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<a class="vector-toc-link" href="#International_Conference"> <div class="vector-toc-text"> 1.1.4 International Conference </div> </a> <ul id="toc-International_Conference-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Open_universities" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Open_universities"> <div class="vector-toc-text"> 1.2 Open universities </div> </a> <ul id="toc-Open_universities-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-COVID-19_pandemic" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#COVID-19_pandemic"> <div class="vector-toc-text"> 1.3 COVID-19 pandemic </div> </a> <ul id="toc-COVID-19_pandemic-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Technologies" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Technologies"> <div class="vector-toc-text"> 2 Technologies </div> </a> <button aria-controls="toc-Technologies-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Technologies subsection </button> <ul id="toc-Technologies-sublist" class="vector-toc-list"> <li id="toc-Radio_and_television" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Radio_and_television"> <div class="vector-toc-text"> 2.1 Radio and television </div> </a> <ul id="toc-Radio_and_television-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Internet" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Internet"> <div class="vector-toc-text"> 2.2 Internet </div> </a> <ul id="toc-Internet-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Paced_and_self-paced_models" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Paced_and_self-paced_models"> <div class="vector-toc-text"> 3 Paced and self-paced models </div> </a> <ul id="toc-Paced_and_self-paced_models-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Benefits" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Benefits"> <div class="vector-toc-text"> 4 Benefits </div> </a> <ul id="toc-Benefits-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Criticism" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Criticism"> <div class="vector-toc-text"> 5 Criticism </div> </a> <ul id="toc-Criticism-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Assessments" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Assessments"> <div class="vector-toc-text"> 6 Assessments </div> </a> <ul id="toc-Assessments-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Educational_technology" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Educational_technology"> <div class="vector-toc-text"> 7 Educational technology </div> </a> <ul id="toc-Educational_technology-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Credentials" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Credentials"> <div class="vector-toc-text"> 8 Credentials </div> </a> <ul id="toc-Credentials-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-See_also" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#See_also"> <div class="vector-toc-text"> 9 See also </div> </a> <ul id="toc-See_also-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Sources" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Sources"> <div class="vector-toc-text"> 10 Sources </div> </a> <ul id="toc-Sources-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-References" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#References"> <div class="vector-toc-text"> 11 References </div> </a> <ul id="toc-References-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Further_reading" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#Further_reading"> <div class="vector-toc-text"> 12 Further reading </div> </a> <ul id="toc-Further_reading-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-External_links" class="vector-toc-list-item vector-toc-level-1 vector-toc-list-item-expanded"> <a class="vector-toc-link" href="#External_links"> <div class="vector-toc-text"> 13 External links </div> </a> <ul id="toc-External_links-sublist" class="vector-toc-list"> </ul> </li> </ul> </div> </div> </nav> </div> </div> <div class="mw-content-container"> <main id="content" class="mw-body"> <header class="mw-body-header vector-page-titlebar"> <nav aria-label="Contents" class="vector-toc-landmark"> <div id="vector-page-titlebar-toc" class="vector-dropdown vector-page-titlebar-toc vector-button-flush-left" > <input type="checkbox" id="vector-page-titlebar-toc-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-vector-page-titlebar-toc" class="vector-dropdown-checkbox " aria-label="Toggle the table of contents" > <label id="vector-page-titlebar-toc-label" for="vector-page-titlebar-toc-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--icon-only " aria-hidden="true" > Toggle the table of contents </label> <div class="vector-dropdown-content"> <div id="vector-page-titlebar-toc-unpinned-container" class="vector-unpinned-container"> </div> </div> </div> </nav> <h1 id="firstHeading" class="firstHeading mw-first-heading">Distance education</h1> <div id="p-lang-btn" class="vector-dropdown mw-portlet mw-portlet-lang" > <input type="checkbox" id="p-lang-btn-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-p-lang-btn" class="vector-dropdown-checkbox mw-interlanguage-selector" aria-label="Go to an article in another language. Available in 53 languages" > <label id="p-lang-btn-label" for="p-lang-btn-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--action-progressive mw-portlet-lang-heading-53" aria-hidden="true" > 53 languages </label> <div class="vector-dropdown-content"> <div class="vector-menu-content"> <ul class="vector-menu-content-list"> <li class="interlanguage-link interwiki-ar mw-list-item"><a href="https://ar.wikipedia.org/wiki/%D8%AA%D8%B9%D9%84%D9%8A%D9%85_%D8%B9%D9%86_%D8%A8%D8%B9%D8%AF" title="تعليم عن بعد – Arabic" lang="ar" hreflang="ar" data-title="تعليم عن بعد" data-language-autonym="العربية" data-language-local-name="Arabic" class="interlanguage-link-target">العربية</a></li><li class="interlanguage-link interwiki-ast mw-list-item"><a href="https://ast.wikipedia.org/wiki/Educaci%C3%B3n_a_distancia" title="Educación a distancia – Asturian" lang="ast" hreflang="ast" data-title="Educación a distancia" data-language-autonym="Asturianu" data-language-local-name="Asturian" class="interlanguage-link-target">Asturianu</a></li><li class="interlanguage-link interwiki-az mw-list-item"><a href="https://az.wikipedia.org/wiki/Distant_t%C9%99hsil" title="Distant təhsil – Azerbaijani" lang="az" hreflang="az" data-title="Distant təhsil" data-language-autonym="Azərbaycanca" data-language-local-name="Azerbaijani" class="interlanguage-link-target">Azərbaycanca</a></li><li class="interlanguage-link interwiki-be mw-list-item"><a href="https://be.wikipedia.org/wiki/%D0%94%D1%8B%D1%81%D1%82%D0%B0%D0%BD%D1%86%D1%8B%D0%B9%D0%BD%D0%B0%D0%B5_%D0%BD%D0%B0%D0%B2%D1%83%D1%87%D0%B0%D0%BD%D0%BD%D0%B5" title="Дыстанцыйнае навучанне – Belarusian" lang="be" hreflang="be" data-title="Дыстанцыйнае навучанне" data-language-autonym="Беларуская" data-language-local-name="Belarusian" class="interlanguage-link-target">Беларуская</a></li><li class="interlanguage-link interwiki-bg mw-list-item"><a href="https://bg.wikipedia.org/wiki/%D0%94%D0%B8%D1%81%D1%82%D0%B0%D0%BD%D1%86%D0%B8%D0%BE%D0%BD%D0%BD%D0%BE_%D0%BE%D0%B1%D1%83%D1%87%D0%B5%D0%BD%D0%B8%D0%B5" title="Дистанционно обучение – Bulgarian" lang="bg" hreflang="bg" data-title="Дистанционно обучение" data-language-autonym="Български" data-language-local-name="Bulgarian" class="interlanguage-link-target">Български</a></li><li class="interlanguage-link interwiki-ca mw-list-item"><a href="https://ca.wikipedia.org/wiki/Educaci%C3%B3_a_dist%C3%A0ncia" title="Educació a distància – Catalan" lang="ca" hreflang="ca" data-title="Educació a distància" data-language-autonym="Català" data-language-local-name="Catalan" class="interlanguage-link-target">Català</a></li><li class="interlanguage-link interwiki-cs mw-list-item"><a href="https://cs.wikipedia.org/wiki/Distan%C4%8Dn%C3%AD_vzd%C4%9Bl%C3%A1v%C3%A1n%C3%AD" title="Distanční vzdělávání – Czech" lang="cs" hreflang="cs" data-title="Distanční vzdělávání" data-language-autonym="Čeština" data-language-local-name="Czech" class="interlanguage-link-target">Čeština</a></li><li class="interlanguage-link interwiki-de mw-list-item"><a href="https://de.wikipedia.org/wiki/Fernunterricht" title="Fernunterricht – German" lang="de" hreflang="de" data-title="Fernunterricht" data-language-autonym="Deutsch" data-language-local-name="German" class="interlanguage-link-target">Deutsch</a></li><li class="interlanguage-link interwiki-et mw-list-item"><a href="https://et.wikipedia.org/wiki/Distants%C3%B5pe" title="Distantsõpe – Estonian" lang="et" hreflang="et" data-title="Distantsõpe" data-language-autonym="Eesti" data-language-local-name="Estonian" class="interlanguage-link-target">Eesti</a></li><li class="interlanguage-link interwiki-el mw-list-item"><a href="https://el.wikipedia.org/wiki/%CE%95%CE%BE_%CE%B1%CF%80%CE%BF%CF%83%CF%84%CE%AC%CF%83%CE%B5%CF%89%CF%82_%CE%B5%CE%BA%CF%80%CE%B1%CE%AF%CE%B4%CE%B5%CF%85%CF%83%CE%B7" title="Εξ αποστάσεως εκπαίδευση – Greek" lang="el" hreflang="el" data-title="Εξ αποστάσεως εκπαίδευση" data-language-autonym="Ελληνικά" data-language-local-name="Greek" class="interlanguage-link-target">Ελληνικά</a></li><li class="interlanguage-link interwiki-es mw-list-item"><a href="https://es.wikipedia.org/wiki/Educaci%C3%B3n_a_distancia" title="Educación a distancia – Spanish" lang="es" hreflang="es" data-title="Educación a distancia" data-language-autonym="Español" data-language-local-name="Spanish" class="interlanguage-link-target">Español</a></li><li class="interlanguage-link interwiki-eo mw-list-item"><a href="https://eo.wikipedia.org/wiki/Dedistanca_edukado" title="Dedistanca edukado – Esperanto" lang="eo" hreflang="eo" data-title="Dedistanca edukado" data-language-autonym="Esperanto" data-language-local-name="Esperanto" class="interlanguage-link-target">Esperanto</a></li><li class="interlanguage-link interwiki-eu mw-list-item"><a href="https://eu.wikipedia.org/wiki/Urrutiko_hezkuntza" title="Urrutiko hezkuntza – Basque" lang="eu" hreflang="eu" data-title="Urrutiko hezkuntza" data-language-autonym="Euskara" data-language-local-name="Basque" class="interlanguage-link-target">Euskara</a></li><li class="interlanguage-link interwiki-fa badge-Q70893996 mw-list-item" title=""><a href="https://fa.wikipedia.org/wiki/%D8%A2%D9%85%D9%88%D8%B2%D8%B4_%D8%A7%D8%B2_%D8%B1%D8%A7%D9%87_%D8%AF%D9%88%D8%B1" title="آموزش از راه دور – Persian" lang="fa" hreflang="fa" data-title="آموزش از راه دور" data-language-autonym="فارسی" data-language-local-name="Persian" class="interlanguage-link-target">فارسی</a></li><li class="interlanguage-link interwiki-fr mw-list-item"><a href="https://fr.wikipedia.org/wiki/Formation_%C3%A0_distance" title="Formation à distance – French" lang="fr" hreflang="fr" data-title="Formation à distance" data-language-autonym="Français" data-language-local-name="French" class="interlanguage-link-target">Français</a></li><li class="interlanguage-link interwiki-gl mw-list-item"><a href="https://gl.wikipedia.org/wiki/Educaci%C3%B3n_a_distancia" title="Educación a distancia – Galician" lang="gl" hreflang="gl" data-title="Educación a distancia" data-language-autonym="Galego" data-language-local-name="Galician" class="interlanguage-link-target">Galego</a></li><li class="interlanguage-link interwiki-ko mw-list-item"><a href="https://ko.wikipedia.org/wiki/%EC%9B%90%EA%B2%A9_%EA%B5%90%EC%9C%A1" title="원격 교육 – Korean" lang="ko" hreflang="ko" data-title="원격 교육" data-language-autonym="한국어" data-language-local-name="Korean" class="interlanguage-link-target">한국어</a></li><li class="interlanguage-link interwiki-hy mw-list-item"><a href="https://hy.wikipedia.org/wiki/%D5%80%D5%A5%D5%BC%D5%A1%D5%BE%D5%A1%D6%80_%D5%B8%D6%82%D5%BD%D5%B8%D6%82%D6%81%D5%B8%D6%82%D5%B4" title="Հեռավար ուսուցում – Armenian" lang="hy" hreflang="hy" data-title="Հեռավար ուսուցում" data-language-autonym="Հայերեն" data-language-local-name="Armenian" class="interlanguage-link-target">Հայերեն</a></li><li class="interlanguage-link interwiki-hi mw-list-item"><a href="https://hi.wikipedia.org/wiki/%E0%A4%A6%E0%A5%82%E0%A4%B0%E0%A4%B8%E0%A5%8D%E0%A4%A5_%E0%A4%B6%E0%A4%BF%E0%A4%95%E0%A5%8D%E0%A4%B7%E0%A4%BE" title="दूरस्थ शिक्षा – Hindi" lang="hi" hreflang="hi" data-title="दूरस्थ शिक्षा" data-language-autonym="हिन्दी" data-language-local-name="Hindi" class="interlanguage-link-target">हिन्दी</a></li><li class="interlanguage-link interwiki-hr mw-list-item"><a href="https://hr.wikipedia.org/wiki/Obrazovanje_na_daljinu" title="Obrazovanje na daljinu – Croatian" lang="hr" hreflang="hr" data-title="Obrazovanje na daljinu" data-language-autonym="Hrvatski" data-language-local-name="Croatian" class="interlanguage-link-target">Hrvatski</a></li><li class="interlanguage-link interwiki-id mw-list-item"><a href="https://id.wikipedia.org/wiki/Pendidikan_jarak_jauh" title="Pendidikan jarak jauh – Indonesian" lang="id" hreflang="id" data-title="Pendidikan jarak jauh" data-language-autonym="Bahasa Indonesia" data-language-local-name="Indonesian" class="interlanguage-link-target">Bahasa Indonesia</a></li><li class="interlanguage-link interwiki-is mw-list-item"><a href="https://is.wikipedia.org/wiki/Fjarn%C3%A1m" title="Fjarnám – Icelandic" lang="is" hreflang="is" data-title="Fjarnám" data-language-autonym="Íslenska" data-language-local-name="Icelandic" class="interlanguage-link-target">Íslenska</a></li><li class="interlanguage-link interwiki-it mw-list-item"><a href="https://it.wikipedia.org/wiki/Formazione_a_distanza" title="Formazione a distanza – Italian" lang="it" hreflang="it" data-title="Formazione a distanza" data-language-autonym="Italiano" data-language-local-name="Italian" class="interlanguage-link-target">Italiano</a></li><li class="interlanguage-link interwiki-he mw-list-item"><a href="https://he.wikipedia.org/wiki/%D7%9C%D7%9E%D7%99%D7%93%D7%94_%D7%9E%D7%A8%D7%97%D7%95%D7%A7" title="למידה מרחוק – Hebrew" lang="he" hreflang="he" data-title="למידה מרחוק" data-language-autonym="עברית" data-language-local-name="Hebrew" class="interlanguage-link-target">עברית</a></li><li class="interlanguage-link interwiki-kn mw-list-item"><a href="https://kn.wikipedia.org/wiki/%E0%B2%A6%E0%B3%82%E0%B2%B0%E0%B2%B6%E0%B2%BF%E0%B2%95%E0%B3%8D%E0%B2%B7%E0%B2%A3" title="ದೂರಶಿಕ್ಷಣ – Kannada" lang="kn" hreflang="kn" data-title="ದೂರಶಿಕ್ಷಣ" data-language-autonym="ಕನ್ನಡ" data-language-local-name="Kannada" class="interlanguage-link-target">ಕನ್ನಡ</a></li><li class="interlanguage-link interwiki-lv mw-list-item"><a href="https://lv.wikipedia.org/wiki/T%C4%81lm%C4%81c%C4%ABba" title="Tālmācība – Latvian" lang="lv" hreflang="lv" data-title="Tālmācība" data-language-autonym="Latviešu" data-language-local-name="Latvian" class="interlanguage-link-target">Latviešu</a></li><li class="interlanguage-link interwiki-lt mw-list-item"><a href="https://lt.wikipedia.org/wiki/Nuotolinis_mokymas" title="Nuotolinis mokymas – Lithuanian" lang="lt" hreflang="lt" data-title="Nuotolinis mokymas" data-language-autonym="Lietuvių" data-language-local-name="Lithuanian" class="interlanguage-link-target">Lietuvių</a></li><li class="interlanguage-link interwiki-hu mw-list-item"><a href="https://hu.wikipedia.org/wiki/T%C3%A1voktat%C3%A1s" title="Távoktatás – Hungarian" lang="hu" hreflang="hu" data-title="Távoktatás" data-language-autonym="Magyar" data-language-local-name="Hungarian" class="interlanguage-link-target">Magyar</a></li><li class="interlanguage-link interwiki-ms mw-list-item"><a href="https://ms.wikipedia.org/wiki/Pendidikan_jarak_jauh" title="Pendidikan jarak jauh – Malay" lang="ms" hreflang="ms" data-title="Pendidikan jarak