Long distance university learning

Probably the oldest form of long distance learning in America is the correspondence school, which sends lessons through the mail and then receives written materials from the student the same way. Before the widespread use of electronic communications, educators used print technology and the postal service for correspondence education. When broadcasting came into being, education turned first to the radio and then the television as a means of reaching distant students. The federal government issued the first educational radio license to the Latter Day Saints' University of Salt Lake City in 1921, and the University of Wisc

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nts have little or no facetoface interaction with other students or instructors. The problem is that these circumstances challenge most traditional notions about a quality postsecondary education and raises questions that demand that all in the postsecondary education community rethink some of their basic assumptions. In addition, since the Internet recognizes no national or even international boundaries, educational delivery will not be limited to state or even regional boundaries, making consumer protection likely to emerge as a new federal issue ("Cyber University vs. SiteBased University," 2000). Distance education is perceived as an increasingly effective method of instruction. Because of this, educational researchers have examined the purposes and situations for which distance education is best suited. Research on distance learning indicates that the instructional format itself (such as interactive video vs. videotape vs. "live" instructor) has little effect on student achievement as long as the delivery technology is appropriate to the content being offered and all participants have access to the same technology. It has further been found that achievement on various tests administered by course instructors tends t
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Approximate Word count = 1236
Approximate Pages = 5 (250 words per page)

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