Abstract
Not too long ago, distance education was considered to be an irrelevant feature of most university education programs. It was believed that distance education had little to do with campus life and was best left for those who just couldn’t make it to the “big” campus. As the 1990s come to a close however, distance education, according to J.V. Boettcher, has become “a touchstone for those seeking to keep higher education relevant.” Peter Drucker once noted in a lecture at the University of Southern California that the faculty had been tremendously inventive in the ways they had avoided the positive impact technology could have on education. He congratulated the faculty on the way they had successfully nullified Gutenberg’s invention by continuing to rely on the lecture method to impart information. To keep relevant as an educational technology professional, an examination of definition, instruction, management and policies to support distance learning is critical.
| Keywords: | Distance education/learning; Technology; Design-delivery systems; Organization; Policies; On-line course |
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