jauh" data-language-autonym="Bahasa Melayu" data-language-local-name="Malay" class="interlanguage-link-target">Bahasa Melayu</a></li><li class="interlanguage-link interwiki-min mw-list-item"><a href="https://min.wikipedia.org/wiki/Pandidikan_jarak_jauah" title="Pandidikan jarak jauah – Minangkabau" lang="min" hreflang="min" data-title="Pandidikan jarak jauah" data-language-autonym="Minangkabau" data-language-local-name="Minangkabau" class="interlanguage-link-target">Minangkabau</a></li><li class="interlanguage-link interwiki-mn mw-list-item"><a href="https://mn.wikipedia.org/wiki/%D0%97%D0%B0%D0%B9%D0%BD%D1%8B_%D1%81%D1%83%D1%80%D0%B3%D0%B0%D0%BB%D1%82" title="Зайны сургалт – Mongolian" lang="mn" hreflang="mn" data-title="Зайны сургалт" data-language-autonym="Монгол" data-language-local-name="Mongolian" class="interlanguage-link-target">Монгол</a></li><li class="interlanguage-link interwiki-my mw-list-item"><a href="https://my.wikipedia.org/wiki/%E1%80%A1%E1%80%9D%E1%80%B1%E1%80%B8%E1%80%9E%E1%80%84%E1%80%BA%E1%80%95%E1%80%8A%E1%80%AC%E1%80%9B%E1%80%B1%E1%80%B8" title="အဝေးသင်ပညာရေး – Burmese" lang="my" hreflang="my" data-title="အဝေးသင်ပညာရေး" data-language-autonym="မြန်မာဘာသာ" data-language-local-name="Burmese" class="interlanguage-link-target">မြန်မာဘာသာ</a></li><li class="interlanguage-link interwiki-nl mw-list-item"><a href="https://nl.wikipedia.org/wiki/Afstandsonderwijs" title="Afstandsonderwijs – Dutch" lang="nl" hreflang="nl" data-title="Afstandsonderwijs" data-language-autonym="Nederlands" data-language-local-name="Dutch" class="interlanguage-link-target">Nederlands</a></li><li class="interlanguage-link interwiki-ne mw-list-item"><a href="https://ne.wikipedia.org/wiki/%E0%A4%A6%E0%A5%82%E0%A4%B0_%E0%A4%B6%E0%A4%BF%E0%A4%95%E0%A5%8D%E0%A4%B7%E0%A4%BE" title="दूर शिक्षा – Nepali" lang="ne" hreflang="ne" data-title="दूर शिक्षा" data-language-autonym="नेपाली" data-language-local-name="Nepali" class="interlanguage-link-target">नेपाली</a></li><li class="interlanguage-link interwiki-ja mw-list-item"><a href="https://ja.wikipedia.org/wiki/%E9%81%A0%E9%9A%94%E6%95%99%E8%82%B2" title="遠隔教育 – Japanese" lang="ja" hreflang="ja" data-title="遠隔教育" data-language-autonym="日本語" data-language-local-name="Japanese" class="interlanguage-link-target">日本語</a></li><li class="interlanguage-link interwiki-no mw-list-item"><a href="https://no.wikipedia.org/wiki/Fjernundervisning" title="Fjernundervisning – Norwegian Bokmål" lang="nb" hreflang="nb" data-title="Fjernundervisning" data-language-autonym="Norsk bokmål" data-language-local-name="Norwegian Bokmål" class="interlanguage-link-target">Norsk bokmål</a></li><li class="interlanguage-link interwiki-pl mw-list-item"><a href="https://pl.wikipedia.org/wiki/Edukacja_na_odleg%C5%82o%C5%9B%C4%87" title="Edukacja na odległość – Polish" lang="pl" hreflang="pl" data-title="Edukacja na odległość" data-language-autonym="Polski" data-language-local-name="Polish" class="interlanguage-link-target">Polski</a></li><li class="interlanguage-link interwiki-pt mw-list-item"><a href="https://pt.wikipedia.org/wiki/Educa%C3%A7%C3%A3o_a_dist%C3%A2ncia" title="Educação a distância – Portuguese" lang="pt" hreflang="pt" data-title="Educação a distância" data-language-autonym="Português" data-language-local-name="Portuguese" class="interlanguage-link-target">Português</a></li><li class="interlanguage-link interwiki-ru mw-list-item"><a href="https://ru.wikipedia.org/wiki/%D0%94%D0%B8%D1%81%D1%82%D0%B0%D0%BD%D1%86%D0%B8%D0%BE%D0%BD%D0%BD%D0%BE%D0%B5_%D0%BE%D0%B1%D1%83%D1%87%D0%B5%D0%BD%D0%B8%D0%B5" title="Дистанционное обучение – Russian" lang="ru" hreflang="ru" data-title="Дистанционное обучение" data-language-autonym="Русский" data-language-local-name="Russian" class="interlanguage-link-target">Русский</a></li><li class="interlanguage-link interwiki-sq mw-list-item"><a href="https://sq.wikipedia.org/wiki/M%C3%ABsimi_n%C3%AB_distanc%C3%AB" title="Mësimi në distancë – Albanian" lang="sq" hreflang="sq" data-title="Mësimi në distancë" data-language-autonym="Shqip" data-language-local-name="Albanian" class="interlanguage-link-target">Shqip</a></li><li class="interlanguage-link interwiki-simple mw-list-item"><a href="https://simple.wikipedia.org/wiki/Distance_education" title="Distance education – Simple 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.hatnote+link+.hatnote{margin-top:-0.5em}@media print{body.ns-0 .mw-parser-output .hatnote{display:none!important}}</style><div role="note" class="hatnote navigation-not-searchable">Not to be confused with <a href="/wiki/Homeschooling" title="Homeschooling">homeschooling</a> or <a href="/wiki/Out-of-school_learning" title="Out-of-school learning">out-of-school learning</a>.</div> Distance education, also known as distance learning, is the education of students who may not always be physically present at <a href="/wiki/School" title="School">school</a>,<a href="#cite_note-Kaplan_Haenlein_2016-1">[1]</a><a href="#cite_note-2">[2]</a> or where the learner and the teacher are separated in both time and distance.<a href="#cite_note-:2-3">[3]</a> Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via <a href="/wiki/Mail" title="Mail">mail</a>. Distance education is a technology-mediated modality and has evolved with the evolution of technologies such as video conferencing, TV, and the Internet.<a href="#cite_note-:3-4">[4]</a> Today, it usually involves online education and the learning is usually mediated by some form of technology. A distance learning program can either be completely a remote learning, or a combination of both online learning and traditional offline classroom instruction (called hybrid<a href="#cite_note-5">[5]</a> or <a href="/wiki/Blended_learning" title="Blended learning">blended</a>).<a href="#cite_note-6">[6]</a> Other modalities include distance learning with complementary virtual environment or teaching in virtual environment (e-learning).<a href="#cite_note-:2-3">[3]</a> <a href="/wiki/Massive_open_online_course" title="Massive open online course">Massive open online courses</a> (MOOCs), offering large-scale interactive participation and open access through the <a href="/wiki/World_Wide_Web" title="World Wide Web">World Wide Web</a> or other network technologies, are recent educational modes in distance education.<a href="#cite_note-Kaplan_Haenlein_2016-1">[1]</a> A number of other terms (distributed learning, <a href="/wiki/Educational_technology" title="Educational technology">e-learning</a>, <a href="/wiki/M-learning" title="M-learning">m-learning</a>, online learning, virtual classroom, etc.) are used roughly synonymously with distance education. E-learning has shown to be a useful educational tool. E-learning should be an interactive process with multiple learning modes for all learners at various levels of learning. The distance learning environment is an exciting place to learn new things, collaborate with others, and retain self-discipline.<a href="#cite_note-7">[7]</a> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="History">History</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=1" title="Edit section: History">edit</a>]</div> One of the earliest attempts at distance education was advertised in 1728. This was in the <a href="/wiki/Boston_Gazette" title="Boston Gazette">Boston Gazette</a> for "Caleb Philipps, Teacher of the new method of <a href="/wiki/Short_Hand" class="mw-redirect" title="Short Hand">Short Hand</a>", who sought students who wanted to learn the skills through weekly mailed lessons.<a href="#cite_note-8">[8]</a> The first distance education course in the modern sense was provided by Sir <a href="/wiki/Isaac_Pitman" title="Isaac Pitman">Isaac Pitman</a> in the 1840s who taught a system of shorthand by mailing texts transcribed into shorthand on <a href="/wiki/Postcard" title="Postcard">postcards</a> and receiving transcriptions from his students in return for correction. The element of student feedback was a crucial innovation in Pitman's system.<a href="#cite_note-9">[9]</a> The postage stamp<a href="#cite_note-10">[10]</a> made this scheme for remote education possible, and these efforts were scalable because of the introduction of <a href="/wiki/Uniform_Penny_Post" title="Uniform Penny Post">uniform postage rates</a> across <a href="/wiki/England" title="England">England</a> in 1840.<a href="#cite_note-11">[11]</a> This early beginning proved extremely successful and the Phonographic Correspondence Society was founded three years later to establish these courses on a more formal basis. The society paved the way for the later formation of Sir Isaac Pitman Colleges across the country.<a href="#cite_note-MooreKearsley-12">[12]</a> The first correspondence school in the United States was the <a href="/wiki/Society_to_Encourage_Studies_at_Home" title="Society to Encourage Studies at Home">Society to Encourage Studies at Home</a> which was founded in 1873.<a href="#cite_note-13">[13]</a> Founded in 1894, <a href="/wiki/Wolsey_Hall,_Oxford" title="Wolsey Hall, Oxford">Wolsey Hall, Oxford</a> was the first distance-learning college in the UK.<a href="#cite_note-14">[14]</a> <div class="mw-heading mw-heading3"><h3 id="University_correspondence_courses">University correspondence courses</h3>[<a href="/w/index.php?title=Distance_education&action=edit&section=2" title="Edit section: University correspondence courses">edit</a>]</div> <div class="mw-heading mw-heading4"><h4 id="United_Kingdom">United Kingdom</h4>[<a href="/w/index.php?title=Distance_education&action=edit&section=3" title="Edit section: United Kingdom">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:SomersetHousebyAnonpublAckermann%26Co1836.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/4/4a/SomersetHousebyAnonpublAckermann%26Co1836.jpg/220px-SomersetHousebyAnonpublAckermann%26Co1836.jpg" decoding="async" width="220" height="154" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/4/4a/SomersetHousebyAnonpublAckermann%26Co1836.jpg/330px-SomersetHousebyAnonpublAckermann%26Co1836.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/4/4a/SomersetHousebyAnonpublAckermann%26Co1836.jpg/440px-SomersetHousebyAnonpublAckermann%26Co1836.jpg 2x" data-file-width="550" data-file-height="384" /></a><figcaption><a href="/wiki/Somerset_House" title="Somerset House">Somerset House</a>, home of the University of London from 1837 to 1870</figcaption></figure> The <a href="/wiki/University_of_London" title="University of London">University of London</a> was the first university to offer degrees to anyone who could pass their examinations, establishing its <a href="/wiki/University_of_London_External_Programme" class="mw-redirect" title="University of London External Programme">External Programme</a> in 1858. It had been established in 1836 as an examining and degree-awarding body for affiliated colleges, originally <a href="/wiki/University_College_London" title="University College London">University College London</a> and <a href="/wiki/King%27s_College_London" title="King's College London">King's College London</a> but with many others added over the next two decades. The affiliated colleges provided certificates that the student had attended a course. A new charter in 1858 removed this requirement, allowing men (and women from 1878) taking instruction at any institution or pursuing a course of self-directed study to sit the examinations and receive degrees. The External Programme was referred to as the "People's University" by <a href="/wiki/Charles_Dickens" title="Charles Dickens">Charles Dickens</a> as it provided access to <a href="/wiki/Higher_education" class="mw-redirect" title="Higher education">higher education</a> to students from less affluent backgrounds.<a href="#cite_note-External_Programme_History-15">[15]</a><a href="#cite_note-Key_Facts-16">[16]</a> Enrollment increased steadily during the late 19th century, and its example was widely copied elsewhere.<a href="#cite_note-Guardian_Article-17">[17]</a> However, the university only provided examinations, not instructional material, leading academics to state that "the original degree by external study of the UOL was not a form of distance education".<a href="#cite_note-18">[18]</a> The External Programme is now known as the University of London Worldwide, and includes postgraduate and undergraduate degrees created by member institutions of the University of London.<a href="#cite_note-Key_Facts-16">[16]</a> <div class="mw-heading mw-heading4"><h4 id="Australia_and_South_Africa">Australia and South Africa</h4>[<a href="/w/index.php?title=Distance_education&action=edit&section=4" title="Edit section: Australia and South Africa">edit</a>]</div> The vast distances made Australia especially active; the <a href="/wiki/University_of_Queensland" title="University of Queensland">University of Queensland</a> established its Department of Correspondence Studies in 1911.<a href="#cite_note-19">[19]</a> In South Africa, the <a href="/wiki/University_of_South_Africa" title="University of South Africa">University of South Africa</a>, formerly an examining and certification body, started to present distance education tuition in 1946. <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Portrait_of_William_Rainey_Harper.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/d/da/Portrait_of_William_Rainey_Harper.jpg/220px-Portrait_of_William_Rainey_Harper.jpg" decoding="async" width="220" height="333" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/d/da/Portrait_of_William_Rainey_Harper.jpg/330px-Portrait_of_William_Rainey_Harper.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/d/da/Portrait_of_William_Rainey_Harper.jpg/440px-Portrait_of_William_Rainey_Harper.jpg 2x" data-file-width="541" data-file-height="818" /></a><figcaption><a href="/wiki/William_Rainey_Harper" title="William Rainey Harper">William Rainey Harper</a> encouraged the development of external university courses at the new University of Chicago in the 1890s.</figcaption></figure> <div class="mw-heading mw-heading4"><h4 id="United_States">United States</h4>[<a href="/w/index.php?title=Distance_education&action=edit&section=5" title="Edit section: United States">edit</a>]</div> In the United States, only a third of the population lived in cities of 100,000 or more population in 1920; in order to reach the rest, correspondence techniques were adopted. <a href="/wiki/William_Rainey_Harper" title="William Rainey Harper">William Rainey Harper</a>, founder and first president of the <a href="/wiki/University_of_Chicago" title="University of Chicago">University of Chicago</a>, celebrated the concept of extended education, where a research university had satellite colleges elsewhere in the region.<a href="#cite_note-20">[20]</a> In 1892, Harper encouraged correspondence courses to further promote education, an idea that was put into practice by the University of Chicago, U. Wisconsin, Columbia U., and several dozen other universities by the 1920s.<a href="#cite_note-21">[21]</a><a href="#cite_note-22">[22]</a> Enrollment in the largest private for-profit school based in <a href="/wiki/Scranton,_Pennsylvania" title="Scranton, Pennsylvania">Scranton, Pennsylvania</a>, the <a href="/wiki/International_Correspondence_Schools" class="mw-redirect" title="International Correspondence Schools">International Correspondence Schools</a> grew explosively in the 1890s. Founded in 1888 to provide training for immigrant coal miners aiming to become state mine inspectors or foremen, it enrolled 2500 new students in 1894 and matriculated 72,000 new students in 1895. By 1906 total enrollments reached 900,000. The growth was due to sending out complete textbooks instead of single lessons, and the use of 1200 aggressive in-person salesmen.