ABSTRACT
Introduction The major shift that is now under way in the delivery of distance and open learning programmes via interactive multimedia and the World Wide Web, or what are being termed the 'knowledge media' (Daniel, 1996), is presenting challenges for educational managers responsible for leading the shift as much as it is for teachers who are being asked to teach such programmes. Many of those who are coming to this area for the first time are tending to conceive of this mode of delivery either in terms of the development of Web-based course materials or in terms of the creation of virtual classroom environments (Freeman et al, 1999). However, as experienced distance educators know, the delivery of programmes at a distance involves much more than simply providing educationally effective learning opportunities. It also involves the provision of a range of academic and administrative support services such as tutorial, counselling and library services (Simpson, 2000) and may involve provision of weekend and residential schools. All of these support services rely in turn on a complex series of support systems. If the intention is to make the transition from face-to-face delivery or more traditional modes of distance education delivery to delivery via the knowledge media, then one of the tasks involved in making that transition is putting in place the appropriate delivery infrastructure.
