Understanding Accreditation Terminology

This page provides clear definitions and explanations of key terms used in accreditation. Whether you're reviewing institutional policies, preparing for accreditation review, or simply seeking clarity on commonly used terms, this resource is designed to help you understand ATS Accrediting terminology.

Clock Hour and Credit Hour

Quick Explaination

• A clock hour is about an hour of class time or supervised learning, like an internship.
• A credit hour is a way schools measure how much work a student does, usually one hour in class and two hours of homework each week for a semester.

Detailed Definition

A clock hour is a 50-60 minute period of time consisting of faculty instruction or supervised experience (such as internships or practica). The period of time may be synchronous or asynchronous (as in distance education) where there is regular and substantive interaction between qualified instructors and students and among students, regardless of modality.

A credit hour is the amount of student work defined by an institution consistent with commonly accepted practice in graduate education that reasonably approximates not less than one hour of direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester hour of credit (or ten to twelve weeks for one quarter hour of credit) or the equivalent amount of work over a different period of time; or at least an equivalent amount of work for other academic activities (such as internships and practica). A credit hour takes into account delivery method, measurements of student work, academic calendars, disciplines, and degree levels.

All schools are encouraged to define both clock hour and credit hour in their handbooks and catalogs. (See Standards 1.6, 3.2, 3.9, 4.4 including Ideas, Procedure IV.H, and for Title IV schools CFR §600.2 Definitions.)

Distance Education or
Online Education  

Quick Explaination

• Distance education or Online Education happens when most instruction takes place with the instructor and students in different locations.

• It must include regular and meaningful interaction between instructors and students, and among students, to ensure it’s not just correspondence education.

Detailed Definition

Since the Standards of Accreditation are modality neutral, one will not find distance education or online education in the Standards themselves but should reference Commission Policies and Board Procedures section IV.F. The correct Commission nomenclature is distance education rather than online education as explained in the Policy.

Policy IV.F defines distance education as “any course where at least half of the instruction occurs when the instructor and the students are not in the same physical location.” Thus, the type of delivery modality may vary; however, the point is the proximity of the instructor to the students. Note the critical criterion in this Policy, “all distance (online) education courses must demonstrate regular and substantive interaction between instructors and students and among students, which eliminates any form of correspondence education.” (See regular and substantive interaction.)

Also note the distinction in IV.F.2 between distance education and additional locations. Again, if the majority of the instruction is delivered when the instructor and students are not in proximity to each other, even if the students are gathered as a group for the instruction, that is distance education rather than an additional location.

Presently there are 264 Commission accredited schools. 217 have Commission approval for comprehensive distance education, 19 for limited distance education (less than half a degree online), and 28 do not have approval. Generally, schools without approval are philosophically committed to residential education.

Regular and Substantive
Interaction

Quick Explaination

• Regular and substantive interaction means instructors actively engage students in learning through teaching, feedback, and discussion.
• It ensures meaningful, scheduled communication between instructors and students, distinguishing distance education from correspondence courses.

Detailed Definition

Commission Standard 3.9 reads “The school demonstrates, in all courses leading to a degree, regular and substantive interaction between qualified instructors and students and among students, regardless of modality.” That interaction is characterized by qualified instructors, instructors initiating interactions with students regarding course materials, and regular engagement between instructor and student, as well as among students ensuring a viable community of learning.

Substantive interaction is engaging students in teaching, learning, and assessment, consistent with the content under discussion, and also includes at least two of the following: (i) Providing direct instruction; (ii) Assessing or providing feedback on a student's coursework; (iii) Providing information or responding to questions about the content of a course or competency; and (iv) Facilitating a group discussion regarding the content of a course or competency.

Regular interaction between a student and an instructor or instructors is ensured when, prior to the student's completion of a course or competency: (i) Opportunity for substantive interactions with the student is provided on a predictable and scheduled basis commensurate with the length of time and the amount of content in the course or competency; and (ii) The student's academic engagement and success is monitored, ensuring that an instructor is responsible for promptly and proactively engaging in substantive interaction with the student when needed on the basis of such monitoring, or upon request by the student.

Note: Regular and substantive interaction differentiates distance education from correspondence education. (Reference CFR § 600.2 Definitions (4) and (5) under Distance Education.)