<a href="#cite_note-23">[23]</a><a href="#cite_note-24">[24]</a> There was a stark contrast in pedagogy: <style data-mw-deduplicate="TemplateStyles:r1244412712">.mw-parser-output .templatequote{overflow:hidden;margin:1em 0;padding:0 32px}.mw-parser-output .templatequotecite{line-height:1.5em;text-align:left;margin-top:0}@media(min-width:500px){.mw-parser-output .templatequotecite{padding-left:1.6em}}</style><blockquote class="templatequote">The regular technical school or college aims to educate a man broadly; our aim, on the contrary, is to educate him only along some particular line. The college demands that a student shall have certain educational qualifications to enter it and that all students study for approximately the same length of time; when they have finished their courses they are supposed to be qualified to enter any one of a number of branches in some particular profession. We, on the contrary, are aiming to make our courses fit the particular needs of the student who takes them.<a href="#cite_note-25">[25]</a></blockquote> Education was a high priority in the <a href="/wiki/Progressive_Era" title="Progressive Era">Progressive Era</a>, as American high schools and colleges expanded greatly. For men who were older or were too busy with family responsibilities, night schools were opened, such as the <a href="/wiki/YMCA" title="YMCA">YMCA</a> school in Boston that became <a href="/wiki/Northeastern_University" title="Northeastern University">Northeastern University</a>. Private correspondence schools outside of the major cities provided a flexible, focused solution.<a href="#cite_note-26">[26]</a> Large corporations systematized their training programs for new employees. The National Association of Corporation Schools grew from 37 in 1913 to 146 in 1920. Private schools that provided specialized technical training to everyone who enrolled, not just employees of one company, began to open across the nation in the 1880s. Starting in Milwaukee in 1907, public schools began opening free vocational program.<a href="#cite_note-27">[27]</a> <div class="mw-heading mw-heading4"><h4 id="International_Conference">International Conference</h4>[<a href="/w/index.php?title=Distance_education&action=edit&section=6" title="Edit section: International Conference">edit</a>]</div> The International Conference for Correspondence Education held its first meeting in 1938.<a href="#cite_note-28">[28]</a> The goal was to provide individualized education for students, at low cost, by using a pedagogy of testing, recording, classification, and differentiation.<a href="#cite_note-29">[29]</a><a href="#cite_note-30">[30]</a> Since then, the group has changed its name to the International Council for Open and Distance Education (ICDE), with its main office in Oslo, Norway.<a href="#cite_note-31">[31]</a> <div class="mw-heading mw-heading3"><h3 id="Open_universities">Open universities</h3>[<a href="/w/index.php?title=Distance_education&action=edit&section=7" title="Edit section: Open universities">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Open_university" class="mw-redirect" title="Open university">Open university</a></div> The <a href="/wiki/Open_University" title="Open University">Open University</a> (OU) in the United Kingdom was founded by the then <a href="/wiki/Labour_Party_(UK)" title="Labour Party (UK)">Labour</a> government led by <a href="/wiki/Harold_Wilson" title="Harold Wilson">Harold Wilson</a>. Based on the vision of <a href="/wiki/Michael_Young,_Baron_Young_of_Dartington" title="Michael Young, Baron Young of Dartington">Michael Young</a>, planning commenced in 1965 under the <a href="/wiki/Secretary_of_State_for_Education_and_Skills" class="mw-redirect" title="Secretary of State for Education and Skills">Minister of State for Education</a>, <a href="/wiki/Jennie_Lee,_Baroness_Lee_of_Asheridge" title="Jennie Lee, Baroness Lee of Asheridge">Jennie Lee</a>, who established a model for the Open University as one of widening access to the highest standards of scholarship in higher education and setting up a planning committee consisting of university vice-chancellors, educationalists, and television broadcasters, chaired by Sir Peter Venables. The British Broadcasting Corporation's (<a href="/wiki/BBC" title="BBC">BBC</a>) Assistant Director of Engineering at the time, <a href="/wiki/James_Redmond_(broadcaster)" title="James Redmond (broadcaster)">James Redmond</a>, had obtained most of his qualifications at <a href="https://en.wiktionary.org/wiki/night_school" class="extiw" title="wikt:night school">night school</a>, and his natural enthusiasm for the project did much to overcome the technical difficulties of using television to broadcast teaching programs.<a href="#cite_note-:0-32">[32]</a> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Walton_Hall_Pen%26Ink.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/b/b8/Walton_Hall_Pen%26Ink.jpg/220px-Walton_Hall_Pen%26Ink.jpg" decoding="async" width="220" height="149" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/b/b8/Walton_Hall_Pen%26Ink.jpg/330px-Walton_Hall_Pen%26Ink.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/b/b8/Walton_Hall_Pen%26Ink.jpg/440px-Walton_Hall_Pen%26Ink.jpg 2x" data-file-width="709" data-file-height="481" /></a><figcaption><a href="/wiki/Walton_Hall,_Milton_Keynes" class="mw-redirect" title="Walton Hall, Milton Keynes">Walton Hall</a>, renovated in 1970 to act as the headquarters of the newly established <a href="/wiki/Open_University" title="Open University">Open University</a> (artist: Hilary French)</figcaption></figure> The Open University revolutionized the scope of the correspondence program and helped to create a respectable learning alternative to the traditional form of education. It has been at the forefront of developing new technologies to improve distance learning service<a href="#cite_note-33">[33]</a> as well as undertaking research in other disciplines. <a href="/wiki/Walter_Perry" title="Walter Perry">Walter Perry</a> was appointed the OU's first vice-chancellor in January 1969, and its foundation secretary was <a href="/wiki/Anastasios_Christodoulou" title="Anastasios Christodoulou">Anastasios Christodoulou</a>. The election of the new <a href="/wiki/Conservative_Party_(UK)" title="Conservative Party (UK)">Conservative</a> government under the leadership of <a href="/wiki/Edward_Heath" title="Edward Heath">Edward Heath</a>, in 1970; led to budget cuts under <a href="/wiki/Chancellor_of_the_Exchequer" title="Chancellor of the Exchequer">Chancellor of the Exchequer</a> <a href="/wiki/Iain_Macleod" title="Iain Macleod">Iain Macleod</a> (who had earlier called the idea of an Open University "blithering nonsense").<a href="#cite_note-34">[34]</a> However, the OU accepted its first 25,000 students in 1971, adopting a radical open admissions policy. At the time, the total student population of conventional universities in the United Kingdom was around 130,000.<a href="#cite_note-35">[35]</a> <a href="/wiki/Athabasca_University" title="Athabasca University">Athabasca University</a>, Canada's open university, was created in 1970 and followed a similar, though independently developed, pattern.<a href="#cite_note-byrne-36">[36]</a> The Open University inspired the creation of Spain's <a href="/wiki/National_University_of_Distance_Education" title="National University of Distance Education">National University of Distance Education</a> (1972)<a href="#cite_note-37">[37]</a> and Germany's <a href="/wiki/University_of_Hagen" title="University of Hagen">FernUniversität in Hagen</a> (1974).<a href="#cite_note-38">[38]</a> There are now many similar institutions around the world, often with the name "Open University" (in <a href="/wiki/English_language" title="English language">English</a> or in the local language).<a href="#cite_note-:0-32">[32]</a> The University of the Philippines Open University was established in 1995 as the fifth constituent <a href="/wiki/University_of_the_Philippines_System" class="mw-redirect" title="University of the Philippines System">University of the Philippines System</a> and was the first distance education and online university in the Philippines. Its mandate is to provide educational opportunities to individuals aspiring for higher education and improved qualifications but were unable to take advantage of traditional modes of education because of personal and professional obligations. Most <a href="/wiki/Open_universities" class="mw-redirect" title="Open universities">open universities</a> use distance education technologies as delivery methods, though some require attendance at local study centers or at regional "summer schools". Some open universities have grown to become mega-universities.<a href="#cite_note-39">[39]</a> <div class="mw-heading mw-heading3"><h3 id="COVID-19_pandemic">COVID-19 pandemic</h3>[<a href="/w/index.php?title=Distance_education&action=edit&section=8" title="Edit section: COVID-19 pandemic">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1237032888/mw-parser-output/.tmulti">.mw-parser-output .tmulti .multiimageinner{display:flex;flex-direction:column}.mw-parser-output .tmulti .trow{display:flex;flex-direction:row;clear:left;flex-wrap:wrap;width:100%;box-sizing:border-box}.mw-parser-output .tmulti .tsingle{margin:1px;float:left}.mw-parser-output .tmulti .theader{clear:both;font-weight:bold;text-align:center;align-self:center;background-color:transparent;width:100%}.mw-parser-output .tmulti .thumbcaption{background-color:transparent}.mw-parser-output .tmulti .text-align-left{text-align:left}.mw-parser-output .tmulti .text-align-right{text-align:right}.mw-parser-output .tmulti .text-align-center{text-align:center}@media all and (max-width:720px){.mw-parser-output .tmulti .thumbinner{width:100%!important;box-sizing:border-box;max-width:none!important;align-items:center}.mw-parser-output .tmulti .trow{justify-content:center}.mw-parser-output .tmulti .tsingle{float:none!important;max-width:100%!important;box-sizing:border-box;text-align:center}.mw-parser-output .tmulti .tsingle .thumbcaption{text-align:left}.mw-parser-output .tmulti .trow>.thumbcaption{text-align:center}}@media screen{html.skin-theme-clientpref-night .mw-parser-output .tmulti .multiimageinner img{background-color:white}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .tmulti .multiimageinner img{background-color:white}}</style><div class="thumb tmulti tright"><div class="thumbinner multiimageinner" style="width:408px;max-width:408px"><div class="trow"><div class="theader">Distance lessons over video conferences in the world during the COVID-19 pandemic ...</div></div><div class="trow"><div class="tsingle" style="width:202px;max-width:202px"><div class="thumbimage"><a href="/wiki/File:%D0%A3%D1%80%D0%BE%D0%BA_%D0%BC%D0%B0%D1%82%D0%B5%D0%BC%D0%B0%D1%82%D0%B8%D0%BA%D0%B8_%D0%B2%D0%BE_%D0%B2%D1%80%D0%B5%D0%BC%D1%8F_%D0%BF%D0%B0%D0%BD%D0%B4%D0%B5%D0%BC%D0%B8%D0%B8_COVID-19_(cropped_squared).png" class="mw-file-description"><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/5/54/%D0%A3%D1%80%D0%BE%D0%BA_%D0%BC%D0%B0%D1%82%D0%B5%D0%BC%D0%B0%D1%82%D0%B8%D0%BA%D0%B8_%D0%B2%D0%BE_%D0%B2%D1%80%D0%B5%D0%BC%D1%8F_%D0%BF%D0%B0%D0%BD%D0%B4%D0%B5%D0%BC%D0%B8%D0%B8_COVID-19_%28cropped_squared%29.png/200px-%D0%A3%D1%80%D0%BE%D0%BA_%D0%BC%D0%B0%D1%82%D0%B5%D0%BC%D0%B0%D1%82%D0%B8%D0%BA%D0%B8_%D0%B2%D0%BE_%D0%B2%D1%80%D0%B5%D0%BC%D1%8F_%D0%BF%D0%B0%D0%BD%D0%B4%D0%B5%D0%BC%D0%B8%D0%B8_COVID-19_%28cropped_squared%29.png" decoding="async" width="200" height="200" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/5/54/%D0%A3%D1%80%D0%BE%D0%BA_%D0%BC%D0%B0%D1%82%D0%B5%D0%BC%D0%B0%D1%82%D0%B8%D0%BA%D0%B8_%D0%B2%D0%BE_%D0%B2%D1%80%D0%B5%D0%BC%D1%8F_%D0%BF%D0%B0%D0%BD%D0%B4%D0%B5%D0%BC%D0%B8%D0%B8_COVID-19_%28cropped_squared%29.png/300px-%D0%A3%D1%80%D0%BE%D0%BA_%D0%BC%D0%B0%D1%82%D0%B5%D0%BC%D0%B0%D1%82%D0%B8%D0%BA%D0%B8_%D0%B2%D0%BE_%D0%B2%D1%80%D0%B5%D0%BC%D1%8F_%D0%BF%D0%B0%D0%BD%D0%B4%D0%B5%D0%BC%D0%B8%D0%B8_COVID-19_%28cropped_squared%29.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/5/54/%D0%A3%D1%80%D0%BE%D0%BA_%D0%BC%D0%B0%D1%82%D0%B5%D0%BC%D0%B0%D1%82%D0%B8%D0%BA%D0%B8_%D0%B2%D0%BE_%D0%B2%D1%80%D0%B5%D0%BC%D1%8F_%D0%BF%D0%B0%D0%BD%D0%B4%D0%B5%D0%BC%D0%B8%D0%B8_COVID-19_%28cropped_squared%29.png/400px-%D0%A3%D1%80%D0%BE%D0%BA_%D0%BC%D0%B0%D1%82%D0%B5%D0%BC%D0%B0%D1%82%D0%B8%D0%BA%D0%B8_%D0%B2%D0%BE_%D0%B2%D1%80%D0%B5%D0%BC%D1%8F_%D0%BF%D0%B0%D0%BD%D0%B4%D0%B5%D0%BC%D0%B8%D0%B8_COVID-19_%28cropped_squared%29.png 2x" data-file-width="725" data-file-height="725" /></a></div><div class="thumbcaption">... in Russia</div></div><div class="tsingle" style="width:202px;max-width:202px"><div class="thumbimage"><a href="/wiki/File:A_chemistry_distance_lesson_during_the_COVID-19_pandemic_in_Italy_(cropped_squared).jpg" class="mw-file-description"><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/e/e0/A_chemistry_distance_lesson_during_the_COVID-19_pandemic_in_Italy_%28cropped_squared%29.jpg/200px-A_chemistry_distance_lesson_during_the_COVID-19_pandemic_in_Italy_%28cropped_squared%29.jpg" decoding="async" width="200" height="200" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/e/e0/A_chemistry_distance_lesson_during_the_COVID-19_pandemic_in_Italy_%28cropped_squared%29.jpg/300px-A_chemistry_distance_lesson_during_the_COVID-19_pandemic_in_Italy_%28cropped_squared%29.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/e/e0/A_chemistry_distance_lesson_during_the_COVID-19_pandemic_in_Italy_%28cropped_squared%29.jpg/400px-A_chemistry_distance_lesson_during_the_COVID-19_pandemic_in_Italy_%28cropped_squared%29.jpg 2x" data-file-width="3370" data-file-height="3370" /></a></div><div class="thumbcaption">... in Italy</div></div></div></div></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Further information: <a href="/wiki/Impact_of_the_COVID-19_pandemic_on_education" title="Impact of the COVID-19 pandemic on education">Impact of the COVID-19 pandemic on education</a></div> <figure class="mw-halign-right" typeof="mw:File/Thumb"><a href="/wiki/File:8938Filipino_homeschooling_students_01.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/7/74/8938Filipino_homeschooling_students_01.jpg/150px-8938Filipino_homeschooling_students_01.jpg" decoding="async" width="150" height="113" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/7/74/8938Filipino_homeschooling_students_01.jpg/225px-8938Filipino_homeschooling_students_01.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/7/74/8938Filipino_homeschooling_students_01.jpg/300px-8938Filipino_homeschooling_students_01.jpg 2x" data-file-width="4608" data-file-height="3456" /></a><figcaption> Filipino homeschooling students – blended (printed-digital modular) distance learning with self-learning materials during the 2020 COVID-19 pandemic in <a href="/wiki/San_Miguel,_Bulacan" title="San Miguel, Bulacan">San Miguel, Bulacan</a></figcaption></figure> The <a href="/wiki/COVID-19_pandemic" title="COVID-19 pandemic">COVID-19 pandemic</a> resulted in the closure of the vast majority of schools worldwide for in-person learning.<a href="#cite_note-:4-40">[40]</a><a href="#cite_note-Template_UNESCO-closures-41">[41]</a><a href="#cite_note-42">[42]</a> COVID-19 increased the value of distance education although its policies were implemented and formulated among several universities much earlier.