Higher Education by Distance: An identity crisis despite transformations and proliferations

Abstract

Distance education has undergone a major transformation in recent years. However, it continues to be plagued with ambiguity in terminology, direction, scope, and scale. This narrative starts with an investigation of data collected by the International Association of Universities (WHED 2007) to map and interpret the global landscape concerning higher education by distance. Based on initial findings, attempts have been made to define current key concepts related to distance education delivery and to identify specific trends in quality assurance that seem particularly relevant to the current conditions. In addition, this narrative includes a case study analysis undertaken between 2006-2007 to investigate types of distance higher education delivery within the territorial jurisdictions of Australia, Canada, New Zealand, and the United States to substantiate on findings. Specifically, the case study analysis helps to identify and address educational policies at macro and meso levels that illustrate differences in policy and practice. The rationale for such an undertaking is to identify how higher education by distance is currently evolving and to recommend directions for policy makers and practitioners interested in distance education development.