The third in a series defining the field of distance education and its related concepts, this article focuses on flexible education, a term closely associated with open education. Discussion includes flexibility, autonomy and learner control; individualizing instruction; and management of instruction and instructional management software. (AEF)

Continues discussion of distance-education systems based on a model consisting of students, teachers, administrators and other professionals in schools, universities, libraries, and other institutions (presented in previous issue). Discusses place- and time-bound education systems; dynamics of education on demand; and characteristics of…

Presents classical definitions and explanations of distance education selected from pioneers of the field or those who have made seminal contributions to the conceptualization of distance education and related fields. Discusses definitions by Desmond Keegan, Michael G. Moore, Borje Holmberg, and Otto Peters. (AEF)

Continues discussion of a distance-education systems model (presented in previous issues). Examines societal systems, the next level of this hierarchical model. Discusses responding to social needs, social and economic change in the 1990s, and distance and higher education in the 1990s. Provides samples of newspaper articles, one of the main…

Presents views of three faculty members at Penn State about online distance instruction. Discusses their opinions on interaction with students; whether online courses are demanding; instructional effectiveness; faculty support; student profiles; and reasons for distance education. (AEF)

Suggests that in distance education, "anytime" learning is as important as "anyplace" learning, and that true "anytime" learning is directly related to how much technology is used to make admission and enrollment flexible, and to allow students to move forward at their own pace. Using computer technology to make time…

Outlines the role of faculty and issues that need to be addressed early on if large-scale distance education is going to be successful. Discusses academic freedom; intellectual property; training; compensation; and royalties and revenue sharing. Notes the importance of active involvement by faculty in shaping the university of the future. (AEF)

Examines what distance education offers, and the difference between computer-mediated and traditional classroom instruction. Discussion includes investment in education; the reduced cost of travel; standard training and liberal education; prejudice in favor of traditional instruction; the uniqueness of the Internet; matching instruction with…

Briefly highlights the work of one of the early pioneers of online education, Dr. Linda M. Harasim. Harasim stated five characteristics for online education and included active learning through peer communication and social process of knowledge building in the overall theory and definition of distance education. Other early contributors to…

Focuses on migration, a strategy for giving faculty and their students enough time to adjust to requirements of online teaching and learning. Lists information that has proven to be useful to both on-campus and remote students. Discusses acquainting students with the course Web site; making the course interactive; holding a remote session; working…

Examines concepts that are closely associated with distance education. Discusses the beginnings of open education; open access and admission criteria; course availability; access to technology; the E-rate program for those on the less fortunate side of the "digital divide"; beyond flexibility; and the learner's responsibility for learning. (AEF)