<a href="#cite_note-:4-40">[40]</a> Many schools moved to online remote learning through platforms including—but not limited to—<a href="/wiki/Zoom_(software)" title="Zoom (software)">Zoom</a>, <a href="/wiki/Blackboard_Inc." class="mw-redirect" title="Blackboard Inc.">Blackboard</a>, <a href="/wiki/Cisco_Webex" title="Cisco Webex">Cisco Webex</a>, <a href="/wiki/Google_Classroom" title="Google Classroom">Google Classroom</a>, <a href="/wiki/Google_Meet" title="Google Meet">Google Meet</a>, <a href="/wiki/Microsoft_Teams" title="Microsoft Teams">Microsoft Teams</a>, <a href="/wiki/D2L" title="D2L">D2L</a>, and <a href="/wiki/Edgenuity" title="Edgenuity">Edgenuity</a>.<a href="#cite_note-:4-40">[40]</a><a href="#cite_note-43">[43]</a><a href="#cite_note-44">[44]</a> A recent study showed that <a href="/wiki/Google_Classroom" title="Google Classroom">Google Classroom</a> was the most used platform by students followed by <a href="/wiki/Microsoft_Teams" title="Microsoft Teams">Microsoft Teams</a> and <a href="/wiki/Zoom_(software)" title="Zoom (software)">Zoom</a> respectively. The less-used platforms included <a href="/wiki/Blackboard_Learn" title="Blackboard Learn">Blackboard Learn</a>, <a href="/wiki/Cisco_Webex" title="Cisco Webex">Webex</a> by <a href="/wiki/Cisco" title="Cisco">Cisco</a>, <a href="/wiki/DingTalk" title="DingTalk">DingTalk</a>, <a href="/wiki/Tencent_Video" title="Tencent Video">Tencent</a>, and <a href="/wiki/WhatsApp" title="WhatsApp">WhatsApp</a>. However, the most preferred platforms by students were <a href="/wiki/Microsoft_Teams" title="Microsoft Teams">Microsoft Teams</a> followed by <a href="/wiki/Google_Classroom" title="Google Classroom">Google Classroom</a> and <a href="/wiki/Zoom_(software)" title="Zoom (software)">Zoom</a>. Although <a href="/wiki/Google_Classroom" title="Google Classroom">Google Classroom</a> was the most used by students as decided by their lectures,  <a href="/wiki/Microsoft_Teams" title="Microsoft Teams">Microsoft Teams</a> was the most preferred by those students<a href="#cite_note-:4-40">[40]</a> Concerns arose over the impact of this transition on students without access to an internet-enabled device or a stable internet connection.<a href="#cite_note-Aristovnik_et_al._2020-45">[45]</a> Distanced education during the COVID-19 pandemic has interrupted synchronous learning for many students and teachers; where educators were no longer able to teach in real-time and could only switch to asynchronous instruction, this significantly and negatively affected their coping with the transition, and posed various legal issues, especially in terms of copyright.<a href="#cite_note-46">[46]</a> The physical surroundings during the COVID-19 pandemic are seen by university instructors as having a detrimental effect on the quality of distance education. However, where the lecture is delivered and the type of faculty do not show any significant statistical variances in the quality of distance education.<a href="#cite_note-47">[47]</a> The shift away from real-time instruction to asynchronous learning modes has posed significant challenges, impacting both the teaching and learning experience.<a href="#cite_note-48">[48]</a> Educators, grappling with this abrupt transition, have faced hurdles in effectively engaging students and delivering course content, leading to heightened stress and burnout among faculty members. Additionally, this shift has raised legal concerns, particularly regarding copyright issues related to the dissemination of educational materials in digital formats.<a href="#cite_note-49">[49]</a> Post-COVID-19  pandemic, while some educational institutions went back to physical classes, others switched to blended learning or kept up their online distance learning.<a href="#cite_note-:4-40">[40]</a> A recent study about the benefits and drawbacks of online learning found that students have had a harder time producing their own work.<a href="#cite_note-ReferenceA-50">[50]</a> The study suggests teachers should cut back on the amount of information taught and incorporate more activities during the lesson, in order for students to create their own work.<a href="#cite_note-ReferenceA-50">[50]</a> Though schools are slow to adapt to new technologies, <a href="/wiki/COVID-19" title="COVID-19">COVID-19</a> required schools to adapt and learn how to use new digital and online learning tools.<a href="#cite_note-:1-51">[51]</a> <a href="/wiki/Web_conferencing" title="Web conferencing">Web conferencing</a> has become more popular since 2007.<a href="#cite_note-52">[52]</a> Researchers have found that people in <a href="/wiki/Online_classes" class="mw-redirect" title="Online classes">online classes</a> perform just as effectively as participants in conventional learning classes.<a href="#cite_note-:1-51">[51]</a> The use of online learning is becoming a pathway for learners with sparse access to physical courses so they can complete their degrees.<a href="#cite_note-53">[53]</a> Furthermore, digital classroom technologies allow those living remotely to access learning, and it enables the student to fit learning into their schedule more easily.<a href="#cite_note-54">[54]</a> <div class="mw-heading mw-heading2"><h2 id="Technologies">Technologies</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=9" title="Edit section: Technologies">edit</a>]</div> <a href="/wiki/Internet" title="Internet">Internet</a> technology has enabled many forms of distance learning through <a href="/wiki/Open_educational_resources" title="Open educational resources">open educational resources</a> and facilities such as <a href="/wiki/Educational_technology" title="Educational technology">e-learning</a> and <a href="/wiki/Massive_open_online_course" title="Massive open online course">MOOCs</a>. Although the expansion of the Internet blurs the boundaries, distance education technologies are divided into two modes of delivery: <a href="/wiki/Synchronous_learning" title="Synchronous learning">synchronous learning</a> and <a href="/wiki/Asynchronous_learning" title="Asynchronous learning">asynchronous learning</a>. In synchronous learning, all participants are "present" at the same time in a virtual classroom, as in traditional classroom teaching. It requires a timetable. <a href="/wiki/Web_conferencing" title="Web conferencing">Web conferencing</a>, <a href="/wiki/Videoconferencing" class="mw-redirect" title="Videoconferencing">videoconferencing</a>, <a href="/wiki/Educational_television" title="Educational television">educational television</a>, and <a href="/wiki/Instructional_television" title="Instructional television">instructional television</a> are examples of synchronous technology, as are <a href="/wiki/Direct-broadcast_satellite" class="mw-redirect" title="Direct-broadcast satellite">direct-broadcast satellite</a> (DBS), <a href="/wiki/Internet_radio" title="Internet radio">internet radio</a>, <a href="/wiki/Live_streaming" title="Live streaming">live streaming</a>, <a href="/wiki/Telephone" title="Telephone">telephone</a>, and <a href="/wiki/Web-based_VoIP" title="Web-based VoIP">web-based VoIP</a>.<a href="#cite_note-lever-duffy-55">[55]</a> Web conferencing software helps to facilitate class meetings, and usually contains additional interaction tools such as text chat, polls, hand raising, emoticons etc. These tools also support asynchronous participation by students who can listen to recordings of synchronous sessions. Immersive environments (notably <a href="/wiki/SecondLife" class="mw-redirect" title="SecondLife">SecondLife</a>) have also been used to enhance participant presence in distance education courses. Another form of synchronous learning using the classroom is the use of robot proxies<a href="#cite_note-56">[56]</a> including those that allow sick students to attend classes.<a href="#cite_note-57">[57]</a> Some universities have been starting to use robot proxies to enable more engaging synchronous hybrid classes where both remote and in-person students can be present and interact using <a href="/wiki/Telerobotics" title="Telerobotics">telerobotics</a> devices such as the Kubi Telepresence robot stand that looks around and the Double Robot that roams around. With these telepresence robots, the remote students have a seat at the table or desk instead of being on a screen on the wall.<a href="#cite_note-58">[58]</a><a href="#cite_note-59">[59]</a> In asynchronous learning, participants access course materials flexibly on their schedules. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology, as are <a href="/wiki/Message_board" class="mw-redirect" title="Message board">message board</a> forums, <a href="/wiki/E-mail" class="mw-redirect" title="E-mail">e-mail</a>, <a href="/wiki/Video" title="Video">video</a> and <a href="/wiki/Audio_recording" class="mw-redirect" title="Audio recording">audio recordings</a>, print materials, <a href="/wiki/Voicemail" title="Voicemail">voicemail</a>, and <a href="/wiki/Fax" title="Fax">fax</a>.<a href="#cite_note-lever-duffy-55">[55]</a> The five characteristics of technological innovations (compatibility, observability, relative advantage, complexity, and trialability) have a significant positive relationship with the <a href="/wiki/Digital_literacy" title="Digital literacy">digital literacy</a> of users. Besides, observability, trialability, and digital skill were found to have a positive significant influence on <a href="/wiki/Digital_literacy" title="Digital literacy">digital literacy</a>.<a href="#cite_note-:4-40">[40]</a>     The two methods can be combined. Many courses offered by both open universities and an increasing number of campus-based institutions use periodic sessions of residential or day teaching to supplement the sessions delivered at a distance.<a href="#cite_note-Burns-60">[60]</a> This type of mixed distance and campus-based education has recently come to be called "<a href="/wiki/Blended_learning" title="Blended learning">blended learning</a>" or less often "hybrid learning". Many open universities use a blend of technologies and a blend of learning modalities (face-to-face, distance, and hybrid) all under the rubric of "distance learning". Distance learning can also use interactive radio instruction (IRI), interactive audio instruction (IAI), online <a href="/wiki/Virtual_world" title="Virtual world">virtual worlds</a>, digital games, webinars, and webcasts, all of which are referred to as e-Learning.<a href="#cite_note-Burns-60">[60]</a> <div class="mw-heading mw-heading3"><h3 id="Radio_and_television">Radio and television</h3>[<a href="/w/index.php?title=Distance_education&action=edit&section=10" title="Edit section: Radio and television">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1257001546">.mw-parser-output .infobox-subbox{padding:0;border:none;margin:-3px;width:auto;min-width:100%;font-size:100%;clear:none;float:none;background-color:transparent}.mw-parser-output .infobox-3cols-child{margin:auto}.mw-parser-output .infobox .navbar{font-size:100%}@media screen{html.skin-theme-clientpref-night .mw-parser-output .infobox-full-data:not(.notheme)>div:not(.notheme)[style]{background:#1f1f23!important;color:#f8f9fa}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .infobox-full-data:not(.notheme) div:not(.notheme){background:#1f1f23!important;color:#f8f9fa}}@media(min-width:640px){body.skin--responsive .mw-parser-output .infobox-table{display:table!important}body.skin--responsive .mw-parser-output .infobox-table>caption{display:table-caption!important}body.skin--responsive .mw-parser-output .infobox-table>tbody{display:table-row-group}body.skin--responsive .mw-parser-output .infobox-table tr{display:table-row!important}body.skin--responsive .mw-parser-output .infobox-table th,body.skin--responsive .mw-parser-output .infobox-table td{padding-left:inherit;padding-right:inherit}}</style><table class="infobox" style="width: 210px; clear: right; float:right;margin:0 0 1.5em 1.5em"><tbody><tr><th colspan="2" class="infobox-above" style="font-size:115%">External audio</th></tr><tr><td colspan="2" class="infobox-full-data" style="text-align: left"><img alt="audio icon" src="//upload.wikimedia.org/wikipedia/commons/thumb/e/e2/Nuvola_apps_arts.svg/16px-Nuvola_apps_arts.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/e/e2/Nuvola_apps_arts.svg/24px-Nuvola_apps_arts.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/e/e2/Nuvola_apps_arts.svg/32px-Nuvola_apps_arts.svg.png 2x" data-file-width="128" data-file-height="128" /> <a rel="nofollow" class="external text" href="http://www.wnyc.org/story/745-air-college-talk/">Air college talk.</a>, 2:45, 2 December 1931, <a href="/wiki/WNYC_(AM)" title="WNYC (AM)">WNYC</a><a href="#cite_note-smarth-61">[61]</a></td></tr></tbody></table> The rapid spread of film in the 1920s and radio in the 1930s led to proposals to use it for distance education.<a href="#cite_note-62">[62]</a> By 1938, at least 200 city school systems, 25 state boards of education, and many colleges and universities broadcast educational programs for public schools.<a href="#cite_note-63">[63]</a> One line of thought was to use radio as a master teacher. <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1244412712"><blockquote class="templatequote">Experts in given fields broadcast lessons for pupils within the many schoolrooms of the public school system, asking questions, suggesting readings, making assignments, and conducting tests. This mechanizes education and leaves the local teacher only the tasks of preparing for the broadcast and keeping order in the classroom.<a href="#cite_note-64">[64]</a></blockquote> The first large-scale implementation of radio for distance education <a href="/wiki/Distance_education_in_Chicago_Public_Schools_in_1937" title="Distance education in Chicago Public Schools in 1937">took place in 1937 in Chicago</a>. During a three-week school closure implemented in response to a <a href="/wiki/Polio" title="Polio">polio</a> outbreak that the city was experiencing, <a href="/wiki/William_Johnson_(educator)" title="William Johnson (educator)">superintendent of Chicago Public Schools William Johnson</a> and assistant superintendent Minnie Fallon implemented a programs of distance learning that provided the city's <a href="/wiki/Primary_school" title="Primary school">elementary school</a> students with instruction through radio broadcasts.<a href="#cite_note-65">[65]</a><a href="#cite_note-66">[66]</a><a href="#cite_note-67">[67]</a> A typical setup came in Kentucky in 1948 when <a href="/wiki/John_Wilkinson_Taylor_(educator)" title="John Wilkinson Taylor (educator)">John Wilkinson Taylor</a>, president of the <a href="/wiki/University_of_Louisville" title="University of Louisville">University of Louisville</a>, teamed up with <a href="/wiki/NBC" title="NBC">NBC</a> to use radio as a medium for distance education. The chairman of the <a href="/wiki/Federal_Communications_Commission" title="Federal Communications Commission">Federal Communications Commission</a> endorsed the project and predicted that the "college-by-radio" would put "American education 25 years ahead". The university was owned by the city, and local residents would pay the low tuition rates, receive their study materials in the mail, and listen by radio to live classroom discussions that were held on campus.<a href="#cite_note-68">[68]</a> Physicist <a href="/wiki/Daniel_Q._Posin" title="Daniel Q. Posin">Daniel Q. Posin</a> also was a pioneer in the field of distance education when he hosted a televised course through <a href="/wiki/DePaul_University" title="DePaul University">DePaul University</a>.<a href="#cite_note-69">[69]</a> <a href="/wiki/Charles_Wedemeyer" title="Charles Wedemeyer">Charles Wedemeyer</a> of the <a href="/wiki/University_of_Wisconsin%E2%80%93Madison" title="University of Wisconsin–Madison">University of Wisconsin–Madison</a> also promoted new methods. From 1964 to 1968, the <a href="/wiki/Carnegie_Corporation_of_New_York" title="Carnegie Corporation of New York">Carnegie Foundation</a> funded Wedemeyer's Articulated Instructional Media Project (AIM) which brought in a variety of communications technologies aimed at providing learning to an off-campus population. The radio courses faded away in the 1950s.