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Teaching online is a growing phenomenon with challenges and differences that need to be discussed. This paper addresses selected challenges and differences. The paper is based on selected literature and the authors’ experience and expertise in teaching online. The four platforms compared are those used by the University of Phoenix, the University of Maryland University College, Strayer University, and NOVA Southeastern University. Comparing the programs revealed definite differences. Areas compared include the following: application process, interview process, technology training, mentoring, course length, class size, teaching location, teaching styles, exam process, team teaching and learning, syllabi, and other issues. eaching via the Internet (online) is a growing phenomenon. Cook (2000) states that “[d]istance education ... is growing exponentially, and, at times, the decision to offer a course at a distance is made with little, if any, instructional input” (para. 7). Vrasidas & McIsaac (1999) stated that “[o] nline education has captured the interest of educators at all levels. Teachers are being asked to adapt their courses for Internet delivery, while students are being promised more flexible learning formats. As a result, both teachers and learners are questioning how they can benefit from education delivered online” (p. 22). Grenier and Metes (1995) state that “...higher education – academia – should take heed of the virtual phenomenon. The unprecedented needs for continuous, specialized learning can provide ... opportunity to take on a new and exciting role: that of the „learning stakeholder‟ in virtual operations ... [and] move beyond dependence on curriculum and faculty and to deliver the capability for virtual workers to easily access the competencies that can add value to a continuous learning situation” (p. xii). This paper addresses the issue of how the process of teaching accounting online exists in the 21 st century. Teaching online has various cultures just as teaching face-to-face reflects cultures of different universities. Beamers and Varner (2001) contend that “[w]hen you understand a cultures‟ priorities lie along the dimensions of value, you can begin to make informed guesses about what messages mean” (p. 127). This paper provides a comparative outline of four online programs to further an understanding of their dimensions of value. The University of Phoenix (UOP), NOVA Southeastern University (NOVA), Strayer University (SU), and the University of Maryland University College (UMUC) are compared regarding online education. This report is based on the authors‟ experience and expertise plus selected literature. Areas of difference are reported.  Readers with comments or questions are encouraged to contact the authors via email. T International Business & Economics Research Journal Volume 1, Number 3 16 The paper is organized in the following order: application process, interview process, teacher training, mentoring, course length, class size, teaching location, course components, traditional and computer-enhanced classroom, and an assortment of other issues.

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Four Platforms For Teaching Online Discussed: NOVA Southeastern University, University Of Maryland University College, Strayer University, And The University Of Phoenix