Traditionally, academic policies and procedures are formulated based on traditional classes. With the rapid changes of technology and the increasing popularity of online and/or hybrid offering, institutions experience the need for policy development with the aim of reciprocal adaptation not only for the distance education but also for the broader institutional policy (Wallace, 2007). The purpose of our study is to examine academic policies, procedures, and distance learning guidelines among accredited universities in the U.S. with four foci: regulatory policies (such as accreditation standards and demands, student privacy, intellectual property, copyrights), academic and administrative policies (such as online course or program development and approval, Learning Management System, course quality, student authentication), faculty guidelines (such as faculty credentialing, responsibilities, course evaluation and assessment, ownership of educational materials), student guidelines (such as student support, academic integrity, student orientation, appeal process). Summary findings are reported, disconnect between online teaching and university policy is identified, and suggestions to provide reciprocal adaptation to policy development are provided.
I received Doctor of Business Administration from Louisiana Tech University in 2003 and is currently an associate professor of Finance at University of Southern Indiana. I have published papers in numerous journals such as Journal of Regulatory Economics, Review of Quantitative Finance and Accounting, Quarterly Journal of Finance and Accounting, Marketing Education Review, and The International Journal of Technology, Knowledge, and Society, and etc.