<a href="#cite_note-70">[70]</a> Many efforts to use television along the same lines proved unsuccessful, despite heavy funding by the <a href="/wiki/Ford_Foundation" title="Ford Foundation">Ford Foundation</a>.<a href="#cite_note-71">[71]</a><a href="#cite_note-72">[72]</a><a href="#cite_note-73">[73]</a> From 1970 to 1972 the Coordinating Commission for Higher Education in California funded Project Outreach to study the potential of tele-courses. The study included the <a href="/wiki/University_of_California" title="University of California">University of California</a>, <a href="/wiki/California_State_University" title="California State University">California State University</a>, and community colleges. This study led to coordinated instructional systems legislation allowing the use of public funds for non-classroom instruction and paved the way for the emergence of tele-courses as the precursor to the online courses and programs of today. The <a href="/wiki/Coastline_Community_College" class="mw-redirect" title="Coastline Community College">Coastline Community Colleges</a>, The <a href="/wiki/Dallas_College" title="Dallas College">Dallas County Community College District</a>, and <a href="/wiki/Miami_Dade_College" title="Miami Dade College">Miami Dade Community College</a> led the way. The Adult Learning Service of the US <a href="/wiki/Public_Broadcasting_Service" class="mw-redirect" title="Public Broadcasting Service">Public Broadcasting Service</a> came into being and the "wrapped" series, and individually produced tele-course for credit became a significant part of the history of distance education and online learning. <div class="mw-heading mw-heading3"><h3 id="Internet">Internet</h3>[<a href="/w/index.php?title=Distance_education&action=edit&section=11" title="Edit section: Internet">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Virtual_education" class="mw-redirect" title="Virtual education">Virtual education</a></div>The widespread use of computers and the <a href="/wiki/Internet" title="Internet">Internet</a> has made distance learning easier and faster, and today <a href="/wiki/Virtual_school" class="mw-redirect" title="Virtual school">virtual schools</a> and <a href="/wiki/Virtual_university" class="mw-redirect" title="Virtual university">virtual universities</a> deliver full curricula online.<a href="#cite_note-74">[74]</a> The capacity of the Internet to support voice, video, text, and immersion teaching methods made earlier distinct forms of telephone, videoconferencing, radio, television, and text-based education somewhat redundant. However, many of the techniques developed and lessons learned with earlier media are used in Internet delivery. The first online courses for graduate and undergraduate credit were offered in 1985 by <a href="/wiki/Connected_Education" title="Connected Education">Connected Education</a> through <a href="/wiki/The_New_School" title="The New School">The New School</a> in New York City, with students earning the MA in Media Studies completely online via computer conferencing, with no in-person requirements.<a href="#cite_note-T.H.E.-75">[75]</a><a href="#cite_note-New_Scientist-76">[76]</a><a href="#cite_note-Netweaver-77">[77]</a> This was followed in 1986 by the <a href="/wiki/University_of_Toronto" title="University of Toronto">University of Toronto</a><a href="#cite_note-78">[78]</a> through the Graduate School of Education (then called OISE: the <a href="/wiki/Ontario_Institute_for_Studies_in_Education" title="Ontario Institute for Studies in Education">Ontario Institute for Studies in Education</a>), offering a course in "Women and Computers in Education", dealing with gender issues and educational computing. The first new and fully online university was founded in 1994 as the <a href="/wiki/Open_University_of_Catalonia" title="Open University of Catalonia">Open University of Catalonia</a>, headquartered in Barcelona, Spain. In 1999 <a href="/wiki/Jones_International_University" title="Jones International University">Jones International University</a> was launched as the first fully online university <a href="/wiki/Educational_accreditation" title="Educational accreditation">accredited</a> by a regional accrediting association in the US.<a href="#cite_note-79">[79]</a> Between 2000 and 2008, enrollment in distance education courses increased rapidly almost every country in both developed and developing countries.<a href="#cite_note-80">[80]</a> Many private, public, <a href="/wiki/Non-profit" class="mw-redirect" title="Non-profit">non-profit</a>, and for-profit institutions worldwide now offer distance education courses from the most basic instruction through to the highest levels of degree and doctoral programs. <a href="/wiki/New_York_University" title="New York University">New York University</a> and International University Canada, for example, offer <a href="/wiki/Online_degree" title="Online degree">online degrees</a> in engineering and management-related fields through <a href="/wiki/NYU_Tandon_Online" class="mw-redirect" title="NYU Tandon Online">NYU Tandon Online</a>. Levels of accreditation vary: widely respected universities such as Stanford University and Harvard now deliver online courses—but other online schools receive little outside oversight, and some are fraudulent, i.e., <a href="/wiki/Diploma_mill" title="Diploma mill">diploma mills</a>. In the US, the <a href="/wiki/Distance_Education_Accrediting_Commission" title="Distance Education Accrediting Commission">Distance Education Accrediting Commission</a> (DEAC) specializes in the accreditation of distance education institutions.<a href="#cite_note-81">[81]</a> In the United States in 2011, it was found that a third of all the students enrolled in postsecondary education had taken an accredited online course in a postsecondary institution.<a href="#cite_note-Lederman2-82">[82]</a> Growth continued. In 2013 the majority of public and private colleges offered full academic programs online.<a href="#cite_note-Lederman2-82">[82]</a> Programs included training in the <a href="/wiki/Mental_health" title="Mental health">mental health</a>,<a href="#cite_note-Blackmore,_C._2007-83">[83]</a> <a href="/wiki/Occupational_therapy" title="Occupational therapy">occupational therapy</a>,<a href="#cite_note-Jedlicka,_J._S._20022-84">[84]</a><a href="#cite_note-Stanton,_S._20012-85">[85]</a> <a href="/wiki/Family_therapy" title="Family therapy">family therapy</a>,<a href="#cite_note-Maggio,_L._M._20012-86">[86]</a> <a href="/wiki/Art_therapy" title="Art therapy">art therapy</a>,<a href="#cite_note-Orr,_P._20102-87">[87]</a> <a href="/wiki/Physical_therapy" title="Physical therapy">physical therapy</a>,<a href="#cite_note-Stanton,_S._20012-85">[85]</a> and <a href="/wiki/Rehabilitation_counseling" title="Rehabilitation counseling">rehabilitation counseling</a><a href="#cite_note-Stebnicki,_M._A._20012-88">[88]</a> fields. By 2008, online learning programs were available in the United States in 44 states at the K-12 level.<a href="#cite_note-89">[89]</a> <a href="/wiki/Internet_forum" title="Internet forum">Internet forums</a>, online <a href="/wiki/Discussion_group" title="Discussion group">discussion groups</a>, and <a href="/wiki/Online_learning_community" title="Online learning community">online learning community</a> can contribute to a distance education experience. Research shows that <a href="/wiki/Socialization" title="Socialization">socialization</a> plays an important role in some forms of distance education.<a href="#cite_note-SRE4(13)2-90">[90]</a> <a href="/wiki/ECourse" class="mw-redirect" title="ECourse">E-Courses</a> are available from educational platforms such as <a href="/wiki/Khan_Academy" title="Khan Academy">Khan Academy</a> and <a href="/wiki/MasterClass" title="MasterClass">MasterClass</a> on many topics and for students of all levels. <div class="mw-heading mw-heading2"><h2 id="Paced_and_self-paced_models">Paced and self-paced models</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=12" title="Edit section: Paced and self-paced models">edit</a>]</div> Most distance education uses a paced format similar to traditional campus-based models in which learners commence and complete a course at the same time. Some institutions offer self-paced programs that allow for continuous enrollment, and the length of time to complete the course is set by the learner's time, skill, and commitment levels. Self-paced courses are almost always offered asynchronously. Each delivery method offers advantages and disadvantages for students, teachers, and institutions. <a href="/wiki/Andreas_Kaplan" title="Andreas Kaplan">Kaplan</a> and Haenlein classify distance education into four groups according to "Time dependency" and "Number of participants": <ol><li><a href="/wiki/MOOCs" class="mw-redirect" title="MOOCs">MOOCs</a> (Massive Open Online Courses): Open-access online course (i.e., without specific participation restrictions) that allows for unlimited (massive) participation;</li> <li><a href="/wiki/Small_private_online_course" title="Small private online course">SPOCs</a> (Small Private Online Courses): Online course that only offers a limited number of places and therefore requires some form of formal enrollment;</li> <li>SMOCs (Synchronous Massive Online Courses): Open-access online course that allows for unlimited participation but requires students to be "present" at the same time (synchronously);</li> <li>SSOCs (Synchronous Private Online Courses): Online course that only offers a limited number of places and requires students to be "present" at the same time (synchronously).<a href="#cite_note-Kaplan_Haenlein_2016-1">[1]</a></li></ol> Paced models are a familiar mode since they are used almost exclusively in campus-based schools. Institutes that offer both distance and campus programs usually use paced models so that teacher workload, student semester planning, tuition deadlines, exam schedules, and other administrative details can be synchronized with campus delivery. Student familiarity and the pressure of deadlines encourage students to readily adapt to and usually succeed in paced models. However, student freedom is sacrificed as a common pace is often too fast for some students and too slow for others. In additional life events, professional or family responsibilities can interfere with a student's capability to complete tasks to an external schedule. Finally, paced models allow students to readily form communities of inquiry<a href="#cite_note-91">[91]</a> and to engage in collaborative work. Self-paced courses maximize student freedom, as not only can students commence studies on any date, but they can complete a course in as little time as a few weeks or up to a year or longer. Students often enroll in self-paced study when they are under pressure to complete programs, have not been able to complete a scheduled course, need additional courses, or have pressure which precludes regular study for any length of time. The self-paced nature of the programming, though, is an unfamiliar model for many students and can lead to excessive procrastination, resulting in course incompletion. Assessment of learning can also be challenging as exams can be written on any day, making it possible for students to share examination questions with resulting loss of academic integrity. Finally, it is extremely challenging to organize collaborative work activities, though some schools<a href="#cite_note-:3-4">[4]</a> are developing cooperative models based upon networked and connectivist pedagogies<a href="#cite_note-92">[92]</a> for use in self-paced programs. <div class="mw-heading mw-heading2"><h2 id="Benefits">Benefits</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=13" title="Edit section: Benefits">edit</a>]</div> Distance learning can expand access to education and training for both general populace and businesses since its flexible scheduling structure lessens the effects of the many time-constraints imposed by personal responsibilities and commitments.<a href="#cite_note-Oblinger-93">[93]</a><a href="#cite_note-CFP-94">[94]</a> Devolving some activities off-site alleviates institutional capacity constraints arising from the traditional demand on institutional buildings and infrastructure.<a href="#cite_note-Oblinger-93">[93]</a> As a result, more classes can be offered and enable students to enroll in more of their required classes on time and prevent delayed graduation.<a href="#cite_note-95">[95]</a> Furthermore, there is the potential for increased access to more experts in the field and to other students from diverse geographical, social, cultural, economic, and experiential backgrounds.<a href="#cite_note-Maggio,_L._M._20012-86">[86]</a><a href="#cite_note-CFP-94">[94]</a> As the population at large becomes more involved in <a href="/wiki/Lifelong_learning" title="Lifelong learning">lifelong learning</a> beyond the normal schooling age, institutions can benefit financially, and adult learning business courses may be particularly lucrative.<a href="#cite_note-Oblinger-93">[93]</a><a href="#cite_note-CFP-94">[94]</a> Distance education programs can act as a catalyst for institutional innovation<a href="#cite_note-Oblinger-93">[93]</a> and are at least as effective as face-to-face learning programs,<a href="#cite_note-Blackmore,_C._2007-83">[83]</a><a href="#cite_note-Jedlicka,_J._S._20022-84">[84]</a><a href="#cite_note-Nguyen-96">[96]</a> especially if the instructor is knowledgeable and skilled.<a href="#cite_note-Orr,_P._20102-87">[87]</a><a href="#cite_note-CFP-94">[94]</a> Distance education can also provide a broader method of communication within the realm of education.<a href="#cite_note-CFP-94">[94]</a> With the many tools and programs that technological advancements have to offer, communication appears to increase in distance education amongst students and their professors, as well as students and their classmates. The distance educational increase in communication, particularly communication amongst students and their classmates, is an improvement that has been made to provide distance education students with as many of the opportunities as possible as they would receive in in-person education. The improvement being made in distance education is growing in tandem with the constant technological advancements. Present-day online communication allows students to associate with accredited schools and programs throughout the world that are out of reach for in-person learning. By having the opportunity to be involved in global institutions via distance education, a diverse array of thought is presented to students through communication with their classmates. This is beneficial because students have the opportunity to "combine new opinions with their own, and develop a solid foundation for learning".<a href="#cite_note-calpoly1-97">[97]</a> It has been shown through research that "as learners become aware of the variations in interpretation and construction of meaning among a range of people [they] construct an individual meaning", which can help students become knowledgeable of a wide array of viewpoints in education.<a href="#cite_note-calpoly1-97">[97]</a> To increase the likelihood that students will build effective ties with one another during the course, instructors should use similar assignments for students across different locations to overcome the influence of co-location on relationship building.