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The length of online university courses varies depending on whether you’ll be studying full- or part- time, the level of the qualification, and the subject of study. I would think that someone might have mentioned St. Paul, who was heavily involved in distance education in the first century. William Bathe, an Irish Jesuit monk working in Spain in the h century preceded Comenius in writing one of the first textbooks, enabling distance education. I did notice that the three experts were considered founders of modern distance education. I would think that modern would be online education, which I believe was led in the mid-19 with women like Linda Harasim, who taught the very first fully online course and Marlene Scardamalia with CSILE both at OISE and Robin Mason at OUUK.

Illegal use of academic titles or academic degrees and "non-accredited diplomas" may lead to prosecution, conviction, fines or even imprisonment. In Australia, it is a criminal offence to call an institution a university, or issue university degrees, without authorisation through an act of federal or state parliaments. Degree mills typically offer little or no interaction with professors.

Records obtained from schools and agencies likely understate the extent to which the federal government has paid for degrees from diploma mills and other unaccredited schools. Many agencies have difficulty in providing reliable data because they do not have systems in place to properly verify academic degrees or to detect fees for degrees that are masked as fees for training courses. Agency data obtained likely do not reflect the true extent to which senior-level federal employees have diploma mill degrees. It was found that there are no uniform verification practices throughout the government whereby agencies can obtain information and conduct effective queries on schools and their accreditation status.

The self-paced nature of the programming, though, is an unfamiliar model for many students and can lead to excessive procrastination, resulting in course incompletion. Assessment of learning can also be challenging as exams can be written on any day, making it possible for students to share examination questions with resulting loss of academic integrity. Finally, it is extremely challenging to organize collaborative work activities, though some schools are developing cooperative models based upon networked and connectivist pedagogies for use in self-paced programs.


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