ABSTRACT
Distance learning has often been identified as a solution for the various challenges of widening participation, learning for continuing professional development, resource reductions and internationalization. Distance learning however splits academics in a way that very few other developments in the last 25 years have managed to. Despite the success of the UK’s Open University in delivering what are widely regarded as high quality accessible programmes of study, the idea of learning at a distance, remote from libraries, support structures and, crucially, other students-all seen as essential parts of the university experience-is treated with scepticism by many UK academics. In contrast to the generally positive attitude to campus-located resourcebased learning, the remoteness of the distance learning student from the tutor, the campus and other students has not received widespread approval.