<a href="#cite_note-98">[98]</a> The high cost of education affects students in higher education, and distance education may be an alternative in order to provide some relief.<a href="#cite_note-Nguyen-96">[96]</a><a href="#cite_note-CFP-94">[94]</a> Distance education has been a more cost-effective form of learning, and can sometimes save students a significant amount of money as opposed to traditional education.<a href="#cite_note-CFP-94">[94]</a> Distance education may be able to help to save students a considerable amount financially by removing the cost of transportation.<a href="#cite_note-worldwidelearn2013-99">[99]</a> In addition, distance education may be able to save students from the economic burden of high-priced course textbooks. Many textbooks are now available as electronic textbooks, known as e-textbooks, which can offer digital textbooks for a reduced price in comparison to traditional textbooks. Also, the increasing improvements in technology have resulted in many school libraries having a partnership with digital publishers that offer course materials for free, which can help students significantly with educational costs.<a href="#cite_note-worldwidelearn2013-99">[99]</a> Within the class, students are able to learn in ways that traditional classrooms would not be able to provide. It is able to promote good learning experiences and therefore, allow students to obtain higher satisfaction with their online learning.<a href="#cite_note-Kirtman-100">[100]</a> For example, students can review their lessons more than once according to their needs. Students can then manipulate the coursework to fit their learning by focusing more on their weaker topics while breezing through concepts that they already have or can easily grasp.<a href="#cite_note-Kirtman-100">[100]</a> When course design and the <a href="/wiki/Learning_environment" title="Learning environment">learning environment</a> are at their optimal conditions, distance education can lead students to higher satisfaction with their learning experiences.<a href="#cite_note-Nguyen-96">[96]</a> Studies have shown that high satisfaction correlates to increased learning. For those in a healthcare or mental health distance learning program, online-based interactions have the potential to foster deeper reflections and discussions of client issues<a href="#cite_note-Stanton,_S._20012-85">[85]</a> as well as a quicker response to client issues, since supervision happens on a regular basis and is not limited to a weekly supervision meeting.<a href="#cite_note-Stebnicki,_M._A._20012-88">[88]</a><a href="#cite_note-CFP-94">[94]</a> This also may contribute to the students feeling a greater sense of support, since they have ongoing and regular access to their instructors and other students.<a href="#cite_note-Stanton,_S._20012-85">[85]</a><a href="#cite_note-Stebnicki,_M._A._20012-88">[88]</a> Distance learning may enable students who are unable to attend a traditional school setting, due to <a href="/wiki/Disability" title="Disability">disability</a> or illness such as decreased mobility and immune system suppression, to get a good education.<a href="#cite_note-101">[101]</a> Children who are sick or are unable to attend classes are able to attend them in "person" through the use of <a href="/wiki/Robot" title="Robot">robot</a> proxies. This helps the students have experiences in the classroom and social interaction that they are unable to receive at home or the hospital, while still keeping them in a safe learning environment. Over the last few years[<a href="/wiki/Wikipedia:Manual_of_Style/Dates_and_numbers#Chronological_items" title="Wikipedia:Manual of Style/Dates and numbers">when?</a>] more students are entering safely back into the classroom thanks to the help of robots. An article from the New York Times, "A Swiveling Proxy Will Even Wear a Tutu", explains the positive impact of virtual learning in the classroom,<a href="#cite_note-102">[102]</a> and another<a href="#cite_note-103">[103]</a> explains how even a simple, stationary telepresence robot can help.<a href="#cite_note-104">[104]</a> Distance education may provide equal access regardless of socioeconomic status or income, area of residence, gender, race, age, or cost per student.<a href="#cite_note-105">[105]</a> Applying <a href="/wiki/Universal_design" title="Universal design">universal design</a> strategies to distance learning courses as they are being developed (rather than instituting accommodations for specific students on an as-needed basis) can increase the <a href="/wiki/Accessibility" title="Accessibility">accessibility</a> of such courses to students with a range of abilities, disabilities, learning styles, and native languages.<a href="#cite_note-106">[106]</a> Distance education graduates, who would never have been associated with the school under a traditional system, may donate money to the school.<a href="#cite_note-107">[107]</a> Distance learning may also offer a final opportunity for adolescents that are no longer permitted in the general education population due to behavior disorders. Instead of these students having no other academic opportunities, they may continue their education from their homes and earn their diplomas, offering them another chance to be an integral part of society. Distance learning offers individuals a unique opportunity to benefit from the expertise and resources of the best universities currently available. Moreover, the online environment facilitates pedagogical innovation such as new program structures and formats.<a href="#cite_note-108">[108]</a> Students have the ability to collaborate, share, question, infer, and suggest new methods and techniques for continuous improvement of the content. The ability to complete a course at a pace that is appropriate for each individual is the most effective manner to learn given the personal demands on time and schedule.<a href="#cite_note-CFP-94">[94]</a> Self-paced distance learning on a mobile device, such as a smartphone, provides maximum flexibility and capability. Distance learning can also reduce the phenomenon of rural exodus by enabling students from remote regions to remain in their hometowns while pursuing higher education. Eliminating the distance barrier to higher education can also increase the number of alternatives open to students, and foster greater competition between institutions of higher learning regardless of geography.<a href="#cite_note-109">[109]</a> <div class="mw-heading mw-heading2"><h2 id="Criticism">Criticism</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=14" title="Edit section: Criticism">edit</a>]</div> Barriers to effective distance education include obstacles such as domestic distractions and unreliable technology,<a href="#cite_note-110">[110]</a> as well as students' program costs, adequate contact with teachers and support services, and a need for more experience.<a href="#cite_note-111">[111]</a> Some students attempt to participate in distance education without proper training with the tools needed to be successful in the program. Students must be provided with training opportunities (if needed) on each tool that is used throughout the program. The lack of advanced technology skills can lead to an unsuccessful experience. Schools have a responsibility to adopt a proactive policy for managing technology barriers.<a href="#cite_note-112">[112]</a> Time management skills and self-discipline in distance education is just as important as complete knowledge of the software and tools being used for learning.<a href="#cite_note-113">[113]</a> The results of a study of Washington state community college students showed that distance- learning students tended to drop out more often than their traditional counterparts due to difficulties in language, time management, and study skills.<a href="#cite_note-114">[114]</a> According to Pankaj Singhm, director of <a href="/wiki/NIMS_University" title="NIMS University">Nims University</a>, "distance learning benefits may outweigh the disadvantages for students in such a technology-driven society, however before indulging into the use of <a href="/wiki/Educational_technology" title="Educational technology">educational technology</a> a few more disadvantages should be considered." He describes that over multiple years, "all of the obstacles have been overcome and the world environment for distance education continues to improve." Pankaj Singhm also claims there is a debate to distance education stating, "due to a lack of direct face-to-face social interaction. However, as more people become used to personal and social interaction online (for example dating, chat rooms, shopping, or blogging), it is becoming easier for learners to both project themselves and socializes with others. This is an obstacle that has dissipated."<a href="#cite_note-115">[115]</a> Not all courses required to complete a degree may be offered online. Health care profession programs in particular require some sort of patient interaction through field work before a student may graduate.<a href="#cite_note-116">[116]</a> Studies have also shown that students pursuing a medical professional graduate degree who are participating in distance education courses, favor a face to face communication over professor-mediated chat rooms and/or independent studies. However, this is little correlation between student performance when comparing the previous different distance learning strategies.<a href="#cite_note-Jedlicka,_J._S._20022-84">[84]</a> There is a theoretical problem with the application of traditional teaching methods to online courses because online courses may have no upper size limit. <a href="/wiki/Daniel_Barwick" title="Daniel Barwick">Daniel Barwick</a> noted that there is no evidence that large class size is always worse or that small class size is always better, although a negative link has been established between certain types of instruction in large classes and learning outcomes; he argued that higher education has not made a sufficient effort to experiment with a variety of instructional methods to determine whether the large class size is always negatively correlated with a reduction in learning outcomes.<a href="#cite_note-117">[117]</a> Early proponents of <a href="/wiki/Massive_Open_Online_Courses" class="mw-redirect" title="Massive Open Online Courses">Massive Open Online Courses</a> (MOOCs) saw them as just the type of experiment that Barwick had pointed out was lacking in higher education, although Barwick himself has never advocated for MOOCs. There may also be institutional challenges. Distance learning is new enough that it may be a challenge to gain support for these programs in a traditional brick-and-mortar academic learning environment.<a href="#cite_note-Stanton,_S._20012-85">[85]</a> Furthermore, it may be more difficult for the instructor to organize and plan a distance learning program,<a href="#cite_note-Stebnicki,_M._A._20012-88">[88]</a> especially since many are new programs and their organizational needs are different from a traditional learning program. Additionally, though distance education offers industrial countries the opportunity to become globally informed, there are still negative sides to it. Hellman states that "These include its cost and capital intensiveness, time constraints and other pressures on instructors, the isolation of students from instructors and their peers, instructors' enormous difficulty in adequately evaluating students they never meet face-to-face, and drop-out rates far higher than in classroom-based courses."<a href="#cite_note-Hellman,_Judith_Adler_2003-118">[118]</a> A more complex challenge of distance education relates to cultural differences between students and teachers and among students. Distance programs tend to be more diverse as they could go beyond the geographical borders of regions, countries, and continents, and cross the cultural borders that may exist concerning race, gender, and religion. That requires a proper understanding and awareness of the norms, differences, preconceptions, and potential conflicting issues.<a href="#cite_note-Nasiri_et_Mafakheri-119">[119]</a> <div class="mw-heading mw-heading2"><h2 id="Assessments">Assessments</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=15" title="Edit section: Assessments">edit</a>]</div> Tools have been developed to assess the quality of distance education. Walker developed a survey instrument known as the <a href="/wiki/Distance_Education_Learning_Environments_Survey" title="Distance Education Learning Environments Survey">Distance Education Learning Environment Survey</a> (DELES), which examines instructor support, student interaction, and collaboration, personal relevance, authentic learning, active learning, and student autonomy.<a href="#cite_note-120">[120]</a> Harnish and Reeves provide a systematic approach based on training, implementation, system usage, communication, and support.<a href="#cite_note-121">[121]</a> <div class="mw-heading mw-heading2"><h2 id="Educational_technology">Educational technology</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=16" title="Edit section: Educational technology">edit</a>]</div> The modern use of electronic <a href="/wiki/Educational_technology" title="Educational technology">educational technology</a> (also called e-learning) facilitates distance learning and independent learning through the extensive use of <a href="/wiki/Information_and_communications_technology" title="Information and communications technology">information and communications technology</a> (ICT),<a href="#cite_note-CFP-94">[94]</a> replacing traditional content delivery with postal correspondence. Instruction can be synchronous and asynchronous online communication in an interactive learning environment or virtual communities, in lieu of a physical classroom. "The focus is shifted to the education transaction in the form of a virtual community of learners sustainable across time."<a href="#cite_note-122">[122]</a> One of the most significant issues encountered in the mainstream correspondence model of distance education is transactional distance, which results from the lack of appropriate communication between learner and teacher. This gap has been observed to become wider if there is no communication between the learner and teacher and has direct implications for the learning process and future endeavors in distance education. Distance education providers began to introduce various strategies, techniques, and procedures to increase the amount of interaction between learners and teachers. These measures e.g. more frequent face-to-face tutorials, and increased use of information and communication technologies including teleconferencing and the Internet, were designed to close the gap in transactional distance.<a href="#cite_note-123">[123]</a> <div class="mw-heading mw-heading2"><h2 id="Credentials">Credentials</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=17" title="Edit section: Credentials">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Online_credentials_for_learning" title="Online credentials for learning">Online credentials for learning</a></div> Online credentials for learning are digital credentials that are offered in place of traditional paper credentials for a skill or educational achievement. Directly linked to the accelerated development of internet communication technologies, the development of <a href="/wiki/Digital_badge" title="Digital badge">digital badges</a>, <a href="/wiki/Electronic_passport" class="mw-redirect" title="Electronic passport">electronic passports</a> and <a href="/wiki/Massive_open_online_course" title="Massive open online course">massive open online courses</a> (MOOCs) have a very direct bearing on our understanding of learning, recognition and levels as they pose a direct challenge to the status quo. It is useful to distinguish between three forms of online credentials: Test-based credentials, online badges, and online certificates.