---
title: 'Choose your route'
url: 'https://jessica.digital/projects/online-accreditation/route'
markdown: 'https://jessica.digital/projects/online-accreditation/route.md'
date: '2026-10-28'
description: 'The first question is whether the PSRB will treat your online degree as a variant of an accredited programme or as a programme in its own right. Ask the…'
---

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Practical guide · Online higher education

# Online Accreditation Guide

A structured approach for academics and faculty teams, whether you are extending an on-campus accreditation or making a new submission.

Section 1 of 10

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## Choose your route

The first question is whether the professional, statutory or regulatory body (PSRB) will treat your online degree as a variant of an accredited programme or as a programme in its own right. Ask the PSRB directly, in writing, before you plan anything else.

### Route finder

Five quick questions. This gives you an indication to take to your PSRB.

 1. Is there an accredited on-campus version of this programme?YesNo

 2. Will the online version have the same award title?YesNo

 3. Are the learning outcomes identical?YesNo, or partly

 4. Are module sizes, structure and assessment strategy unchanged?YesNo, some changes

 5. Will a partner organisation be responsible for academic quality?NoYes

Your answers are saved in this browser only.

 |  | Extending an accreditation | New submission |
|---|---|---|
| **When it fits** | Same award title, outcomes and assessment strategy; delivery mode is the main change | New award, different outcomes or structure, no existing accredited equivalent, or a different delivery partner |
| **What the PSRB tests** | Equivalence: do online students reach the same outcomes to the same standard? | The whole programme against the PSRB's standards |
| **Typical evidence** | Module mapping, delivery and support model, staffing, assessment security, student experience | Full documentation, competence mapping, resources, staffing, quality processes, often a visit |
| **Main risk** | Treating it as paperwork, then being asked for a full review late | Underestimating lead time and the volume of mapping |

What the evidence says

Mode of delivery is not, by itself, what determines quality. The Office for Students' [(2022)](https://jessica.digital/projects/online-accreditation/references#ref-7) review of blended learning found both high- and low-quality teaching in face-to-face and online modes, with staff capability a bigger factor. A recent review of online and face-to-face peer learning found online approaches at least as effective for learning outcomes, though long-term evidence is thin ([Topping, 2023](https://jessica.digital/projects/online-accreditation/references#ref-6)).

**Use it:** frame your case around equivalent outcomes and the quality of design and teaching, not around defending online pedagogies.

**Watch for hidden divergence.** Online versions can often inadvertently drift from an existing programme: different module sizes, multiple intakes, shorter teaching blocks, or a partner delivering support. Each can tip an accreditation into being treated as a new submission. Agree and list every difference before you approach the PSRB.

**Check what the accreditation actually covers.** Some accreditations name the mode, location or cohort. If yours names on-campus delivery, an online cohort is not covered until the PSRB says so, and students need accurate information about accredited status in any initial marketing materials to comply with consumer protection law.

This guide is based on my professional experience taking online programmes through the accreditation process at a range of higher education providers. Make sure to consult your institution's regulations and the PSRB accreditation handbook for subject specifics.

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- Parent: [Online Accreditation Guide](https://jessica.digital/projects/online-accreditation.md)
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