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Distance education is any learning experience that occurs when learner and instructor are separated by time and space. Most learning already occurs at a distance. As we read books, observe art, listen to music, view a play, movie or television program we are learning from a remote author, actress, composer, or artist. We do not consider this learning experience in the same manner in which we think of traditional institutional learning with an instructor, students, and a classroom. It is the later that is under pressure for change and the former that offers a solution. In a traditional classroom, instructors are in control of the learning environment. The Instructor controls the speed, sequence, and progression. Communication is often linear, one-way, one-dimensional, and static. Although the traditional lecture is cost effective for faculty, most are considered ineffective for student because they are not actively learning. The traditional lecture "sage on the stage" role is changing.
In a technology enhanced distance classroom, the students are in control of the learning environment. The student controls the speed, sequence, and progression. Communication is non-linear, dynamic, and collaborative. A different role for faculty facilitating on-line courses and creating materials has evolved. Scaling up the potential, including distant student’s option of anytime anywhere learning is changing not only the quality of the course being delivered, but also the quantity of material being digested. The role of "guide on the slide" has not only changed the make-up of the course, it has altered the faculty activities in the development and implementation of course work. An analysis of time might show the largest shift occurring in the lecture to mentor relationship. Individual contact time increases dramatically.
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