<a href="#cite_note-:02-124">[124]</a> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=18" title="Edit section: See also">edit</a>]</div> <ul><li><a href="/wiki/Autodidacticism" title="Autodidacticism">Autodidacticism</a></li> <li><a href="/wiki/Digital_divide" title="Digital divide">Digital divide</a></li> <li><a href="/wiki/Educational_technology" title="Educational technology">Educational technology</a></li> <li><a href="/wiki/Low-residency_program" title="Low-residency program">Low-residency program</a></li> <li><a href="/wiki/Media_psychology" title="Media psychology">Media psychology</a></li> <li><a href="/wiki/New_media" title="New media">New media</a></li> <li><a href="/wiki/Online_school" title="Online school">Online school</a></li> <li><a href="/wiki/Qualifications_framework#Qualifications_frameworks_for_online_learning" title="Qualifications framework">Qualifications frameworks for online learning</a></li> <li><a href="/wiki/Sunrise_Semester" title="Sunrise Semester">Sunrise Semester</a></li> <li><a href="/wiki/Teleseminars" title="Teleseminars">Teleseminars</a></li> <li><a href="/wiki/Videotelephony" title="Videotelephony">Videotelephony</a></li> <li><a href="/wiki/Virtual_education" class="mw-redirect" title="Virtual education">Virtual education</a></li></ul> <div class="mw-heading mw-heading2"><h2 id="Sources">Sources</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=19" title="Edit section: Sources">edit</a>]</div> <a href="/wiki/File:Definition_of_Free_Cultural_Works_logo_notext.svg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/7/78/Definition_of_Free_Cultural_Works_logo_notext.svg/12px-Definition_of_Free_Cultural_Works_logo_notext.svg.png" decoding="async" width="12" height="12" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/7/78/Definition_of_Free_Cultural_Works_logo_notext.svg/18px-Definition_of_Free_Cultural_Works_logo_notext.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/7/78/Definition_of_Free_Cultural_Works_logo_notext.svg/24px-Definition_of_Free_Cultural_Works_logo_notext.svg.png 2x" data-file-width="219" data-file-height="218" /></a> This article incorporates text from a <a href="/wiki/Free_content" title="Free content">free content</a> work. Licensed under CC-BY-SA IGO 3.0 (<a rel="nofollow" class="external text" href="http://www.unesco.org/ulis/cgi-bin/ulis.pl?catno=242887&set=0058D22B8C_1_128&gp=1&lin=1&ll=1">license statement/permission</a>). Text taken from <a rel="nofollow" class="external text" href="http://unesdoc.unesco.org/images/0024/002428/242887e.pdf">Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century</a>, 129-131, Keevey, James; Chakroun, Borhene, UNESCO. UNESCO. <div class="mw-heading mw-heading2"><h2 id="References">References</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=20" title="Edit section: References">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist"> <div class="mw-references-wrap mw-references-columns"><ol class="references"> <li id="cite_note-Kaplan_Haenlein_2016-1">^ <a href="#cite_ref-Kaplan_Haenlein_2016_1-0">a</a> <a href="#cite_ref-Kaplan_Haenlein_2016_1-1">b</a> <a href="#cite_ref-Kaplan_Haenlein_2016_1-2">c</a> <style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFKaplanHaenlein2016" class="citation journal cs1">Kaplan, Andreas M.; Haenlein, Michael (2016). 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Studies in Higher Education. 40 (10): 1962–9. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F03075079.2014.914906">10.1080/03075079.2014.914906</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:144996503">144996503</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Studies+in+Higher+Education&rft.atitle=Postgraduate+research+supervision+at+a+distance%3A+A+review+of+challenges+and+strategies&rft.volume=40&rft.issue=10&rft.pages=1962-9&rft.date=2014&rft_id=info%3Adoi%2F10.1080%2F03075079.2014.914906&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A144996503%23id-name%3DS2CID&rft.aulast=Nasiri&rft.aufirst=Fuzhan&rft.au=Mafakheri%2C+Fereshteh&rfr_id=info%3Asid%2Fen.wikipedia.org%3ADistance+education" class="Z3988"> </li> <li id="cite_note-120"><a href="#cite_ref-120">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFWalker2003" class="citation cs2">Walker, S (2003), <a rel="nofollow" class="external text" href="https://espace.curtin.edu.au/handle/20.500.11937/1303">Development and Validation of an Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES)</a> (unpublished doctoral thesis), Western Australia: Curtin University of Technology</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Development+and+Validation+of+an+Instrument+for+Assessing+Distance+Education+Learning+Environments+in+Higher+Education%3A+The+Distance+Education+Learning+Environments+Survey+%28DELES%29&rft.place=Western+Australia&rft.pub=Curtin+University+of+Technology&rft.date=2003&rft.aulast=Walker&rft.aufirst=S&rft_id=https%3A%2F%2Fespace.curtin.edu.au%2Fhandle%2F20.500.11937%2F1303&rfr_id=info%3Asid%2Fen.wikipedia.org%3ADistance+education" class="Z3988">. </li> <li id="cite_note-121"><a href="#cite_ref-121">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFHarnishReeves2000" class="citation cs2">Harnish, D; Reeves, P (2000), "Issues in the evaluation of large-scale two-way interactive distance learning systems", International Journal of Educational Telecommunications, 6 (3): 267–81</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=International+Journal+of+Educational+Telecommunications&rft.atitle=Issues+in+the+evaluation+of+large-scale+two-way+interactive+distance+learning+systems&rft.volume=6&rft.issue=3&rft.pages=267-81&rft.date=2000&rft.aulast=Harnish&rft.aufirst=D&rft.au=Reeves%2C+P&rfr_id=info%3Asid%2Fen.wikipedia.org%3ADistance+education" class="Z3988">. </li> <li id="cite_note-122"><a href="#cite_ref-122">^</a> Garrison, D.R. (20 May 2011). E-Learning in the 21st Century: A Framework for Research and Practice. New York: Taylor & Francis. <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/0-203-83876-9" title="Special:BookSources/0-203-83876-9">0-203-83876-9</a>[<a href="/wiki/Wikipedia:Citing_sources" title="Wikipedia:Citing sources">page needed</a>] </li> <li id="cite_note-123"><a href="#cite_ref-123">^</a> Soekartawi, Haryono, A. & Librero, F. 2002. Greater Learning Opportunities Through Distance Education: Experiences in Indonesia and the Philippines. Journal of Southeast Asian Education, Vol. 3, No. 2, pp. 283–320. Retrieved from <a rel="nofollow" class="external autonumber" href="https://web.archive.org/web/20140307211743/http://www.seameo-journal.com/journal/index.php/education/article/viewFile/39/38">[1]</a> </li> <li id="cite_note-:02-124"><a href="#cite_ref-:02_124-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFKeevyChakroun2015" class="citation book cs1">Keevy, James; Chakroun, Borhene (2015). <a rel="nofollow" class="external text" href="http://unesdoc.unesco.org/images/0024/002428/242887e.pdf">Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century</a> (PDF). Paris, UNESCO. pp. 129–131. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-92-3-100138-3" title="Special:BookSources/978-92-3-100138-3"><bdi>978-92-3-100138-3</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Level-setting+and+recognition+of+learning+outcomes%3A+The+use+of+level+descriptors+in+the+twenty-first+century&rft.pages=129-131&rft.pub=Paris%2C+UNESCO&rft.date=2015&rft.isbn=978-92-3-100138-3&rft.aulast=Keevy&rft.aufirst=James&rft.au=Chakroun%2C+Borhene&rft_id=http%3A%2F%2Funesdoc.unesco.org%2Fimages%2F0024%2F002428%2F242887e.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ADistance+education" class="Z3988"> </li> </ol></div></div> <div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=21" title="Edit section: Further reading">edit</a>]</div> <ul><li>Anderson, T. (2008). Theory and Practice of Online Education (2nd ed) <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/9781897425084" title="Special:BookSources/9781897425084">9781897425084</a></li> <li>Anderson, T., & Dron, J. (2010). "Three generations of distance education pedagogy". The International Review of Research in Open and Distance Learning, 12(3), 80–97.</li> <li>Bates, T. (2005). Technology, e-learning and distance education: RoutledgeFalmer.</li> <li>Bender, Tisha. (2023) Discussion-based online teaching to enhance student learning: Theory, practice and assessment (Taylor & Francis).</li> <li>Betts, Kristen, et al. (2021) "Historical review of distance and online education from 1700s to 2021 in the United States: Instructional design and pivotal pedagogy in higher education." Journal of Online Learning Research and Practice 8.1 (2021) pp 3–55 <a rel="nofollow" class="external text" href="https://jolrap.scholasticahq.com/article/26963.pdf">online</a>.</li> <li>Caruth, Gail D., and Donald L. Caruth. "The impact of distance education on higher education: A case study of the United States." Turkish Online Journal of Distance Education 14.4 (2013): 121–131. <a rel="nofollow" class="external text" href="https://dergipark.org.tr/en/download/article-file/155860">online</a></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFClark1906" class="citation journal cs1">Clark, J. J. (1906). <a rel="nofollow" class="external text" href="https://zenodo.org/record/1447968">"The Correspondence School--Its Relation to Technical Education and Some of Its Results"</a>. Science. 24 (611): 327–34. <a href="/wiki/Bibcode_(identifier)" class="mw-redirect" title="Bibcode (identifier)">Bibcode</a>:<a rel="nofollow" class="external text" href="https://ui.adsabs.harvard.edu/abs/1906Sci....24..327C">1906Sci....24..327C</a>. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1126%2Fscience.24.611.327">10.1126/science.24.611.327</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/17772791">17772791</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Science&rft.atitle=The+Correspondence+School--Its+Relation+to+Technical+Education+and+Some+of+Its+Results&rft.volume=24&rft.issue=611&rft.pages=327-34&rft.date=1906&rft_id=info%3Apmid%2F17772791&rft_id=info%3Adoi%2F10.1126%2Fscience.24.611.327&rft_id=info%3Abibcode%2F1906Sci....24..327C&rft.aulast=Clark&rft.aufirst=J.+J.&rft_id=https%3A%2F%2Fzenodo.org%2Frecord%2F1447968&rfr_id=info%3Asid%2Fen.wikipedia.org%3ADistance+education" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFHampel2010" class="citation journal cs1">Hampel, Robert L (2010). <a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F016146811011200905">"The Business of Education: Home Study at Columbia University and the University of Wisconsin in the 1920s and 1930s"</a>. Teachers College Record. 112 (9): 2496–2517. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1177%2F016146811011200905">10.1177/016146811011200905</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:141830291">141830291</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Teachers+College+Record&rft.atitle=The+Business+of+Education%3A+Home+Study+at+Columbia+University+and+the+University+of+Wisconsin+in+the+1920s+and+1930s&rft.volume=112&rft.issue=9&rft.pages=2496-2517&rft.date=2010&rft_id=info%3Adoi%2F10.1177%2F016146811011200905&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A141830291%23id-name%3DS2CID&rft.aulast=Hampel&rft.aufirst=Robert+L&rft_id=https%3A%2F%2Fdoi.org%2F10.1177%252F016146811011200905&rfr_id=info%3Asid%2Fen.wikipedia.org%3ADistance+education" class="Z3988"></li> <li>Holmberg, Börje. (1995). Theory and Practice of Distance Education (2nd ed) <a rel="nofollow" class="external text" href="https://www.questia.com/library/109055550/theory-and-practice-of-distance-education">online</a></li> <li>Jacob, J.U., Ensign M. (2020). <a rel="nofollow" class="external text" href="https://doi.org/10.1007/978-3-030-32369-1">Transactional Radio Instruction: Improving Educational Outcomes for Children in Conflict Zones</a>, Palgrave Macmillan, Cham. DOI: <a rel="nofollow" class="external free" href="https://doi.org/10.1007/978-3-030-32369-1">https://doi.org/10.1007/978-3-030-32369-1</a>.</li> <li>Kett, Joseph F. (1994). Pursuit of Knowledge Under Difficulties: From Self-Improvement to Adult Education in America. <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0804726801" title="Special:BookSources/978-0804726801">978-0804726801</a></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMoore,_Michael_Grahame_and_William_Anderson2012" class="citation book cs1">Moore, Michael Grahame and William Anderson (2012). Handbook of Distance Education (2nd ed.). Psychology Press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-4106-0729-4" title="Special:BookSources/978-1-4106-0729-4"><bdi>978-1-4106-0729-4</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Handbook+of+Distance+Education&rft.edition=2nd&rft.pub=Psychology+Press&rft.date=2012&rft.isbn=978-1-4106-0729-4&rft.au=Moore%2C+Michael+Grahame+and+William+Anderson&rfr_id=info%3Asid%2Fen.wikipedia.org%3ADistance+education" class="Z3988"> [</li> <li>Major, C. H. (2015). Teaching online: A guide to theory, research, and practice (Johns Hopkins University Press).</li> <li>Moore, M. G. ed. (1990). Contemporary issues in American distance education</li> <li>Picciano, Anthony G. (2021) "Theories and frameworks for online education: Seeking an integrated model." in A guide to administering distance learning ( Brill, 2021) pp. 79–103.</li> <li>Saba, F. (2011). "Distance Education in the United States: Past, Present, Future" Educational Technology, 51(6), 11.</li> <li>Stubblefield, Harold W., and Patrick Keane. (1994). Adult Education in the American Experience: From the Colonial Period to the Present. <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0787900250" title="Special:BookSources/978-0787900250">978-0787900250</a></li> <li>Sun, Anna, and Xiufang Chen. (2016) "Online education and its effective practice: A research review." Journal of Information Technology Education 15 <a rel="nofollow" class="external text" href="https://www.researchgate.net/profile/Anna-Sun/publication/310503884_Online_Education_and_Its_Effective_Practice_A_Research_Review/links/5dea533d299bf10bc3452ad4/Online-Education-and-Its-Effective-Practice-A-Research-Review.pdf?_sg%5B0%5D=started_experiment_milestone&origin=journalDetail">online</a></li> <li>Taylor, J. C. (2001). "Fifth-generation distance education" e-Journal of Instructional Science and Technology (e-JIST), 4(1), 1–14.</li> <li>Terry Evans, M. H., David Murphy (Ed.). (2008). International Handbook of Distance Education. Bingley: Emerald Group Publishing Limited.</li> <li>Vlachopoulos, Dimitrios, and Agoritsa Makri. (2019) "Online communication and interaction in distance higher education: A framework study of good practice." International Review of Education 65.4 (2019): 605–632.