Doctor of Philosophy

dissertationThe availability of online education in universities and colleges across the nation has significantly increased during the past decade. The increase has been due in part to recent federal policy changes authorizing access to financial aid for online higher education students. The dramatic growth in the number of students taking online courses and the corresponding increase in online offerings from United States (U.S.) colleges and universities have followed this policy change. Questions related to institutional compliance with national online quality standards remain unanswered in the extant literature. The exploratory study first examines the three phases in the development of online quality standards for U.S. higher education. It next considers the institutional context and commitment to online courses and degrees as well as the current online curriculum and instruction policies and practices of Doctoral/Research-Extensive Universities in the U.S. The study explores issues related to the quality and types of instructor and student support. Online evaluation and assessment are also considered in the context of the U.S. higher education experience. A survey instrument elicited data from university Chief Information Officers in the five key areas of online institutional activity defined by the agencies that accredit all U.S. colleges and universities. The findings provide new information on the online policies and practices of 25 U.S. Doctoral/Research-Extensive Universities in the areas of: 1) institutional context and commitment, 2) curriculum and instruction, 3) faculty support, 4) student support, and 5) evaluation and assessment. An analysis of the data provides new understanding of institutional policies and practices in light of both extant research and accrediting agency standards for online higher education. Implications for online policy and practice are explored in some depth as are a number of directions for further research. Limitations of the study are noted