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ABSTRACT
The development of distance education (DE) over the last 40 years is compared with the evolving content of the Distance Education journal during the same period. DE in general has been described as encountering a series of crossroad decision points, and as identifying numerous optimistic horizons beyond them. The decisions made and horizons sought have not always been prudent, however, and the journal’s critical approach and logical sequence of priorities have encouraged DE to avoid ill-considered options. Currently, the journal is challenged with helping the field to overcome mainstream educators’ lack of awareness of the traditional DE literature, media, and methods, and negative reactions to the effects of the massive open online course (MOOC). The approach taken by the journal during its first 40 years will help to overcome such problems and to keep the field on track.
Acknowledgments
The author thanks the editor, eagle-eyed copy editor, and reviewers of this and his previous DE articles for their consistent help in keeping them on track.
Dedication
The author dedicates this article to the wise academic approaches and good humour of his colleagues Gary Coldevin, Harry Jamieson, and Colin Latchem.
Disclosure statement
No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Jon Baggaley
Jon Baggaley is Emeritus Professor in Distance Education at Athabasca University in Canada. His books include Dynamics of Television (with Steve Duck, 1976), Psychology of the TV Image (1980), and Harmonizing Global Education (2011). Baggaley’s 10-hour multimedia history of educational media production and evaluation techniques is at: vimeopro.com/baggaley/home/.