ABSTRACT
The institutions and political systems within which distance education initiatives take place provide a ‘macro’ context with vital implications for detailed ‘micro’ implementation issues. For example, strategic planning decisions can determine whether or not complete degree programs will be provided; what the balance should be between credit and non-credit courses; the extent to which a university or department originates or outsources distance learning activities; and the number of
The organizational issues discussed in the previous chapter are important elements in influencing the outcome of a distance education initiative, which is most likely to be sustained if it fits well with the policies and cultural attitudes of both the University in which it is being introduced and the broader political setting. This chapter seeks to assist educational planners and practitioners by further refining descriptions of the variations in distance education approaches. Boyd-Barrett draws on practical experiences in the USA and UK to identify six models of distance education which capture some major differences within and across nations. The models are based on a classification scheme which focuses on criteria affecting broad ‘macro’ contexts, such as whether distance education is a core or peripheral activity of the institution. He explains how a good understanding of such dimensions has significant implications for vital practical ‘micro’ issues, such as the range of courses which will be given institutional support.
