ABSTRACT
Distance education has been analysed as a singular product of the era of industrialization (Peters 1967, 1973, 1983, 1989). It could be demonstrated that its structure is determined to a considerable degree by the principles which govern the industrialization of the working process in the production of goods. This means that distance education is also strongly influenced by such principles as, for instance, rationalization, division of labour, the assignment of fragmented tasks to specialists, mechanization and automation. Some striking similarities are:
The development of distance study courses is just as important as the preparatory work prior to the production process.
The effectiveness of the teaching–learning process is particularly dependent on very careful planning and adequate organization.
The function of the teacher is split up into several subfunctions and performed by specialists as, for instance, in the production process at an assembly line.
Distance education can only be economical if the number of students is great: mass education corresponds to mass production.
As is the case with the production process, distance education needs capital investments, a concentration of the available resources, and a qualified centralized administration.
