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ERIC Number: ED363787
Record Type: Non-Journal
Publication Date: 1993-Apr-13
Pages: 35
Abstractor: N/A
Reference Count: N/A
Distance Education as an Instrument of Public Policy.
Zeller, Nancy
Unlike many other countries of the world, the United States and Canada have yet to use distance education as a deliberate instrument of a comprehensive public policy agenda. Despite this shared failure to use distance education to advance public policy, the individual states of the United States and Canada's provinces differ widely in their distance education operations. Some states/provinces have well-coordinated and technically sophisticated distance education systems, whereas others appear to have little interest in developing any distance education capability at all. Existing U.S. and Canadian distance education programs/practices may be characterized in terms of four descriptive/conceptual models that constitute a nonpolicy-oriented to policy-oriented continuum: laissez-faire, consortium, coordinating board, and comprehensive. The conventional wisdom has been that most educators would aspire to a more student-centered model of distance education, whereas policymakers would possibly dictate a more institution-centered approach. A study of distance education in the United States and Canada has shown the opposite to be true. Encouraging signs of increased efforts to improve distance education and use it as a public policy tool are, however, becoming evident at both the government and institutional levels. (Appended are a 22-item reference list and bibliography of 15 state reports on distance education.) (MN)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United States