DISTANCE EDUCATION PROVISION BY UNIVERSITIES: HOW INSTITUTIONAL CONTEXTS AFFECT CHOICES

Abstract

Decisions about distance education are made too often without adequately considering the broader institutional context. This paper explores how a better understanding of 'macro' contexts can lead to more successful choices at the 'micro' level of designing and developing specific programmes. Six models derived from distance learning practices are examined. Analyses of these experiences highlight three primary institutional and political characteristics that have a critical influence on distance education outcomes: private or public emphasis; degree of dedication to distance learning; and holistic or incremental strategy. Three secondary dimensions are also discussed: technology mix; financial and production models; and target markets.

Keywords:

• Distance
• Education
• Learning
• Observation
• Open
• Technology