ABSTRACT
Many readers will ask themselves whether such an approach is (still) possible. Protagonists and advocates of educational technology and curriculum development may even consider it to be a provocative idea. And students of practical and theoreti cal distance education will be sceptical - experience teaches them that they do not proceed in accordance with a concept that provides unity, let alone are able to refer to a theory that is harmonious in itself. What they in fact have to deal with in reality is a variety of relevant practical methods and theoretical approaches that are in part very far from each other but that, depending on the situation, form connections of a unique nature.
