Introduction

The theoretical underpinnings of distance education are fragile. Most effort in this field of education has been practical or mechanical and has concentrated on the logistics of the enterprise. Lack of accepted theory has weakened distance education: there has been a lack of identity, a sense of belonging to the periphery and the lack of a touchstone against which decisions on methods, on media, on financing, on student support, when they have to be made, can be made with confidence.