ABSTRACT
The two previous chapters have shown that greater use of technology will be central to the renewal ofuniversities. Any exploration ofthe potential of technology in teaching and learning leads fairly directly to an examination of the development of distance education. This does not mean simply exchanging one instructional mode for another. It means combining learning that is independent of place with the excitement of the best experience on campus. Hall et al. (1996) put it more formally:
'Lest we be misunderstood, this shift is not a move from campus-based to distance learning. Rather it is a shift to an integrated, networked model that gives to the student both the initiative to learn and the access to the necessary learning resources. It lessens the control of the campus and strengthens the integrity of the distance model.'
