ABSTRACT
The distance-teaching universities described and commented on in Chapter 7 rep resent institutional structures with which different forms of learning and teaching are made possible and supported. Each of these distance-teaching universities has its own unmistakable character, which cannot be completely discerned and evaluated without a deep knowledge of the situation in the respective country. They do in fact have something in common, because fundamentally they have to solve the same problems, although an analysis brings to light different models of teaching and learning in distance education. These models are thus: 1. Correspondence studies, which are in principle based on study guides, textbooks
and other academic literature, on comments in assignments, and lead students in a broad range of degree programmes to Bachelor’s and Master’s degrees and Doctorates.
