Abstract
Distance Education (D.E.) is changing fundamental debates about academic integrity and rigor. The role of teaching and learning is being discussed with respect to both accreditation and student assessment. Evidence suggests that popular methods of student assessment in D.E. differ little from traditional methods. Studies of cheating in D.E. show that perceptions do not match reality. Accrediting agencies are grappling with an inherent educational paradigm shift. Beliefs about professional autonomy and academic freedom may be affected. Computer Scientists are in a unique position to understand the implications of this technology-driven debate. We need to educate ourselves about these issues and make our voices heard.
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