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The discussion argues that accreditation standards and policies often remain too general and must be reinterpreted, re-emphasized, and more effectively applied. Using student engagement as a lens, it explains why distance learning quality requires closer scrutiny of curriculum, scheduling, faculty interaction, grading, live instruction, and course accessibility.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inside-accreditation-quality-and-distance-learning-key-issues-driving-accreditation/583795/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inside-accreditation-quality-and-distance-learning-key-issues-driving-accreditation/583795.png","ImageObject",300,407,{"name":92,"@type":93},"Connor ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which three issues are driving the immediate future of accreditation?","Question",{"text":112,"@type":113},"Large-scale distance learning, financial fragility of institutions, and race and equity are driving the immediate future of accreditation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the document say distance learning quality needs reconsideration?",{"text":117,"@type":113},"Student surveys show many learners found online experiences less than they wanted or needed, especially regarding their engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"How should accreditation standards be approached in the document’s view?",{"text":121,"@type":113},"Standards and policies should be reinterpreted, emphasized, and applied more effectively, particularly across curriculum, scheduling, faculty interaction, and grading.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583795,1792705023,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},687207022233,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Inside Accreditation   \nJuly 2020 Council for  \nCHEA   \nHigher Education Accreditation  \nCHEA International Quality Group  \n®  \nARE THE URGENT ISSUES OF TODAY DRIVING ARETHINKING OF WHAT “QUALITY” MEANS FOR ACCREDITATION AND HIGHER EDUCATION?  \nJudith Eaton, President, Council for Higher Education Accreditation  \n\n| This is my final Inside Accreditation as President of the Council for Higher Education Accreditation (CHEA). It is my pleasure and privilege to have worked with you in this role for the past 23 years. My thanks to friends and colleagues around the world for the opportunity to be part of our shared attempts to form and shape the future of accreditation and quality assurance. Sometimes we succeeded and were proud of our efforts; other times we had to learn from mistakes and misjudgment. All ofit was and is valuable, important and well worth our time and attention. And, much ofit was most enjoyable – working with dedicated, smart and, at times, passionate colleagues all focused on serving students and society by serving the cause of furthering quality in higher education.\u003Cbr>I am leaving quite soon, on July 31, 2020. However, I will be available as President Emeritus, working with CHEA in a variety of ways over the next year. You can still [reach me at](reach me at eaton@chea.org)[ eaton@chea.org](reach me at eaton@chea.org).\u003Cbr>Judith Eaton |\n| --- |\n|  |\n\nThree issues – large-scale distance learning, financial fragility and race and equity – are driving the immediate future of accreditation, perhaps leading us to arethinking of what “quality”  \nmeans. We are experiencing  \nan unparalleled scale of distance learning offerings, growing numbers of institutions that are financially fragile now and that are likely to be in the future and an intensification of attention and needs in relation to race and equity. It behooves all of us to examine how we are interpreting and applying accreditation standards as well as the importance that we need to invest in these issues:  \n• Quality and distance learning: We think that we know how to examine distance learning for quality, but do we?  \n• Financial scrutiny of institutions and programs: Are there accreditation practices that may not  \nJudith Eaton  \nwork in an era of growing numbers of financially endangered institutions?  \n• Race and equity: What does examination of accreditation standards, policies and practices tellus about the current and future role and work of accreditation?  \nCovid-19 has been powerful as a driver of the expanded reliance on distance learning and the concern about financial viability. Race has been the primary driver of greater attention to equity. What is common to all three issues? They need to be addressed now; they cannot be put off for a future agenda. Many accreditors already have standards and policies in these areas. The language is often general, as is characteristic of the framing of a number of such expectations. The challenge now is to address how the standards and policies might be re-interpreted, emphasized and applied. All of this may play a part in an emerging redefinition of quality for both higher education and accreditation.  \nQUALITY AND DISTANCE LEARNING  \nWhen higher education made the major shift to distance learning in response to Covid-19 in spring 2020, many of us thought this would be shortterm. At most, this enormous expansion of online teaching and learning might last into the summer but, certainly, by fall  \nKEY TAKEAWAYS  \n• Today’s issues driving accreditation are largescale distance learning, financial fragility of institutions and race and equity.  \n• Accreditation standards in these areas would benefit from some reinterpretation as well as additional emphasis and application.  \n• The net result may set us on a path to rethinking what “quality” means.  \n2020, in-person education would be back. This isnot happening. As of this writing, fall is highly likely to be predominantly online, whether hybrid or fully.  \nWhen conf","cbCaihvx0fKBUOx8","https://ap.wps.com/l/cbCaihvx0fKBUOx8","pdf",268588,"English","# Key Takeaways\n## Three Immediate Issues Driving Accreditation\n## Quality and Distance Learning\n## Using Student Engagement to Reinterpret Standards","[{\"question\":\"Which three issues are driving the immediate future of accreditation?\",\"answer\":\"Large-scale distance learning, financial fragility of institutions, and race and equity are driving the immediate future of accreditation.\"},{\"question\":\"Why does the document say distance learning quality needs reconsideration?\",\"answer\":\"Student surveys show many learners found online experiences less than they wanted or needed, especially regarding their engagement.\"},{\"question\":\"How should accreditation standards be approached in the document’s view?\",\"answer\":\"Standards and policies should be reinterpreted, emphasized, and applied more effectively, particularly across curriculum, scheduling, faculty interaction, and grading.\"}]","Inside Accreditation - Quality and Distance Learning: Key Issues Driving Accreditation | PDF",1792048440]