description of the DLAB program |
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The Continuous Improvement Model
True quality is a process and an attitude – not a fixed standard. Indeed, quality is a systematic quest for excellence in an ever-changing world.
Thus, USDLA/Quality Standards certification does not “impose” quality on an organization. The program does, though, provide a climate conducive to fostering quality within a distance learning program. The candidate-school adapts this framework to fit its own needs and circumstances. As the school develops, so will its quality program.
These are some of the ways in which Quality Standards helps school in their quality journey. |
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wareness. The standards provide a basis for measurement. Knowledge, in turn, is the first step towards improvement. |
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Resources. Distance learning schools are too diverse to allow a one-size-fits-all solution. USDLA/QS recognizes this and offers a variety of ideas and resources in this area. |
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Communication. The USDLA/QS process is built on open, two-way communication. |
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Ultimately, of course, delivering top-quality distance learning is the responsibility of each institution. USDLA/QS is a partner in helping the school towards that important goal.
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The Standards of Practicel
The Standards of Practice articulate expectations for USDLA-certified distance learning programs. To an extent, the standards put the broad statements of the Code of Conduct into a more tangible, more measurable form.
The Standards of Practice are not a means of enforcing cookie-cutter sameness on the distance learning industry. Rather, USDLA offers a standard of excellence to distance learning institutions. Along with this comes a mechanism whereby schools are recognized for having achieved that standard – and benefit from having done so.
The distance learning industry thrives on diverse approaches. The Standards of Practice embrace individuality in two ways. First, the standards tend to be phrased as principles, thus accommodating a range of applications. Second, when particular standards are irrelevant to a school’s circumstance, the school may be exempted from that standard. This is done as appropriate and without penalty. |
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Organization
The standards are organized into five functional areas. Those five areas include about 125 standards.
The five areas are:
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Prerequisites. (Five key standards that must be satisfied in order to proceed.) |
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Integrity. |
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Student affairs |
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Teaching and learning |
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Infrastructure |
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