New technology and distance education: the case of Australia

Abstract

New technology can help cut costs and improve quality, equity and participation in distance education, but the choice of technology, medium and carrier is application specific. Different goals, methods and philosophies dictate different systems and different cost‐benefit ratios. This paper examines five major requirements if Australia is to take advantage of the new technologies in distance education, looks at their social, economic and pedagogic implications, and suggests some specific actions.