</li> <li>Walsh, T. (2011). Unlocking the Gates: How and Why Leading Universities Are Opening Up Access to Their Courses (Princeton University Press, 2011)</li></ul> <div class="mw-heading mw-heading2"><h2 id="External_links">External links</h2>[<a href="/w/index.php?title=Distance_education&action=edit&section=22" title="Edit section: External links">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1235681985">.mw-parser-output .side-box{margin:4px 0;box-sizing:border-box;border:1px solid #aaa;font-size:88%;line-height:1.25em;background-color:var(--background-color-interactive-subtle,#f8f9fa);display:flow-root}.mw-parser-output .side-box-abovebelow,.mw-parser-output .side-box-text{padding:0.25em 0.9em}.mw-parser-output .side-box-image{padding:2px 0 2px 0.9em;text-align:center}.mw-parser-output .side-box-imageright{padding:2px 0.9em 2px 0;text-align:center}@media(min-width:500px){.mw-parser-output .side-box-flex{display:flex;align-items:center}.mw-parser-output .side-box-text{flex:1;min-width:0}}@media(min-width:720px){.mw-parser-output .side-box{width:238px}.mw-parser-output .side-box-right{clear:right;float:right;margin-left:1em}.mw-parser-output .side-box-left{margin-right:1em}}</style><style data-mw-deduplicate="TemplateStyles:r1237033735">@media print{body.ns-0 .mw-parser-output .sistersitebox{display:none!important}}@media screen{html.skin-theme-clientpref-night .mw-parser-output .sistersitebox img[src*="Wiktionary-logo-en-v2.svg"]{background-color:white}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .sistersitebox img[src*="Wiktionary-logo-en-v2.svg"]{background-color:white}}</style><div class="side-box side-box-right plainlinks sistersitebox"><style data-mw-deduplicate="TemplateStyles:r1126788409">.mw-parser-output .plainlist ol,.mw-parser-output .plainlist ul{line-height:inherit;list-style:none;margin:0;padding:0}.mw-parser-output .plainlist ol li,.mw-parser-output .plainlist ul li{margin-bottom:0}</style> <div class="side-box-flex"> <div class="side-box-image"><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/d/df/Wikibooks-logo-en-noslogan.svg/40px-Wikibooks-logo-en-noslogan.svg.png" decoding="async" width="40" height="40" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/d/df/Wikibooks-logo-en-noslogan.svg/60px-Wikibooks-logo-en-noslogan.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/d/df/Wikibooks-logo-en-noslogan.svg/80px-Wikibooks-logo-en-noslogan.svg.png 2x" data-file-width="400" data-file-height="400" /></div> <div class="side-box-text plainlist">Wikibooks has a book on the topic of: <a href="https://en.wikibooks.org/wiki/ICT_in_Education" class="extiw" title="wikibooks:ICT in Education">ICT in Education</a></div></div> </div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1235681985"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1237033735"><div class="side-box side-box-right plainlinks sistersitebox"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1126788409"> <div class="side-box-flex"> <div class="side-box-image"><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/30px-Commons-logo.svg.png" decoding="async" width="30" height="40" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/45px-Commons-logo.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/4/4a/Commons-logo.svg/59px-Commons-logo.svg.png 2x" data-file-width="1024" data-file-height="1376" /></div> <div class="side-box-text plainlist">Wikimedia Commons has media related to <a href="https://commons.wikimedia.org/wiki/Category:Distance_education" class="extiw" title="commons:Category:Distance education">Distance education</a>.</div></div> </div> <ul><li><a rel="nofollow" class="external text" href="http://onlinebooks.library.upenn.edu/webbin/book//browse?type=lcsubc&key=Radio%20in%20education&c=x">"Radio in education"</a> full-text books and articles online; from 1930s and 1940s</li> <li><a rel="nofollow" class="external text" href="http://www.aupress.ca/index.php/books/bySeries?s=DistanceEducation">"Issues in Distance Education book series from Athabasca University Press"</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20171016232455/http://aupress.ca/index.php/books/bySeries?s=DistanceEducation">Archived</a> 16 October 2017 at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a>. A series of over 10 books related to distance education research. Available in print for sale or online as open access.</li> <li><a rel="nofollow" class="external text" href="http://www.washington.edu/doit/Resources/accessdl.html">The Center on Accessible Distance Learning (AccessDL)</a>, DO-IT Center, University of Washington</li></ul> <div class="navbox-styles"><style data-mw-deduplicate="TemplateStyles:r1129693374">.mw-parser-output .hlist dl,.mw-parser-output .hlist ol,.mw-parser-output .hlist ul{margin:0;padding:0}.mw-parser-output .hlist dd,.mw-parser-output .hlist dt,.mw-parser-output .hlist li{margin:0;display:inline}.mw-parser-output .hlist.inline,.mw-parser-output .hlist.inline dl,.mw-parser-output .hlist.inline ol,.mw-parser-output .hlist.inline ul,.mw-parser-output .hlist dl dl,.mw-parser-output .hlist dl ol,.mw-parser-output .hlist dl ul,.mw-parser-output .hlist ol dl,.mw-parser-output .hlist ol ol,.mw-parser-output .hlist ol ul,.mw-parser-output .hlist ul dl,.mw-parser-output .hlist ul ol,.mw-parser-output .hlist ul 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<ul><li><a href="/wiki/Open_access" title="Open access">Access</a></li> <li><a href="/wiki/Open-notebook_science" title="Open-notebook science">Notebook science</a></li> <li><a href="/wiki/Open_research" title="Open research">Research</a></li> <li><a href="/wiki/Open_science_data" class="mw-redirect" title="Open science data">Science data</a></li> <li><a href="/wiki/Plan_S" title="Plan S">Plan S</a></li></ul></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:9em">Data, information, and knowledge</th><td class="navbox-list-with-group navbox-list navbox-odd" style="padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Free_content" title="Free content">Free content</a></li> <li><a href="/wiki/Knowledge_commons" title="Knowledge commons">Knowledge commons</a></li> <li><a href="/wiki/Open_communication" title="Open communication">Open communication</a></li> <li><a href="/wiki/Open_knowledge" title="Open knowledge">Open knowledge</a> <ul><li><a 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title="Participatory media">Participatory media</a></li> <li><a href="/wiki/Peer_review" title="Peer review">Peer review</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%;font-weight:normal;">Education</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Open_education" title="Open education">Open education</a> <ul><li><a href="/wiki/Open_educational_resources" title="Open educational resources">Educational resources</a></li> <li><a href="/wiki/Open_university" class="mw-redirect" title="Open university">University</a> <ul><li><a href="/wiki/Open_admissions" title="Open admissions">Admissions</a></li> <li><a href="/wiki/Open-door_academic_policy" title="Open-door academic policy">Open-door academic policy</a></li></ul></li></ul></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%;font-weight:normal;">Journalism</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Citizen_media" title="Citizen media">Citizen media</a> <ul><li><a href="/wiki/Citizen_journalism" title="Citizen journalism">Citizen journalism</a> and <a href="/wiki/Wiki_journalism" class="mw-redirect" title="Wiki journalism">Wiki journalism</a></li></ul></li> <li><a href="/wiki/Open-source_journalism" title="Open-source journalism">Open-source journalism</a></li></ul> </div></td></tr></tbody></table><div></div></td></tr><tr><th scope="row" class="navbox-group" style="width:9em">Products</th><td class="navbox-list-with-group navbox-list navbox-odd" style="padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Free_and_open-source_software" title="Free and open-source software">Free and open-source software</a> (FOSS) <ul><li><a href="/wiki/Free_software" title="Free software">Free/libre software</a></li> <li><a href="/wiki/Open-source_software" title="Open-source software">Open-source software</a></li></ul></li> <li><a href="/wiki/Open-design_movement" title="Open-design movement">Open-design movement</a> <ul><li><a href="/wiki/Open-source_robotics" title="Open-source robotics">Robotics</a></li></ul></li> <li><a href="/wiki/Open_gaming" title="Open gaming">Open gaming</a></li> <li><a href="/wiki/Open-source_architecture" title="Open-source architecture">Open-source architecture</a></li> <li><a href="/wiki/Open-source_hardware" title="Open-source hardware">Open-source hardware</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:9em">Economic principles</th><td class="navbox-list-with-group navbox-list navbox-even" style="padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Gift_economy" title="Gift economy">Gift economy</a></li> <li><a href="/wiki/Open_innovation" title="Open innovation">Open innovation</a></li> <li><a href="/wiki/Open_patent" class="mw-redirect" title="Open patent">Open patent</a></li> <li><a href="/wiki/Open_standard" title="Open standard">Open standard</a></li> <li><a href="/wiki/Sharing_economy" title="Sharing economy">Sharing economy</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:9em">Politics and governance</th><td class="navbox-list-with-group navbox-list navbox-odd" style="padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Open_government" title="Open government">Open government</a></li> <li><a href="/wiki/Open-source_governance" title="Open-source governance">Open-source governance</a></li></ul> </div></td></tr></tbody></table><div></div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Organizations</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Creative_Commons" title="Creative Commons">Creative Commons</a></li> <li><a href="/wiki/Free_Software_Foundation" title="Free Software Foundation">Free Software Foundation</a></li> <li><a href="/wiki/Open_Architecture_Network" title="Open Architecture Network">Open Architecture Network</a></li> <li><a href="/wiki/Open_Energy_Modelling_Initiative" title="Open Energy Modelling Initiative">Openmod Initiative</a></li> <li><a href="/wiki/Open_Knowledge_Foundation" title="Open Knowledge Foundation">Open Knowledge Foundation</a></li> <li><a href="/wiki/Open_Rights_Group" title="Open Rights Group">Open Rights Group</a></li> <li><a href="/wiki/Open_Source_Initiative" title="Open Source Initiative">Open Source Initiative</a></li> <li><a href="/wiki/Open_Web_Foundation" title="Open Web Foundation">Open Web Foundation</a></li> <li><a href="/wiki/Pirate_Party" title="Pirate Party">Pirate Party</a></li> <li><a href="/wiki/PLOS" title="PLOS">PLOS</a></li> <li><a href="/wiki/Scholarly_Publishing_and_Academic_Resources_Coalition" title="Scholarly Publishing and Academic Resources Coalition">SPARC</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Activists</th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Tim_Berners-Lee" title="Tim Berners-Lee">Tim Berners-Lee</a></li> <li><a href="/wiki/Alexandra_Elbakyan" title="Alexandra Elbakyan">Alexandra Elbakyan</a></li> <li><a href="/wiki/Lawrence_Lessig" title="Lawrence Lessig">Lawrence Lessig</a></li> <li><a href="/wiki/Peter_Murray-Rust" title="Peter Murray-Rust">Peter Murray-Rust</a></li> <li><a href="/wiki/Douglas_Rushkoff" title="Douglas Rushkoff">Douglas Rushkoff</a></li> <li><a href="/wiki/Richard_Stallman" title="Richard Stallman">Richard Stallman</a></li> <li><a href="/wiki/Peter_Suber" title="Peter Suber">Peter Suber</a></li> <li><a href="/wiki/Peter_Sunde" title="Peter Sunde">Peter Sunde</a></li> <li><a href="/wiki/Aaron_Swartz" title="Aaron Swartz">Aaron Swartz</a></li> <li><a href="/wiki/John_Wilbanks" title="John Wilbanks">John Wilbanks</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Projects and movements</th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Do-it-yourself_biology" title="Do-it-yourself biology">DIYbio</a></li> <li><a href="/wiki/Free-culture_movement" title="Free-culture movement">Free-culture movement</a></li> <li><a href="/wiki/Free_software_movement" title="Free software movement">Free software movement</a></li> <li><a href="/wiki/Open_science" title="Open science">Open science movement</a></li> <li><a href="/wiki/Open_Source_Ecology" title="Open Source Ecology">Open Source Ecology</a></li> <li><a href="/wiki/Open-source_software_movement" class="mw-redirect" title="Open-source software movement">Open-source software movement</a></li> <li><a href="/wiki/OpenCores" title="OpenCores">OpenCores</a></li> <li><a href="/wiki/OpenWetWare" title="OpenWetWare">OpenWetWare</a></li> <li><a href="/wiki/Sci-Hub" title="Sci-Hub">Sci-Hub</a></li></ul> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><th id="Tools" scope="row" class="navbox-group" style="width:10.0em">Tools</th><td class="navbox-list-with-group navbox-list navbox-odd" style="padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Free_software_license" class="mw-redirect" title="Free software license">Licenses</a> <ul><li><a href="/wiki/Creative_Commons_license" title="Creative Commons license">Creative Commons</a></li> <li><a href="/wiki/GNU_General_Public_License" title="GNU General Public License">GPL</a></li></ul></li> <li>Definition docs <ul><li><a href="/wiki/Definition_of_Free_Cultural_Works" title="Definition of Free Cultural Works">Free Cultural Works</a></li> <li><a href="/wiki/The_Free_Software_Definition" title="The Free Software Definition">Free Software</a></li> <li><a href="/wiki/The_Open_Definition" title="The Open Definition">Open</a></li> <li><a href="/wiki/The_Open_Source_Definition" title="The Open Source Definition">Open Source</a></li></ul></li> <li><a href="/wiki/Open_Data_Indices" title="Open Data Indices">Open Data Indices</a></li> <li><a href="/wiki/Open_educational_resources" title="Open educational resources">Open educational resources</a></li> <li><a href="/wiki/Open_music_model" title="Open music model">Open music model</a></li> <li><a href="/wiki/Open_Web" class="mw-redirect" title="Open Web">Open Web movement</a></li></ul> </div></td></tr></tbody></table><div> </div></td></tr></tbody></table></div> <div class="navbox-styles"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236075235"><style data-mw-deduplicate="TemplateStyles:r1038841319">.mw-parser-output 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id="Authority_control_databases_frameless&#124;text-top&#124;10px&#124;alt=Edit_this_at_Wikidata&#124;link=https&#58;//www.wikidata.org/wiki/Q159595#identifiers&#124;class=noprint&#124;Edit_this_at_Wikidata" style="font-size:114%;margin:0 4em"><a href="/wiki/Help:Authority_control" title="Help:Authority control">Authority control databases</a> <a href="https://www.wikidata.org/wiki/Q159595#identifiers" title="Edit this at Wikidata"><img alt="Edit this at Wikidata" src="//upload.wikimedia.org/wikipedia/en/thumb/8/8a/OOjs_UI_icon_edit-ltr-progressive.svg/10px-OOjs_UI_icon_edit-ltr-progressive.svg.png" decoding="async" width="10" height="10" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/8/8a/OOjs_UI_icon_edit-ltr-progressive.svg/15px-OOjs_UI_icon_edit-ltr-progressive.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/8/8a/OOjs_UI_icon_edit-ltr-progressive.svg/20px-OOjs_UI_icon_edit-ltr-progressive.svg.png 2x" data-file-width="20" data-file-height="20" /></a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">International</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"><ul><li><a rel="nofollow" class="external text" href="http://id.worldcat.org/fast/895456/">FAST</a></li></ul></div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">National</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"><ul><li><a rel="nofollow" class="external text" href="https://d-nb.info/gnd/4016867-0">Germany</a></li><li><a rel="nofollow" class="external text" href="https://id.loc.gov/authorities/sh85038507">United States</a></li><li><a rel="nofollow" class="external text" href="https://catalogue.bnf.fr/ark:/12148/cb11951948m">France</a></li><li><a rel="nofollow" class="external text" href="https://data.bnf.fr/ark:/12148/cb11951948m">BnF data</a></li><li><a rel="nofollow" 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